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EF 005 069

School Recycling Programs: A Handbook for Educators.Environmental Protection Agency, Washington, DC.EPA/530-SW-90-0231990-08-0029p.

U.S. Environmental Protection Agency, Solid Waste andEmergency Response (OS-305), Washington, DC 20460.Guides - Non-Classroom (055)MF01/PCO2 Plus Postage.*Conservation Education; *Conservation (Environment);Elementary Secondary Education; Environmental Education;Program Descriptions; *Recycling; *Solid Wastes

This brochure describes some of the many recycling programoptions that schools can implement in their communities. It focuses onimplementing actual recycling projects as a way of teaching the importanceand benefits of recycling. The text examines the solid waste crisis and whyAmericans cannot continue to possess a disposable mentality. It emphasizeshow a school recycling program can impart valuable hands-on experience thatencourages students to make recycling a part of their lifestyle. Suchprograms can help young people become active learners, enabling them to applytheir classroom skills to solve real problems. Four types of school recyclingprograms are outlined: (1) an occasional or one-time recycling drive wherestudents collect recyclables at home and bring them to school on one or moredesignated days; (2) an ongoing in-school recycling program where recyclablematerials generated at school are recycled on site; (3) an ongoing accountwith a local recycling center; and (4) establishing community collectionpoints at the school so that individuals can drop off their recyclables. Tensteps on getting starting, such as selecting the type of program that willwork, making municipal contacts, identifying a local market for recyclables,and working out a budget are presented. Also included are instructions forhow schools can apply for regional and national awards, like the President'sEnvironmental Youth Awards. (Contains seven references, nine sources foreducational materials, and addresses and phone numbers for the EPA regionalcontact offices.) (RJM)

********************************************************************************Reproductions supplied by EDRS are the best that can be made

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School Recycling ProgramsA Handbook for Educators

August 1990

United States Environmental Protection AgencySolid Waste and Emergency Response (OS -305)

EPA/530-SW-90-023

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES e)INFORMATION CENTER (ERIC)

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementiUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or poticy.

United StatesEnvironmental ProtectionAgency

EPA/530-SW-90-023August 1990

EF

Solid Waste and Emergency Response (OS -305)

4. EPA SchoolRecyclingPrograms

A Handbookfor Educators

We would like to thank the following individuals for their contributions of success storiesand photographs and their consultation in the development of this publication:

Carole Bell, Department of Environmental Management, Providence, RI

Maureen Berg, Stratford Department of Public Works, Stratford, CT

Mona Henderson, Keep Alliance Beautiful, Alliance, OH

Dean Jamason, Maple Hill Middle School, Castleton, NY

Harry Leavitt, Committee to Save the Earth, Mercer Island, WA

Reynolds Aluminum Recycling. Company, Richmond, VA

Southeast Glass Recycling Program, Clearwater, FL

Dale Boatright, American Federation of Teachers

David Byer, National School Board Association

Shelly Cary, National Science Teachers Association

Carolyn Henrich, National PTA

Mary Beth Powell, North Carolina Department of Environment, Health, and Natural Resources

Alison Rasmussen, National Association of Biology Teachers

Carol Ruppel, Council for American Private Education

Printed on Recycled Paper

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School Recycling Programs:A Handbook for Educators

This brochure describes a number of school recycling programoptions, along with step-by-step instructions on how to set oneup. It focuses on implementing actual recycling projects as a

way of teaching the importance and benefits of recycling. Becauseschool recycling projects are excellent candidates for the President'sEnvironmental Youth Awards, which are administered by EPA, instruc-tions for how schools can apply for these regional and national awardsare also detailed.

The "Garbage Gremlin" represents the wasteful habits many of us unknowingly perpetuate. Inthe various educational materials developed by EPA, students are encouraged to recognizeand reject the ways of the "Gremlin" as they team tiowto be responsible, environmentally con-scious citizens.

The Solid Waste CrisisAmericans can no longer simply

forget about their garbage when it leavestheir curbsides each week. The UnitedStates'currently generates nearly 180 mil-lion tons of municipal solid waste peryear enough to fill a convoy ofgarbage trucks that would encircle theearth more than six times! If this trendcontinues, this amount is expected toreach 216 million tons by the turn of thecentury.

At the same time, we are running outof places to put all this trash. Approxi-mately 73 percent of our garbage iscurrently disposed of in landfills, butnearly one third of the nation's landfillswill close in the next several years. Fewnew landfills and incinerators are beingbuilt to replace these facilities due topublic concerns about environmental,economic, property, and nuisance prob-lems.

For some communities, this dilemmahas already reached crisis proportions.For others, the crisis still looms in thefuture. In any case, the problems associ-ated with solid waste generation andmanagement will not disappear, andwithout action they are likely to becomeworse. Therefore, the time for all com-munities to deal with the solid wastedilemma is now.

The Importance ofRecycling

Every sector of our societygovernments, companies, institutions,communities, and individualscon-tributes to the garbage problem. In fact,each American generates an average of 4pounds of trash per day. We all, there-fore, must cooperate in efforts to solvethe problem.

One important step we can take indi-vidually and collectively is to recyclemore of our discards. Recycling not onlyhelps alleviate the trash disposal prob-lem, but also conserves scarce naturalresources. In addition, recycling can:

Reduce demands on scarce landfill andincinerator capacity.

Reduce risks to our health and environ-ment from improper disposal of somehazardous wastes, such as used oil.

Reduce air and water pollution that maybe caused during the manufacture ofnew products.

Reduce the demand for energy and theneed for raw materials used in the man-ufacture of new goods.

Reduce costs, especially when avoidedlandfill and incinerator "tipping fees"are considered.

Many communities have already rec-ognized the benefits of recycling, aswitnessed by the growing number ofrecycling programs across the country.These programs, now numbering over

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DID YOU KNOW? Recycling 1ton of paper saves 17 trees.

8,000. are enabling many states and com-munities to set and surpass ambitiousrecycling goals. As a nation, we currentlyrecycle about 10 percent of our munici-pal solid waste. The U.S. EnvironmentalProtection Agency (EPA) has challengedthe nation to increase recycling in the

' years ahead. EPA's goal for the nation isto reduce and recycle at least 25 percentof our waste by 1992.

Facts AboutMetal Cans

Metals are valuable resourcesthat can often be more easilyrecovered and reused thanmined. For this reason, metalsrecycling is an established prac-tice in many parts of the country.Aluminum and tin (actually tin-coated steel) cans are somemetal items that schools havesuccessfully recycled over theyears.

There are establishedmarkets for aluminum cansnationwide, and recycling themcan be quite profitable. Most softdrink and beer cans are madefrom aluminum. Soup and fruitcans, on the other hand, aremade of tin-coated steel, or alu-minum and steel. These cansare also recyclable, although adifferent process is used, andmarkets may be more difficult tofind for them than for aluminumcans.

An easy way for your studentsto tell steel cans from aluminumones is to hold a magnet tothem; aluminum cans won't beattracted. If you plan to collectmany mixed metal cans, youmay be able to borrow magneticsorting tables from can recyclingcompanies. Check with yourlocal can recycler.

School RecyclingPrograms

Schools are vital forums foreducating young people and the commu-nity about the problems and solutions ofsolid waste management. One practical,relatively easy way to introduce studentsto the benefits of recycling is to imple-ment a recycling program in your school.

A school recycling program canimpart valuable hands-on experience thatencourages students to make recycling apart of their lifestylenot only at school.but also at home and in the future. Suchprograms can help young people becomeactive learners and apply their classroomskills to solve real problems. In this way.students come to realize that they canmake a difference.

In addition, recycling programs canoften generate funds for school depart-ments or organizations. Many schoolshave generated $2,000 or more throughtheir recycling programs. One school inWashington State that runs its own recy-cling center even earned over $40,000 ina single year!

A well-run school recycling programcan benefit the community as well. Localrecyclers will receive an increased flowof recyclable materials. Citizens can takean active role in managing their waste. Inaddition, a school recycling program canstrengthen the relationship between theschool and the rest of the community.

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Four Types of SchoolRecycling Programs

The type of recycling program youdecide to run is very dependent on yourschool's situation. Available funds, time,size of school. and community resourcesare all variables that will enter into yourdecision. The following program options,however, are popular methods that haveproduced successful results in schoolsacross the nation. a-AL_

1. Conduct an occasional or one-time recycling drive.

One option is to run a one-time oroccasional drive during the school yearor at intervals (once a semester, forexample). In their homes, students collectrecyclables such as aluminum cans,newspapers, or glass bottles and bringthem to school on one or more desig-nated days. You can arrange for thecompany picking up the recyclables tobring a truck to school on those days.Adult volunteers such as parents orteachers can also be recruited to transportthe materials to the recycling company.

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Spotlight on Success: One-Shot CAN WorkAluminum cans are a popular and profitable choice for school

recycling drives. The Midlothian Middle School in Richmond, Virginia, hasrun a successful aluminum can recycling drive once a year for the past 5years. In 1987, the 1,275 students collected a total of nearly 125,000cans, and earned more than $2,000 for their science department.

Students collected and kept cans at home during the fall semester. On2 designated days, students brought their cans to school for pickup by analuminum can recycling company. While teachers loaded cans in thecompany's truck, students tallied the numberof cans collected.

The cans had to be meticulously countedbecause a comprehensive prize structurewas in place: first, second, and third placeprizes were awarded for the most cans col-lected in the school; the most cans collectedin each class; and for the class with the mostcans per student. Movie tickets wereawarded to every student collecting morethan 500 cans, and students who collectedmore than 50 cans saw a movie on campusin place of two science classes.

To publicize the program, the school senthome a letter explaining the program at the

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beginning of the school year. Follow-up announcements and posters atschool reminded students to bring in cans throughout the collectionperiod. This publicity, along with the prize system, motivated over 85 per-cent of the student body to participate in this highly successful program.

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Spotlight on Success:Long-Term Recycling Is Elementary

An ongoing aluminum recycling program can be an excellent source ofcommunity pride, as witnessed by the Berkeley Elementary School inWilliamsburg, Virginia. Although started for the student body, the schoolprogram became a focal point for aluminum can collection in the commu-nity. In 3 months, students and community members collected over 3 tonsof aluminum, worth over $2,000.

To set up the program, the school converted an old storage shed into a"recycling center," and contacted an aluminum recycling company toarrange for bi-weekly pickup of the collected cans. Two student councilrepresentatives from each homeroom were responsible for counting andgathering the collected cans. The responsibility of storing the cans wasrotated among homerooms, and thus many students were able to partici-pate. Each classroom teacher posted weekly totals, and the recyclingcoordinator summed the weekly results for the school.

Active teacher support and high-visibility publicity helped make the pro-gram a success. An assembly kicked off the program, which wasbroadcast on the local cable television channel. School public addressannouncements of class totals generated healthy competition.

Several prizes were awarded, whichalso encouraged participation. The topprize for the most cans collected was analuminum frame bicycle. In addition, whenthe school met its initial goal of 1 ton,everyone was awarded a pizza party,which was donated by a local pizza parlor.

Any proceeds from the collection goback to the school.

This option does not require long-term storage space at school, which is aconsideration with other options. It does,however, assume extra space in thestudents' homes is available for accumu-lated materials before they are brought toschool.

2. Operate an ongoing in-schoolrecycling program.Another option involves setting up a

permanent, in-school collection centerfor recyclables generated at home or atschool. If your community has curbsiderecycling or a drop-off center, studentscan recycle materials generated at school(such as paper from schoolwork and cansfrom lunch) without duplicating commu-nity efforts. This type of programrequires that a storage space for the col-lected recyclables be available at your

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school. It also is necessary to arrange forthe recyclables to be collected fromschool fairly frequently.

Even though an in-school, long-termrecycling program requires careful plan-ning and continuous support, it alsooffers great rewards. It allows students tosee the results of their collection effortson a daily or weekly basis, and, depend-ing on how the program is set up, evenparticipate in running the program. Anin-school program will also greatlyencourage the habit of recycling sincestudents will make it part of their dailyroutines.

3. Establish an ongoing accountwith a local recycling center.Another option is to arrange the

program through a local recycling center.Students and parents bring their recy-clables directly to the center at theirconvenience. Your school can set up anaccount with the center so that paymentsfor materials brought in by students aredirectly credited to your school.

This option does not require yourschool to set up storage space or handle

recyclables.at school. It is important,however, to provide a base at school forthe recycling drive. Classroom activitiesand school publicity will reinforce recy-cling lessons and increase participation.If the school informs the community ofits drive, residents may donate recy-clables at the center for the school as well.

4. Set up community collectionpoints at school.

This option entails setting up acollection center at your school that theentire community can use. Since schoolsoften serve as focal points for local resi-dents, they are ideal drop-off points forrecycling.

A storage facility where individualscan drop off their recyclable "donations"needs to be established in an easilyaccessible place, such as a parking lot.You can either arrange for pickup of thecollected items or enlist school andcommunity members to transport thecollected materials to the recyclingcompany. Since this program directlyinvolves the community and depends onthe support of its residents, it is importantto target these people in your publicityefforts.

HEAVY METAL: Aluminum cans have been easily and profitably recycled inmany schools.

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Each of the four program options has different requirements in terms ofstorage space, time commitment, type of recyclable, student interest, and soon As you consider these steps, which are described in more detail in thefollowing pages, think carefully about whether your school has the ability tomeet the necessary requirements. Also, keep in mind that these ten steps out-line general guidelines. You may encounter other issues specific to yourschool that need to be resolved as well.

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LENDING A HAND: Young people in communities across the nation are makingchanges in their habits to help preserve the environment.

1. Select the type of recyclingprogram you are going torun.You can model your program after

one of the four options presented earlier,or "custom-design" a program to fit yourschool's needs. Since the success of theprogram will depend upon the interestand enthusiasm level of the school com-munity, let them help you make thisdecision.

Distribute a survey in school forstudents and parents, asking specificquestions about their willingness to par-ticipate. Would they be willing to keeprecyclable materials at home? Wouldthey be able to bring the recyclablesto school or to school-run recyclingcenters? After the survey has been com-pleted, use the results to gauge whichtype of program would be most suitablefor your school.

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2. Organize a coordinationteam.A coordination team will help the

program run smoothly. In addition tobeing responsible for program planning,publicity; and operation, the team makesrecycling fun for students. The teamshould include students, parents,teachers, the custodian, and a communityrepresentative. A coordinator, or "insidechampion" (someone who generatesenthusiasm and support for the program),is also essential. A department director orteacher whose program benefits from therecycling effort is a good choice forprogram coordinator, but anyone atschool with enthusiasm for recyclingwill make an excellent coordinator.

Spotlight on Success:How Far Can You Take Your Program?

Almost 20 years ago, students at Mercer Island High School, MercerIsland, Washington, began a monthly collection of tin cans. They expandedtheir collection to bottles and aluminum containers, and soon amassed asmall fortune. In 1975, the group of students, called the Committee to Savethe Earth, began a drive to build a permanent recycling center. Today, whatstarted as a small venture has become a more than $40,000 a year busi-ness for the Mercer Island High School.

Students from the Committee to Save the Earth, as it is still called, staffthe Mercer Island Recycling Center, which serves as a focal point for stu-dent activism and action on environmental issues. The Center is managedby students, who also make decisions regarding its operation.

The Recycling Center accepts a variety of recyclables, such as mixedpaper, plastic containers, glass bottles and jars, foil, aluminum cans, tincans, newspaper, and corrugated cardboard. The Center has seen itsamount of recyclables processed grow from less than 300 to 1,400 tonsper year. It currently serves 21,000 Mercer Island residents as well as theschool.

Proceeds from the recycling center fund part-time student and staffjobs, school student activities, environmental speakers, trips and projects,library resources, and college scholarships. Community members whodonate recyclables can designate to which school they want their dona-tions to be credited. This program is an example of the high degree ofsuccess that can be attained through student initiative and active supportfrom the community.

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Spotlight on Success: Rhode Island Closes the LoopThe smallest state is undertaking what may be the most ambitious

recycling program yet. Rhode Island plans to set up school recycling pro-grams state-wide in the 1990-91 school year. Pilot programs have alreadybeen established in three school districts to determine the specifics of theprogram, such as collection containers, collection systems, and designated

recyclables.

Since Rhode Island has implementedmandatory curbside recycling, the schoolrecycling programs will focus on materialsgenerated by the schools themselves. Theseinclude classroom paper, aluminum cans, andglass containers.

While many markets exist for school-dis-carded cans and glass, finding a market, orclosing the recycling "loop," for the schools'paper is proving to be a challenge. Most ofthe paper the schools use has already beenrecycled. It is, therefore, of a low grade andunsuitable for making into high-grade paper.Consequently, state program coordinators areinvestigating innovative paper product markets;some ideas include making the collected paperinto paper towels, tissue, and even compost!

This type of advance planning can identifypotential obstacles that have to be overcome,and greatly increase the future success of yourrecycling program.

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3. Decide which recyclables tocollect.

Deciding which types of materialsyou are going to recycle is a big step, forthere are many choices and issues toconsider. Materials typically recycledinclude aluminum; tin cans (steel); glasscontainers; newspapers; and high-gradepaper, including notebook paper, copypaper, and computer paper. Some com-munities have also collected plasticrecyclables, such as milk jugs and softdrink containers; Christmas trees; andother materials. No material should hecollected for which there isn't an existinglocal market unless special arrange-

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ments can he made with a hoyer (seeStep 4). As consumers, we can all help tocreate markets by purchasing productsmade of recycled materials, such as recy-cled paper.

Safety issues should also be consid-ered. For example, if the recyclingprogram is at an elementary school, glassbeverage containers should be handledonly by adults or under supervision.Junior and senior high school students.on the other hand, should be able to han-dle glass themselves. Heavy gloves andgoggles should be worn while handlingquantities of collected glass.

Facts About GlassMany types of glass can be recycled. Glass food and

beverage containers are 100 percent recyclable and can bereused an infinite number of times. The only glass items thatcannot be recycled are light bulbs, ceramic glass, dishes,and plate glass.

There are three primary colors of glass: green, clear, andbrown. Find out which colors your local recycler takes. Ifmore than one color is accepted, you may be required toseparate your glass by color. Labels can be left on the glass,but check with the recycling center about metal tops andrings; some centers require that they be removed.

Spotlight on Success: Schools Cash In on GlassRecycling is always rewarding both for the hands-on learning it

provides and for its environmental benefits. For students in Augusta RaaMiddle School in Leon County. Florida. recycling was also extremely prof-itable. The school was the winner of a contest sponsored by the FloridaGlass Recycling Program. To encourage glass collection, the programoffered a top prize of $2.000 to the elementary and middle school thatcollected the most glass recyclables.

Students in the sixth, seventh. and eighthgrades collected approximately 3.000 poundsof glass during the contest's 6-week period. The"inside champions" in this effort were members .

of the school's honor society club. One eighthgrade student was particularly instrumental inorganizing the program.

Students brought recyclable glass contain-ers to their homeroom. where the items werestored in boxes. When a large number of con-tainers had been collected, teachers, parents,and the school custodian transported the glassto a recycling center. The center recorded theweight of the glass and sent a receipt to theschool.

The school also received support from the entire community As theybecame aware of the competition, many members of the communitydonated their recyclables to the school.

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Facts About PaperPaper and paper products are the most common items in our

trash. In fact, they make up over 40 percent of the national wastestream. Most of this paper ends up in landfills and incinerators butcould easily be recycled.

Basically, three types of paper can be readily recycled: high-grade paper, newspaper, and corrugated cardboard. Your localwaste paper market will determine what types of paper areacceptable and the value of each. For example, high-grade paperthat could be recycled might include schoolwork paper, notebookpaper, copier paper, computer paper, memo paper, letterhead sta-tionery, envelopes, and typing paper.

To obtain the most value from your paper, follow the specificguidelines given by your local recycler. Otherwise, the price perpound decreases. Usually high-grade paper must be free of tape,colored paper, and paper clips. Recycled newspaper must be freefrom glossy magazine paper and loose paper. Corrugated card-board should not have a wax coating, and should be clean of allpacking materials.

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4. Identify a local market foryour recyclables.Recycling involves separating

reusable materials; collecting them; pro-cessing them; making them into new,usable items; and marketing them. Oncethe materials are back in service, therecycling "loop" is closed. Reuse of thematerial is critical to the success of recy-cling. If material is simply collected andstored, the ultimate goal of reducing thewaste stream is not reached.

To find a market for your recy-clables, check to see if there are anyrecycling facilities near your school, orany companies that recycle materials as abusiness. The phone book is a goodsource; look in the yellow pages under

recycling, waste paper, scrap or junkdealers. If your area government alreadycollects some materials and has a localmunicipal or county recycling coordina-tor, that person can also identify areamarkets for recyclables. You might alsocontact your state environmental agencyfor assistance in locating markets.

Once you have identified a marketfor your recyclables, contact the com-pany to ask what services and paymentthey provide, how often they would bewilling to collect items, and whether theyprovide transportation. The highest priceper pound is not necessarily the best dealif you have to organize transportation ofthe collected recyclables yourself.

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Plastic Recycling:The Wave of the Future?

Plastics make up 9 percent of thenational municipal solid waste streamby weight, and 20 percent by volume.Approximately half of the plastic municipalwaste is packaging; the rest is nondurableconsumer goods, such as disposable razorblades, and durable goods such as appli-ances.

There are still many uncertainties associ-ated with the disposal of plastics. Plasticwastes are very slow to degrade in landfills,but recent data indicate that other wastes,even those considered to be "degradable,"such as paper, are also quite slow todegrade.

About 1 percent (primarily plastic softdrink bottles and milk jugs) of the plasticwaste stream is currently recycled. There

are several obstacles to recyclingplastics. For example, manyobjects are made up of differenttypes of plastic material, whichmakes reprocessing difficult.Progress is being made, however,by plastic manufacturers and therecycling industry to improve thefeasibility of plastics recycling.

In a pilot program in Lexington,Massachusetts, schools are col-lecting polystyrene foam lunchtrays instead of discarding them.The trays are then picked up by aplastics recycling company thatuses an innovative process torecycle the foam into other usable

goods, such as flower pots, key chains, andbenches. As this program demonstrates,plastics recycling is an emerging technologywith a great deal of promise

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5. Work out a budget.It does cost some money to set up

any recycling program; however, thesecosts can often be recovered from theoperation of the program. Find out ifyour school budget can cover the costs oflaunching the program. If no school des-ignated start-up funds are available,investigate other possible sources offunding, such as the PTA, service clubs

and civic organizations, local businesses,or the student body general fund.Supplies and equipment, transportationof materials, facility construction, main-tenance, storage space rental, insurance,utilities, publicity, and wages for anynon-volunteer help are all potential costsyou need to consider. In addition, makesure that your students and anyone elseparticipating in the program are coveredby insurance in case of any accidents.

Spotlight on Success:Flood School Stems the Paper Tide

Schools and offices are the primary sources of the paper and paperproduct discards that make up a large percentage of our national wastestream. The Flood Junior High School and the town of Stratford, Connecticut,decided to tackle this problem by setting up a pilot program to recycle paperin the school system.

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Recycling school paper wasalso a logical choice since thetown already has an active recy-cling drive for many recyclables.In addition, Stratford, like manytowns, has very high waste dis-posal fees, and any reduction inthe amount of paper flowing intothe waste stream represents asavings.

The program started off ona positive note, with a visitfrom the State Department ofEnvironmental Protection and"Ray Cycle," an educationalentertainer who gets his recy-cling message across with alittle song and dance. All of thestudents got involved in thishands-on recycling project.

Receptacles to collecthomework, white, and

1 computer paper were placed ineach classroom, and emptied into a large bin in the back of the school. Thecollected paper was sold to a local high-grade paper buyer and recycled.

The Flood Junior High program was such a success that it is now beingexpanded to all 13 Stratford schools. Students from kindergarten throughtwelfth grade will participate in the expanded program.

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ZOWIE! Sponsored by Connecticut's Department of Environmental Protection,the recycling super hero "Ray Cycle" tours the state's elementary schools rap-ping about recycling and singing of solid waste issues.

6. Make municipal contacts.

Since certain local ordinances mayapply to school recycling programs, it isimportant to contact local authoritiesbefore setting up your program. If youare considering any type of in-schoolprogram, contact fire marshals regardingstorage and collection logistics. Forexample, if you are considering recyclingpaper, ask if any specific storage require-ments must be followed to prevent firehazards.

You might also check with local offi-cials to determine if your municipalitycan get credit for your school's recyclingefforts when applying for state tonnagegrants. If so, you'll need to keep recordsof your recycling efforts.

It is also important to identify otherorganizations in the community that reg-ularly recycle. If an existing volunteergroup (for example, a Girl or Boy ScoutTroop or a local community group) con-ducts a recycling drive, be careful not tocompete with its efforts, as the groupmay be dependent on its program formoney and goodwill.

7. Establish a system for collect-ing and storing recyclables.To keep the program running

efficiently, your collection system needsto be as simple and organized as possible.Depending on the type of program youhave chosen, designate logical depositlocations, either within or outside yourschool. You may also need to acquire,label, and place appropriate containersfor the collected recyclables.

If storing recyclables at school,you'll need to provide ample storagespace, preferably with truck access. Ashed, garage, or even a receptaclespecially designed for your type of recy-clable can be used. For example, someglass recyclers have used an "igloo" typestructure, and aluminum can recyclersoften provide special dumpster-like stor-age bins. Students can also crush cansbefore they are stored, so that they willtake up less space.

Materials also need to be properlyseparated, as they will bring higher pricesthat way. For example, newspaper oftenneeds to be separated from magazines

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and other glossy paper, and glass con-tainers sometimes need to have capsremoved. Your recycler can specify howmaterials should be separated. It isimportant to meet their requirements inorder to establish a successful, long-termrelationship with them and avoid servicecut-off due to unacceptable materials.

8. Educate the school and thecommunity about theprogram.Notify the entire staff (including all

teachers, clerical staff, and custodians)and the surrounding community aboutthe recycling program. It is a good ideato hold an explanatory session at theschool to describe how the program willrun and when collection will occur. Youcan also display examples of recyclablesand storage containers. To make sure thatthe program does not interfere with classschedules or create conflicts, schedule aregular time for it or stress that studentsmust work on the program outside classhours.

Publicity is essential to the successof any recycling program. At the start ofyour school's program, send flyers homewith students to let parents know all ofthe specifics of the program. Encourageparticipation and support from localresidents. Display posters, makeannouncements, and even have a specialin-school assembly or presentation tokick off the program. Sending pressreleases to newspapers and radio stations,as well as making announcements inweekly shoppers, local bulletins, andclub newsletters will also help inform thesurrounding community. States andcommunities may be willing to be part-ners in promoting your school recyclingprogram, so check with municipal orstate officials about special publicationsor presentations that they may havedeveloped about recycling.

Teachers can also remind studentsabout the program, and, if possible,include recycling lessons in their classes.Many schools have incorporated lessonson the environment and recycling into

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k..f-Ntil Facts About Compost SYard waste, primarily leaves and grass clippings, currently

makes up 18 percent of the municipal solid waste streamnationwide, though that amount varies from region to region

/ and by time of year.

Yard waste is easily composted into natural soil additivesfor lawn or gardens. Spreading homemade compost on a gar-den will improve soil texture, increase the ability of the soil toabsorb air and water, suppress weed growth, decrease ero-sion, and reduce the need for commercial soil additives andpesticides. -41

Your school can make a compost pile from the leaves andgrass clippings created by maintenance of the school groundsor garden plots, and organize a class project to tend to the

make a compost pile, refer to Let's Reduce and Recycle, acurriculum available from EPA (see bibliography). .1)11

kkpile and watch its progress. For detailed information on how to

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Spotlight on Success: Alliance for RecyclingThe Parkway School in Alliance, Ohio, recently added tin and bimetal cans to its

growing list of recyclables. In addition to tin and bimetal cans, the school collectsnewspapers, magazines, plastic jugs, and aluminum cans. Students as well ascommunity members bring in their recyclables during school hours, where they arestored in large colorful boxes in the hallway until the recycling coordinator trans-ports them to the town's recycling center.

The recycling coordinator is a teacher who became interested in recycling andsinglehandedly started the Parkway School program. She was recognized for heroutstanding and continued contribution, and recently received the Ohio Governor'sAward for Recycling. Because of her dedication and the efforts of the students andcommunity members, the school hascollected over 8,500 lbs. of recyclablesso far.

But Parkway isn't the only school inAlliance participating in recycling. To --encourage students to collect all types ofmetal cans, Keep Alliance Beautiful, alocal civic organization, sponsored a"DeCanthalon" for grades K-12. The"DeCanthalon" is similar to a mini-Olympics, but its sporting events allinvolve cans. Some events were shot-put with a can, kick the can distanceevents, and team can-crushing relay.The entry fee for the contest was a bagof aluminum, bimetal, or tin cans percontestant. The "De-Canthalon" is aninnovative example of how to combine acan drive with an event that's fun foreveryone.

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the science curriculum. If students under-stand the importance of recycling, theymay be motivated to participate moreactively in the program. The Let'sReduce and Recycle curriculum forgrades K-12, developed by EPA in tan-dem with this handbook, is one exampleof the many teacher aids available, someof which are listed in the bibliography ofthis booklet.

9. Set overall and individualgoals for the drive.Goals are always useful for

encouraging students to excel. Aim foran overall amount of recyclables to becollected, and perhaps keep a runningtotal displayed in a prominent place toannounce progress. Students. especially

in primary grades, will try hard to reachgoals if they know what is expected, soyou could even set individual goals suchas bringing in five items a week.

Maintain an accurate tally of howmuch each student contributes to therecycling effort. A tally will becomeimportant if your school intends toreward the doers (see Step 10). How thistally is obtained will vary according tothe type of program that you run. If yourschool has arranged an ongoing accountat a recycling center, it may agree to tallyresults. If, on the other hand, your schoolhas chosen to run an in-school recyclingcenter or conduct an occasional or one-time recycling drive, volunteers orstudents can record the totals.

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Spotlight on Success:A National Winner

A school recycling project was a recent national winner in thePresident's Environmental Youth Awards Program. The students in the 6thgrade class at Maple Hill Elementary in Schodack, New York, studied thesolid waste crisis in their current events class. After viewing videos, read-ing reports, and listening to representatives in the field, they decided to dosomething about the problem in their own town.

The students came up with a plan, presented it to the town supervisor,and went to work. They set up a collection center at the town landfill forbottles, cans, glass, and newsprint. Next, they publicized the programthroughout the community with flyers, letters, and signs. Community resi-dents then deposited their recyclables at the collection center.

The students identified markets for the collected recyclables. With helpfrom landfill employees, they sorted and prepared all of the paper that the

town brought to the landfill. Achro."`vw company that makes the

paper into non-toxic celluloseinsulation for homes pickedup the sorted paper. Bottlesand cans were returned to astore to collect the 50deposit, which is placed on

rivb aluminum cans and glassbottles by state law.

To help solve the wastecrisis in their own school, thestudents changed their paper

Nai,dieusage habits to be lesswasteful. They also collectedledger and newsprint atschool, which students andteachers transported to thecollection center.

Since the program began,ill=k2A there has been a three-fold

increase in the amount ofrecyclables separated by thecommunity and taken to thelandfill collection center. Theclass found that their effortssaved over 250 cubic yards

of landfill space, perhaps even prolonging the life of their landfill (whichhad been scheduled to close a year after they started the project).

As a result of the students' recycling program, the town formed a com-mittee to study local waste management problems. Maple Hill Elementaryalso signed an official agreement with the town of Schodack to continuerecycling with the town's financial support.

184.4,4. 4,

10. Reward the doers.It is important to stress that recycling

helps the environment, and that is areward that everyone enjoys. A prize sys-tem, however, can make the recyclingprogram even more successful. Take intoaccount class size when establishingclass prizes, so that large and smallclasses have equal chances of winningprizes.

Prizes can take many forms. In someprograms, the winning class has receiveda pizza party, a trip to the zoo, schoolcomputers, or new playground equip-ment. In others, students were awarded`Certificates of Appreciation' or earnedScout Badges. Prizes may be donated bylocal merchants, such as restaurants ormanufacturers, or bought with the pro-ceeds of the recycling drive. Individualstudents can also be rewarded for out-standing efforts with a bicycle or giftcertificate, for example.

4

The President'sEnvironmental YouthAwards

In addition to the reward system youset up in your school, there is a nationalaward program administered by EPAcalled the President's EnvironmentalYouth Awards. This program offersyoung people an opportunity to be recog-nized for their efforts to protect theenvironment. A school recycling pro-gram is an excellent candidate for thisaward. Students can participate as indi-viduals or as a class, from kindergartenthrough twelfth grade. The projects musthave an adult sponsor who will adviseand guide students.

The program has two components:the regional certificate program and thenational awards competition. All partici-pants in the President's EnvironmentalYouth Awards Program receive a certifi-cate from the President of the UnitedStates, awarded by EPA's RegionalOffices. If a project produces exceptionalresults, sponsors are encouraged to enterit into the national competition. Tennational winners are selected annually.Two representatives from each winningprojecta student and the sponsorareinvited to Washington, DC (expensespaid) for an awards ceremony and 3 daysof work and fun.

Applications for the regional certifi-cate program are accepted throughout theyear. For the national competition, pro-ject applications are due by July 31 ofeach year.

To learn more about the President'sEnvironmental Youth Awards Program,or to obtain applications, contact the EPARegional Office that services your state(see list in bibliography) or write to theEPA Public Information Center, 401 MStreet SW, Washington, DC 20460.

19

he students of today are the decision-makers, manufacturers,business persons, and homeowners of tomorrow. Through theuse of a well-designed recycling program, students can come to

understand the problems ssociated with solid waste, and how theycan initiate real world solutions to resolve these problems. Individualsof all ages can learn how to work together to preserve the environmentfor future generations.. : '

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BibliographyThe following resources were used

to develop this brochure:

Center for Environmental Researchand Service. 1989. The best environ-mental education programs in Alabama.Troy, Alabama: Center for Environmen-tal Research and Service, Troy StateUniversity.

Fisher, D., C. Moore, N. Robinson,and M. Timpane. 1988. Aluminum recy-cling programs in elementary and middleschools. Resource Recycling. Nov./Dec.

Florida Glass Recycling Program.1987. Cashing in on a cleaner LeonCounty. Clearwater, Florida.

Jones, P. 1987. How to organizeeffective recycling programs withinschools. Freehold, New Jersey:Monmouth County Planning Board.

Mid America Glass Company. 1989.Fundraising through recycling: Anevents planning guide. Bella Vista,Arkansas.

Mullen, M. 1989. School recyclingprograms: An excellent teaching tool forstudents and their parents as well as asource of needed funds. Troy, Alabama:Center for Environmental Research andService, Troy State University.

Washington State Department ofEcology. A-way with waste. 2nd Ed.Olympia, Washington.

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EPA Sources

The following documents areavailable from EPA's RCRA Hotline atno charge (800-424-9346):

Be An Environmentally AlertConsumer. EPA /530- SW- 90 -034B. Ahandy booklet describing approximately100 practical steps that consumers cantake to reduce the amount and toxicity ofthe trash they generate. A concise pam-phlet that summarizes the booklet is alsoavailable. (EPA/530-SW-90-034A)

Bibliography of Municipal SolidWaste Management Alternatives.EPA/530-SW-89-055. A listing ofapproximately 200 publications availablefrom industry, government, and environ-mental groups.

Recycling. EPA/530-SW-88-050. Aconcise citizen's brochure on recyclingand its role in solid waste management.

Recycling Works! EPA /530- SW -89-014. A booklet describing 14 successfulstate and local recycling programs in theUnited States.

The Solid Waste Dilemma: Solutionsfor the 90s. EPA/530-SW-90L058. Thisbooklet presents a national strategy formanaging municipal solid waste anddescribes steps that government, indus-try, and the public can take to helpresolve the problem. (Available mid-summer 1990)

Educational MaterialsAvailable from the Hotline:

Recycle Today! EducationalMaterials for Grades K-I2. EPA /530-SW -90 -025. Presents the goals andobjectives of EPA's School RecyclingProgram, and describes this handbook aswell as the following materials.

Let's Reduce and Recycle:Curriculum for Solid Waste Awareness.EPA/530-SW-90-005. Presents lessonsand activities to teach students in gradesK-12 about solid waste generation andmanagement. Each unit presents a seriesof related lessons with vocabulary words,discussion questions, and projects.Practical teaching aids, such as handouts,worksheets, clip art, and a short skit arealso included, along with a bibliographyof additional sources of information.

Adventures of the Garbage Gremlin:Recycle and Combat a Life of Grime.EPA/530-SW-90-024. Introduces stu-dents in grades 4-7 to the benefits ofrecycling through an engaging comicbook approach. Students are lead on anadventure in which their peers foil the"Garbage Gremlin" and learn about recy-cling.

Ride the Wave of the Future: RecycleToday! EPA,/530-SW-90-010. Promotesrecycling through a colorful posterdesigned to appeal to all grade levels.Can be displayed in conjunction withrecycling activities or used to help fosterrecycling.

s1111111.

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Region IU.S. EPA-Region IJ.F.K.Federal BuildingBoston, MA 02203(617) 565-3715

Region HU.S. EPA-Region 1126 Federal PlazaNew York, NY 10278(212) 264-2525

Region IIIU.S. EPA-Region III841 Chestnut StreetPhiladelphia, PA 19107(215) 597-9800

Region IVU.S. EPA-Region IV345 Court land Street. N.E.Atlanta, GA 30365(404) 347-4727

Region VU.S. EPA-Region V230 South Dearborn StreetChicago. IL 606(14(312) 353-2000

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Region VIU.S. EPA-Region VIFirst Interstate Bank Tower1445 Ross AvenueDallas, TX 75270-2733(214) 655-6444

Region VIIU.S. EPA-Region VII726 Minnesota AvenueKansas City, KS 66101(913)551-7050

Region VIIIU.S. EPA-Region VIIIOne Denver Place999 18th StreetDenver, CO 80202-2405(303) 293-1603

Region IXU.S. EPA-Region IX1235 Mission StreetSan Francisco, CA 94103(415)744-1468

Region XU.S. EPA-Region X1200 Sixth AvenueSeattle, WA 98101(206) 442-5810

U.S. GOVERNMENT PRINTING OFFICE: 1990:274868

.4-" EPAUnited StatesEnvironmental ProtectionAgency(OS -305)Washington, DC 20460

Official BusinessPenalty for Private Use$300

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