ABSTRACT

A lesson on finding out how humans effect the

planet and creating solutions to reduce our impact.

Nicole Denny
Geology201

Making Less of an
Impact
 GEO201 Nicole Denny 9/16/16

Table of Contents
Handout and attachments are included at the end of the lesson but are shown here in the order in
which they are needed for the lesson.

Background information: pg. 4-5

Engage: pg. 6

Every American Will Use worksheet: pg. 15-16

Explore 1: pg. 6-8

Explore 2: pg. 8

How Does This Effect the Planet worksheet: pg. 17

How Does This Effect the Planet rubric: pg. 18

How Long Does it Take to Decompose information: pg. 19-20

Explain: pg. 8-10

Elaborate 1: pg. 10-11

Elaborate 2: pg. 11

Biodegradable Invention handout: pg. 21

Peer Evaluation handout: pg. 22

Group Evaluation handout: pg. 23

Biodegradable Invention rubric: pg. 24

Evaluate 1: pg. 11

Evaluate 2: pg: 12

Reflection Essay handout: pg. 25

Voters keep California's law banning plastic bags on the books article: pg. 26

Citations: pg. 13-14

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Geology Lesson Plan

Grade Level: Sixth Grade

Standard: MS-ESS3-3. Apply scientific principles to design a method for monitoring and
minimizing a human impact on the environment

Science and Engineering Practices: Constructing Explanations or Designing Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and
progresses to include constructing explanations and designing solutions supported by multiple
sources of evidence consistent with scientific ideas, principles, and theories.
 Apply scientific principles to design an object, tool, process or system. (MS-ESS3-3)

Disciplinary Core Ideas: ESS3.C: Human Impacts on Earth Systems

 Human activities have significantly altered the biosphere, sometimes damaging or destroying
natural habitats and causing the extinction of other species. But changes to Earth’s
environments can have different impacts (negative and positive) for different living things.
(MS-ESS3-3)

Cross Cutting Concept: #2 Cause and Effect-Relationships can be classified as causal or

correlational, and correlation does not necessarily imply causation. (MS-ESS3-3)

Evidence Statement: Observable features of the student performance by the end of the course:
1. Using scientific knowledge to generate design solutions
A. Given a problem related to human impact on the environment, students use
scientific information and principles to generate a design solution that:
 Addresses the results of the particular human activity.
 Incorporates technologies that can be used to monitor and minimize negative
effects that human activities have on the environment.
B. Students identify relationships between the human activity and the negative
environmental impact based on scientific principles, and distinguish between causal
and correlational relationships to facilitate the design of the solution.
2. Describing* criteria and constraints, including quantification when appropriate
A. Students define and quantify, when appropriate, criteria and constraints for the
solution, including:
 Individual or societal needs and desires.
 Constraints imposed by economic conditions (e.g., costs of building and maintaining the
solution).

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2. Evaluating potential solutions

A. Students describe* how well the solution meets the criteria and constraints,
including monitoring or minimizing a human impact based on the causal relationships
between relevant scientific principles about the processes that occur in, as well as among,
Earth systems and the human impact on the environment.
B. Students identify limitations of the use of technologies employed by the
solution.

Objectives:

1. A student will be able to identify what a pollutant is.

2. A student will be able to determine the effect something has on the environment in a
positive or negative way.
3. A student will be able to create solutions for pollution problems.
4. A student will be able to minimize human impact on Earth.
5. A student will be able to monitor human impact on Earth.

Table of Activities and Objectives 1 2 3 4 5

Engage Every American Uses X
Explore 1 One Plastic Bag X X
Explore 2 How Long Does it Take to X X
Decompose
Explain Defining Properties X X X
Elaborate 1 Biodegradable Invention X X X X
Elaborate 2 Reflection Paper X X X X
Evaluate 1 Sales Pitch X X X
Evaluate 2 Recycling Laws X X X X

Curriculum Integration: Language Arts

CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.

Resources Needed:

 One Plastic Bag

 Internet access for students
 Document Camera
 Desks arranged in tables
 Large envelopes (one for each table)
 Objects for Explore #2 enough for each table (Tin cans, cardboard, apples, plastic water
bottles, aluminum cans, glass cup, cotton clothing)
 All handouts copied for each student

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Time Needed:

One and a half weeks- two weeks

Scientific Background:
How do humans impact the environment?
 Depletion of natural resources
Each year we extract 55 billion tons of bio-mass from the earth. That is almost 10 per
person in the world (number is much higher for the people living in the western world).
The rate at which we are consuming these resources is still increasing. By the year 2020
our extraction of bio-mass will double making our consumption over 80 billion tons of
bio-mass. While our consumption is increasing, we need to be trying to work in the
opposite direction, making less of an impact. In order to maintain environmental stability,
many rich nations may need to reduce their intake of natural resources by 90 percent. The
current population of the Earth is 7.2 billion, at our consumption rate there is only enough
resources for 2 billion people.
Bio-mass- organic matter used as fuel

 Increase in pollution and greenhouse gases

Types of pollution: air, water, soil, radioactive, noise, heat/ thermal and light
Air- The process of fossil fuel burning emits pollutants causing pollution at a local and
global scales. Pollutants such as particulate matter, ground-level ozone, nitrogen
oxides, Sulphur oxides, volatile organic compounds and carbon monoxide. Burning fossil
fuels also releases greenhouse gases such as, carbon dioxide, methane and nitrous oxide.
The release of these gases are linked to global climate change. Other types of air
pollution include but are not limited to smoke from chimneys, automobiles, and factories.
Water- Caused by industrial wastes being dumped into rivers which causes an imbalance
in the water leading to problems with algae/bacteria, animals, and drinking water. Using
pesticides on plants and washing clothes near bodies of water can contaminate water as
well. Much of the water pollution happening is a result of the fertilizer we use in the
earth. Then when it rains the run off carries that fertilizer into our rivers, ponds and lakes
contaminating our water.
Soil- Using insecticides on plants, release of industrial waste, mining and effects of
deforestation contaminates soil.
Radioactive- Can occur because of malfunctions in nuclear plants, improper nuclear
waste disposal and accidents. It can cause cancer, infertility, blindness and birth defects.
Radioactive pollutants can also effect the soil, air, and water nearby.
Noise- Loud noises that can effect hearing and can cause physiological distress. One
example is the noise created by loud machinery.
Heat/thermal- It increases the Earth’s temperature, causing drastic climatic changes and
extinction of wildlife. Some causes include the increasing number of industrial plants,
deforestation and air pollution.
Light- Due to extensive lighting in an area, usually in big cities.

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Pollution- the presence in or introduction into the environment of a substance that has
harmful or poisonous effects.
Pollutants- the key elements or components of pollution which are generally waste
materials
Climate Change- a change in global or regional climate patterns, in particular a change
apparent from the mid to late 20th century onwards and attributed largely to the increased
levels of atmospheric carbon dioxide produced by the use of fossil fuels.
Greenhouse Effect- the trapping of the sun's warmth in a planet's lower atmosphere due
to the greater transparency of the atmosphere to visible radiation from the sun than to
infrared radiation emitted from the planet's surface.
Greenhouse Gas- a gas that contributes to the greenhouse effect by absorbing infrared
radiation
 Decreased water quality
The Earth’s water faces threats due to sedimentation, pollution, climate
change, deforestation, landscape changes, and urban growth. These threats are almost all
caused by humans.
Deforestation- the clearing of trees
 Impact on global climate change.
Humans are causing climate change in the atmosphere by increasing the amount of
greenhouse gases, aerosols, and general cloudiness that is in the air. The largest
contribution is due to burning fossil fuels. Greenhouses gases and aerosols can impact the
amount of solar radiation coming in and the amount of thermal radiation going out of the
atmosphere. Changing the amount of these gases in the atmosphere can cause the
temperature in the atmosphere to fluctuate.
Aerosols- tiny solid or liquid particles
Information was gathered from various websites including:
Effect of Human Activities on the Environment
http://education.seattlepi.com/effect-human-activities-environment-3653.html
Depletion of Natural Resources is…
http://www.theworldcounts.com/counters/shocking_environmental_facts_and_statistics/resource
s_extracted_from_earth
How We Contribute to Air Pollution and Climate Change
http://www.bcairquality.ca/101/pollution-climate-causes.html
What is Pollution?
http://www.conserve-energy-future.com/PollutionTypes.php

How can human actions seriously affect water resources?

http://www.greenfacts.org/en/water-resources/l-3/4-effect-human-actions.htm#0p0

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How do human activities contribute to climate change and how do they compare with natural
influences?

http://www.eea.europa.eu/themes/climate/faq/how-do-human-activities-contribute-to-climate-
change-and-how-do-they-compare-with-natural-influences

Engage
Every American Uses… (10 minutes)
Use document camera to display the handout Every American Uses…(see attachment pg. 12-13)
for the class to see. Have students take out a scrap piece of paper and record their guesses.
Students will guess how much of each material the average human in the United States uses in a
typical lifetime. After everyone has written down their guesses ask a few students to share their
predictions, a variety of these predictions should be written on the board. Then the instructor will
reveal the true number each person uses.
It should be mentioned that these materials are recyclable but often clutter landfills. The extent at
which we consume these items does not equal the amount of recycling that is done.
Explore 1
One Plastic Bag (20 minutes)
Suggested instructor script: Plastic bags are cheap and convenient to use. To carry groceries,
merchandise, and supplies. How many bags do you think are used around the world in an entire
year?
Possible student responses: Hundreds? Thousands?
Suggested instructor script: An estimated 1 trillion bags are used and discarded each year. But
what happens to all the plastic bags that we throw away or leave on the ground?
Possible student responses: They go to a landfill or blow around in the wind.
Suggested instructor script: They take 20-1000 years to decompose. So one bag on the ground
becomes ten, which becomes hundreds, which becomes thousands plastic of bags accumulating
and cluttering up the Earth. These bags are seen all over our roadsides, alleyways, and oceans. So
what? How does this affect me? (rhetorical questions)
These plastic bags get into the soil all around us, as they decompose they slowly release toxic
chemicals. This same soil grows plants that are fed to animals causing some animals to choke
and die from the harsh chemicals. Over 100,000 animals that die each year are suspected as a
result of plastic products. The meat from these animals and fruits that these plants bear are
consumed by humans, therefore ingesting these harsh chemicals. Many thousands of marine
mammals and seabirds die every year around the world as a result of consuming plastic litter
found in our oceans and are mistaken as food. When the animal dies and decays the plastics
toxins are free again to repeat the deadly cycle.
Other effects of plastic bags:

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Plastic bags are made from petroleum and other natural gases. These resources are finite,
meaning if we continue to use and create plastic bags at the same intense frequency we will
deplete these gases very quickly.
*This information has been gathered from various websites including:
How Do Plastic Bags Affect Our Environment
https://greenerideal.com/lifestyle/0613-how-do-plastic-bags-affect-our-environment/
Plastic As A Resource
http://www.cleanup.org.au/au/Campaigns/plastic-bag-facts.html

One Plastic Bag By: Miranda Paul

Summary: In Gambia, a small city in South Africa, people would drop plastic bags onto the
ground when they were finished using them or they had broken. Soon the plastic bags began to
accumulate. These heaps of plastic bags were unappealing and eventually started killing animals
when they were consumed. A strong young woman named Isatou Ceesay decided to make a
difference in her world. Even though others laughed, some of her friends joined her and they
found a new way to recycle the bags. Cleaning up their environment and recycling at the same
time. Her story shows how one person truly can make a difference.
See the link below for more details: https://www.amazon.com/One-Plastic-Bag-Recycling-
Millbrook/dp/1467716081
Read One Plastic Bag to the students and conduct a quick question and answer session following
the reading.
Question: Can plastic bags be recycled?
Correct Response: Yes!
But only about 1% of plastic bags are recycled. 30 billion plastic bags are used every year in the
United States alone. That means the United States throws away over 29 billion recyclable plastic
bags every year.
Question: Are plastic bags pollutants?
Correct response: Yes, they are waste material and a form of pollution

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Question: What type/types of pollution should a plastic bag be considered?

Correct response: Air, water, soil

Explore 2
How Long Does it Take to Decompose (30 minutes)
Students will explore the impact trash has on the environment making predictions of how long
materials will take to decompose then use data to find out the real decomposition rates. Followed
by questions students will answer on their own before being provided with more in depth
information.
Materials consisting of different objects with different decomposition rates will be distributed to
each table in the classroom. Every student will receive a How Does This Effect the Planet?
Worksheet (see attachment pg. 14-15) and one envelope filled with a copy of How Long Does it
Decompose information (see attachment pg. 16-17), one for each student. Students can work
together as a table to predict how long they think each material will take to break down. Their
predictions will be written on the How Does This Effect the Planet? worksheet. After all
predictions have been made the students can open their envelopes and use the information
provided to find out how long it actually takes for each object to break down. Students will also
try to identify what kinds of pollution the objects create and its effects on the environment. Once
the students have all finished go over the correct answers out loud. Have students share their
answers for the short answer questions.

Explain
Defining Properties (20 minutes)
Have students explain what they found in the Explore and the instructor will give correct
terminology and explanation.

Have students take notes while the instructor goes over some quick concepts and helpful
definitions.

Suggested instructor script: Based on the activity you just did what do you think decompose
means?

Possible student answers: It means to break down something.

“Break down” is really a vague term and could be referring to the terms biodegradable or
compostable.

Biodegradable- The ability for materials to break down completely into nature. A material is
considered biodegradable when it can decompose back into its natural elements in a short

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amount of time. Biodegradability helps conserve landfill space and creates a healthier
environment. In nature things biodegrade at different rates.

Compostable-Compostable materials are also safely decomposed into the earth. Although,
compostable materials also benefit the earth, giving it nutrients. These materials often need a
certain temperature, light, and drainage to be able to decompose effectively.

Many products that are biodegradable in soil will not biodegrade when we place them in
landfills, because the artificial landfill environment lacks the light, water and bacterial activity
required for the decay process to begin. The microorganisms that assist in biodegrading need
oxygen, heat, light and water. Put some of those same items into landfill with the absence of light
and oxygen, chances are they won’t break down for many generations. Even newspapers dumped
in landfill have been known to be still readable after many years.

Suggested instructor script: What did you all think pollution was based on your background
knowledge and the work you did on the previous activity?

Pollution- the presence in or introduction into the environment of a substance that has harmful or
poisonous effects.
Pollutants- the key elements or components of pollution which are generally waste materials
Air- The process of fossil fuel burning emits pollutants causing pollution at a local and global
scales. Pollutants such as particulate matter, ground-level ozone, nitrogen oxides, Sulphur
oxides, volatile organic compounds and carbon monoxide. Burning fossil fuels also releases
greenhouse gases such as, carbon dioxide, methane and nitrous oxide. The release of these gases
are linked to global climate change. Other types of air pollution include but are not limited to
smoke from chimneys, automobiles, and factories.
Water- Caused by industrial wastes being dumped into rivers which causes an imbalance in the
water leading to problems with algae/bacteria, animals, and drinking water. Using pesticides on
plants and washing clothes near bodies of water can contaminate water as well. Much of the
water pollution happening is a result of the fertilizer we use in the earth. Then when it rains the
run off carries that fertilizer into our rivers, ponds and lakes contaminating our water.
Soil- Using insecticides on plants, release of industrial waste, mining and effects of deforestation
contaminates soil.
Radioactive- Can occur because of malfunctions in nuclear plants, improper nuclear waste
disposal and accidents. It can cause cancer, infertility, blindness and birth defects. Radioactive
pollutants can also effect the soil, air, and water nearby.
Noise- Loud noises that can effect hearing and can cause physiological distress. One example is
the noise created by loud machinery.
Heat/thermal- It increases the Earth’s temperature, causing drastic climatic changes and
extinction of wildlife. Some causes include the increasing number of industrial plants,
deforestation and air pollution.
Light- Due to extensive lighting in an area, usually in big cities.

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Suggested instructor script: Based on the information you were just given how well do you think
you responded to the question about types of pollution on the previous activity? With your new
information what types of pollution do you think are caused by paper, plastic, aluminum,
cardboard, and glass?
Correct response: soil, water, air pollution (ask students to explain why they think these are
types of this kind of pollution)

Other important vocabulary words:

Bio-mass- organic matter used as fuel

Climate Change- a change in global or regional climate patterns, in particular a change apparent
from the mid to late 20th century onwards and attributed largely to the increased levels of
atmospheric carbon dioxide produced by the use of fossil fuels.
Greenhouse Effect- the trapping of the sun's warmth in a planet's lower atmosphere due to the
greater transparency of the atmosphere to visible radiation from the sun than to infrared radiation
emitted from the planet's surface.
Greenhouse Gas- a gas that contributes to the greenhouse effect by absorbing infrared radiation
This material was gathered from various websites including:

The Difference Between Biodegradable and Compostable Packaging Materials

http://www.hpcorporategroup.com/the-difference-between-biodegradable-and-compostable-
packaging-materials.html
(Other sources listed in scientific background and citation page)

Elaborate 1
Biodegradable Invention (1 week)
Students work in groups to create a biodegradable product and explain how it will help the
environment and what it will help save
Suggested instructor script: In the 1990s, a student invented a golf tee that was all made out of
biodegradable materials. Why do you think this invention was important?
Correct Answer: Millions of golf tees are used each year and many times they are just left on the
golf course after they are used. Golf tees usually take a long time to disintegrate, so creating a
golf tee that can biodegrade when it is left on a golf course can save years of decomposing and is
less harmful for the environment.
Suggested instructor script: Alex Henige a young entrepreneur in California started a local
business of biodegradable packaging. For every item that is bought they also plant a tree in a
local restoration area. The company’s most popular products are biodegradable coffee cups.
What is the significance of this invention?

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Possible student responses: Millions of coffee cups are bought every day, by making the cups
biodegradable they are saving a lot of room in landfills. Also by planting a tree with every
purchase you are helping the environment grow, while saving room in landfills, and getting
coffee!
 If there is time show students the video of Alex Henige on his businesses website to give
students ideas for their biodegradable inventions.
http://www.planttrash.com/
Challenge students to come up with their own biodegradable inventions. Give each student a
Biodegradable Invention handout (see attachment pg. 18)
Students will have one week to work in groups of 3-4 to create biodegradable inventions that
exhibits a useful object that is made out of biodegradable materials to reduce the amount of
garbage in landfills and negative impacts on the environment. Students can make presentations
of their choosing. They can make a PowerPoint/slideshow, Weebly, Poster board, or podcast.
During their presentation students must explain their invention, explain its use, say how long it
would take to break down and how much waste the invention will save. Students will be
evaluated by their group members, their classmates, and the teacher based off of the rubrics
provided.
*lesson adapted from Recycling
http://www.discoveryeducation.com/teachers/free-lesson-plans/recycling.cfm
Elaborate 2
Reflection Paper (1 day)
After presentations of their biodegradable inventions students will also write a reflection paper
on their presentation and the material that has been covered in this lesson plan. The essays will
be graded on if they are at least one page long and if they answer all of the questions specified on
the Reflection Essay handout (see attachment pg. 22). The essay will be assigned as homework
and will be due the following day.
Evaluate 1
Sales Pitch (1 day)
Students will present their inventions. The teacher will assess their projects/presentations and
peers will evaluate them as well (see rubrics attached)
Students will show their presentations to the class. While one group is presenting the rest of the
students will fill out the group evaluation sheet (see attachment pg. 20). The teacher will also
evaluate the presentation based on the rubric (see attachment pg. 21). Once the presentation is
over the group will receive their classmate’s feedback to see what they did well and what they
can improve on. Also each group will evaluate their group members using the peer evaluation
(see attachment pg. 19) and the instructor will collect these evaluations and take them into
consideration when giving individual grades.
Evaluate 2

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Recycling Laws (20 minutes)

After essays are turned in, discuss what students thought about creating laws about what is
thrown away and what is recycled.
Read students the brief article on Voters keep California’s banning plastic bags on the books (see
attachment pg. 23). Discuss what the students thoughts are on the subject. Suggest further
investigation into laws like this one.

Citations

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Recycling
http://www.discoveryeducation.com/teachers/free-lesson-plans/recycling.cfm
How Do Plastic Bags Affect Our Environment
https://greenerideal.com/lifestyle/0613-how-do-plastic-bags-affect-our-environment/
Plastic As A Resource
http://www.cleanup.org.au/au/Campaigns/plastic-bag-facts.html
One Plastic Bag
https://www.amazon.com/One-Plastic-Bag-Recycling-Millbrook/dp/1467716081
Effect of Human Activities on the Environment
http://education.seattlepi.com/effect-human-activities-environment-3653.html
Depletion of Natural Resources is…
http://www.theworldcounts.com/counters/shocking_environmental_facts_and_statistics/resource
s_extracted_from_earth
How We Contribute to Air Pollution and Climate Change
http://www.bcairquality.ca/101/pollution-climate-causes.html
What is Pollution?
http://www.conserve-energy-future.com/PollutionTypes.php

How can human actions seriously affect water resources?

http://www.greenfacts.org/en/water-resources/l-3/4-effect-human-actions.htm#0p0
How do human activities contribute to climate change and how do they compare with natural
influences?

http://www.eea.europa.eu/themes/climate/faq/how-do-human-activities-contribute-to-climate-
change-and-how-do-they-compare-with-natural-influences
How Long Does It Take Garbage to Decompose?
https://www.thebalance.com/how-long-does-it-take-garbage-to-decompose-2878033
How Long it Takes for Some Everyday Items to Decompose.
http://www.down2earthmaterials.ie/2013/02/14/decompose/
How long does X take to break down?
https://www.greenlivingtips.com/articles/waste-decomposition-rates.html

The Difference Between Biodegradable and Compostable Packaging Materials

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http://www.hpcorporategroup.com/the-difference-between-biodegradable-and-compostable-
packaging-materials.html
22 Facts About Plastic Pollution
http://www.ecowatch.com/22-facts-about-plastic-pollution-and-10-things-we-can-do-about-it-
1881885971.html
Recycling Revolution
http://www.recycling-revolution.com/recycling-facts.html
How Much Do Americans Throw Away?
http://students.arch.utah.edu/courses/Arch4011/Recycling%20Facts1.pdf
Reduce. Reuse. Grow
http://www.planttrash.com/
Facts about Recycling Aluminum
http://www.marck.net/facts-about-recycling-aluminum/

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Every American Will Use…

________________ lbs. paper

________________lbs. plastic

________________lbs. aluminum

________________lbs. cardboard

__________________lbs. glass

Pounds of materials in their lifetime.

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Every American Will Use…

51,000 lbs. paper

13,875 lbs. plastic

4,885 lbs. aluminum

Cardboard and paper waste make up 41% of the municipal solid waste stream.

The United States throws away enough glass every week to fill a 1,350-foot
building.
52 weeks x 1,350 ft = 70,200 ft
318,000,000 people/ 70,200 ft = 4,529.9 ft per person per year

Pounds of materials in their lifetime.

Information accumulated from:

22 Facts About Plastic Pollution
http://www.ecowatch.com/22-facts-about-plastic-pollution-and-10-things-we-can-do-about-it-
1881885971.html
Recycling Revolution
http://www.recycling-revolution.com/recycling-facts.html
How Much Do Americans Throw Away?
http://students.arch.utah.edu/courses/Arch4011/Recycling%20Facts1.pdf

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How Does This Effect the Planet?

Make a prediction for how long you think the following objects will take to break down.
Tin can: _______________________
Cardboard: _______________________
Apple: _______________________
Plastic Water Bottles: ______________________
Aluminum Can: _______________________
Glass Cup: _______________________
Cotton Clothing: ________________________

Open up the envelopes in the middles of your tables. Read the information provided and use it to
find out the actual answer for how long each material takes to break down.
Tin can: _______________________
Cardboard: _______________________
Apple: _______________________
Plastic Water Bottles: ______________________
Aluminum Can: _______________________
Glass Cup: _______________________
Cotton Clothing: ________________________
Do your best to answer the following questions. You may work with the people around you to
come up with your best answer.
1. What is a pollutant?

2. What type of pollution do you think these items cause in the environment?

3. What aspects effect how long it takes to decompose? What does biodegradable mean?

4. How humans impact the environment?

5. How recycling impacts the environment?

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How Does This Effect the Planet Answer Key

Tin can: 50 years
Cardboard: 2 months
Apple: 2 months
Plastic Water Bottles: 10-1000 years
Aluminum Can: 200 years
Glass Cup: 1,000,000 years
Cotton Clothing: 1-5 months
1. Pollution is the presence in or introduction into the environment of a substance that has
harmful or poisonous effects. Pollutants are the key elements or components of pollution which
are generally waste materials
2. Soil, water, air
3. How much light it is exposed to, the amount of moisture in the area, the other objects the
material is surrounded by. How long it takes to decompose. Biodegradable means the ability of
materials to break down and return to nature.
4. Humans produce seven different types of pollution that harm the environment.
5. Recycling reduces the amount of material in landfills. Saves energy and resources such as
natural gases for making new products. Recycling also saves money in disposal costs each year.
Recycling creates jobs and keeps the Earth cleaner. It also improves air quality, improves water
quality, and reduces the rate of global warming.

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How Long Does it Take to Decompose?

*The rate of decomposition can depend upon landfill conditions. Decomposition is very
dependent on the environment where the material is decomposing. Another factor is whether the
waste is even exposed to the air or buried in a landfill.

Plastic Waste: Plastic products are used constantly for various modern day needs. An estimated
1.6 million barrels of oil is use each year just for plastic water bottles. Plastic items in landfills
can take up to 1000 years to decompose. However, plastic bags can take anywhere from 10-1000
years to decompose. Plastic bottles take around 450 years to decompose.

Disposable Diapers: Every year in the United States over 18 billion disposable diapers are
thrown away. Disposable diapers take anywhere from 250-500 years to decompose in landfills.
Alternatives to using disposable diapers such as cloth diapers could save a parents a lot of money
while helping the environment.

Aluminum Cans: Every single minute over 120,000 aluminum cans are recycled in the United
States. However, so many more cans are thrown away. Aluminum cans are 100% recyclable and
the aluminum from a can that you recycle could be back on a shelf in new use in as little as 60
days. Aluminum cans take 80-200 years in landfills to get completely decomposed.

Glass: Glass is easy to recycle because it is made out of glass. By melting glass you can create
new glass. However, if glass is not recycled it can take 1,000,000 years to decompose. Some
statistics say it never decomposes at all.

Paper Waste: Paper takes up the most room in United States landfills. Paper products takes 2-6
weeks in landfills to completely decompose.

Food Waste: Food waste decomposition depends on what the food is made of. For example an
orange peel can take 6 months whereas an apple core takes only 2 months.

Other Waste Items:

 Cigarette Butts - 10-12 years

 Fishing Line - 600 years
 Rubber-Boot Sole - 50-80 years
 Leather shoes - 25-40 years
 Foamed Plastic Cups - 50 years
 Milk Cartons - 5 years
 Plywood - 1-3 years
 Painted board - 13 years
 Cardboard - 2 months
 Cotton – 1-5 months
 Wool Clothing- 1-5 years
 Nylon Fabric- 30-40 years
 Ropes - 3-14 months

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 Thread- 3-4 months

 Styrofoam- It does not biodegrade
 Tinfoil- It does not biodegrade
 Tin can- 50 years
 Aluminum can- 200 years
 Canvas products - 1 year
 Batteries – 100 years
 Lumber- 10-15 years

The increasing waste volume has become a major concern. These problems can be addressed
through recycling!

Facts about Recycling Aluminum

http://www.marck.net/facts-about-recycling-aluminum/
How Long Does It Take Garbage to Decompose?
https://www.thebalance.com/how-long-does-it-take-garbage-to-decompose-2878033
How Long it Takes for Some Everyday Items to Decompose.
http://www.down2earthmaterials.ie/2013/02/14/decompose/
How long does X take to break down?
https://www.greenlivingtips.com/articles/waste-decomposition-rates.html

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Biodegradable Invention
Every group must create their own invention that exhibits a useful object that is made out of
biodegradable materials to reduce the amount of garbage in landfills and negative impacts on the
environment. You can use the internet to explore and brainstorm ideas. Also use the How Long
Does it Take to Decompose? Information that we have already worked with. Your group will
create a presentation through your choice of medium (PowerPoint, Weebly, poster board,
podcast). You will be evaluated by your group members, the class and the teacher based on the
rubric provided.
Your presentation must include:
 Your unique biodegradable invention
 How much space, material, waste it is saving
 How long your product would take to break down
 All of the biodegradable materials that would be used in its creation
 A drawing, picture or diagram showing your invention and where the biodegradable
materials will be used
 Have a type of sails pitch on why your product is a good idea and should be bought

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Peer Evaluation
Group member’s names:
______________________________________________________________________________
______________________________________________________________________________
Your group’s invention: __________________________________________________________
Rate each of your group members and yourself on your performance. Circle the number that best
represents the group members performance 1-5. 1 being poor and 5 being incredible.
1. Group members name: ____________________________________
Helped collaborate invention ideas. 1 2 3 4 5
Helped do research for invention and additional information: 1 2 3 4 5
Helped with the presentation: 1 2 3 4 5
Did their fair share of the work for the overall project: 1 2 3 4 5

2. Group members name: ____________________________________

Helped collaborate invention ideas. 1 2 3 4 5
Helped do research for invention and additional information: 1 2 3 4 5
Helped with the presentation: 1 2 3 4 5
Did their fair share of the work for the overall project: 1 2 3 4 5

3. Group members name: ____________________________________

Helped collaborate invention ideas. 1 2 3 4 5
Helped do research for invention and additional information: 1 2 3 4 5
Helped with the presentation: 1 2 3 4 5
Did their fair share of the work for the overall project: 1 2 3 4 5

4. Group members name: ____________________________________

Helped collaborate invention ideas. 1 2 3 4 5
Helped do research for invention and additional information: 1 2 3 4 5
Helped with the presentation: 1 2 3 4 5
Did their fair share of the work for the overall project: 1 2 3 4 5

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Group Evaluation
Members in group: _____________________________________________________________
_____________________________________________________________________________
Group’s invention: ______________________________________________________________
Things you liked about their presentation:

Suggestions for improvement:

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Biodegradable Invention Rubric

Category 3 2 1

Preparation and Group was ready and Group was Group was
completion well prepared with all unorganized and unprepared and had
(9 pts) materials on their day unrehearsed. parts on the
to present. Well- presentation missing
rehearsed.

Presentation The presentation of One or two group No effort was put into
(6 pts) the invention was member did the work. the presentation. Was
unique and engaging. very rushed.
Everyone did their
part.

Requirements The presentation The presentation The presentation

(12 pts) included all six of the included 3-5 included 1-3
requirements requirements requirements.

Accuracy The information Some information Information was

(9 pts) given was accurate to given was accurate to made up and no
research and research. research was done.
invention was
possible.

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Reflection Essay
This essay is to reflect on all of the information we have been learning about pollutants,
recycling, and biodegradability. All of these topics tie into your inventions you have created and
the presentations you have done. This essay should be a minimum of one page double spaced
and answer the following questions:
1. How does recycling effect your life? How could your invention effect your life?
2. What is a pollutant? What kind of pollutant is your invention helping diminish?
3. What does biodegradable mean? How was your invention an example of biodegrading?
4. Why is your invention a good idea? What other solutions can you think of for the
pollution problem?
5. What do you think should be done about the impact humans are having on the world?
6. Do you think laws should be passed to regulate what is thrown away and what is
recycled?

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Voters keep California's law banning plastic bags on the books

NOV. 10, 2016, 4:45 P.M.
Javier Panzar
(Associated Press)

California voters chose to keep the state’s landmark 2014 law banning plastic bags on the books
and rejected a related measure that would have redirected funds collected under the law.

Proposition 67, a referendum asking voters to either vote yes to preserve the law or no to
reject the plastic bag ban, was approved by 52% of the voters.

Meanwhile, voters rejected Proposition 65, an initiative that would have sent the proceeds from a
10-cent fee imposed on consumers who don't bring their own bags to a state fund for
environmental projects.

Both propositions qualified for the ballot thanks to signature gathering efforts paid for by
the plastic industry’s trade group, the American Progressive Bag Alliance.

Environmentalists accused the group of putting two different measures dealing with plastic bags
on the ballot to confuse voters.

The trade group put up a fierce fight and took it to the ballot box after the state Legislature
and Gov. Jerry Brown approved a statewide ban in 2014.

Cities and counties across California already had bans in place.

http://www.latimes.com/politics/essential/la-pol-ca-essential-politics-updates-gov-jerry-brown-
says-californians-1478821311-htmlstory.html

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