Environmental Stewardship School Grounds Clean Up Campaign
environmental stewardshipschool grounds clean upcampaigntable of contents23457Introduction8Safety Considerations9Letter to Parents/GuardiansSchool CommunicationsWhole School ActivitiesIn Class ActivitiesPrimary (Kindergarten to Grade 3)Learning Activity: Trash Trails16 Junior/Intermediate (Grade 4-8)Learning Activity: Traveling Trash24 Secondary (Grade 9-12) Learning Activity: Who Cares?Environmental Activitst Bulletin Board
school grounds clean upintroductionBackgroundLitter takes years to break down. It releases pollutants into the air, water, and soil and can impact wildlife.A School Grounds Clean Up campaign is an excellent way to educate students about the negativeimpacts of litter on the environment and how they can help to make a difference in their community.DESIGNING YOUR CAMPAIGNPlan your campaignCelebrate success, reflect and evaluate Choose to host a one-time event or Celebrate via your school newsletter,implement a weekly, monthly, or seasonalclean up campaign.announcements, website, or blog. Organize a Litter Art Show where students Get permission for students to pick up litteraround the schoolyard or in a nearby park.use found materials to create sculptures fordisplay in the school. Consider safety: order gloves and bags forTips for successstudents to use. Research the impacts of litter on the Educate students on proper litter pick up anddisposal procedures.environment. Encourage participation from the wholeCommunicateschool community and expand the campaign Call to action: communicate the event, theto include areas beyond the school.goal and the benefits to taking action. Place recycling and garbage bins throughoutthe school and key outdoor areas. Share statistics of the environmentalimpact of littering on posters and in schoolannouncements/assemblies.Implement and monitor success Create clean up teams to pick up litter inEcoSchools in ACTION!R.L Graham P.S (YRDSB) created a PowerPoint ofthe harmful impacts of litter on the environmentand animals to share with the whole school. Eachclassroom was given 10 items to sort into garbageand recycling as a school-wide challenge and thenthe whole school went outdoors to pick up litteraround their schoolyard.different areas of your schoolyard and localResourcescommunity. Weigh the collected bags of litter and sharethe results with your school and community.Pitch in Canadawww.pitch-in.caAlso share interesting items found. Make it fun: use QR codes to make groups,create a scavenger hunt associated with theGreat Canadian Shoreline Clean Upwww.shorelinecleanup.caclean up, have teams dress in team colours,award prizes for pre-determined categoriesCure Litter(e.g., most litter, best team spirit, mostwww.curelitter.cainteresting item found, etc.).2ENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign
safety considerationsTips for a Safe School Grounds Clean Up CampaignAdapted from Pitch-In CanadaBefore the event Site Visit: Check for possible hazards andDuring the event: Supervision: Set clear boundaries before startingconsider what can be done to minimize anythe clean up. A helpful tip is to print a map ofdangers. Young children should not clean alongthe area and assign groups to specific locations.roads or around parked cars.During clean up, make sure students remain in Equipment: Order gloves, bags, and any otherequipment you might need for a safe clean up,i.e. a safety vest. Volunteers: Determine how many teacherswill be supervising their students during theclean up event. You may want to ask parents orcommunity members for additional supervision.the pre-set boundaries. Safety First: Before starting, inform studentsof items they should not pick up (e.g., brokenglass, discarded needles, etc). Informstudents they should call an adult to dealwith dangerous items. Caution students to becareful around parking lots and along roadways. Waste Disposal: Contact your local governmentor private waste disposal company to collectthe garbage bags students have picked up. Wash Up: After the clean up, ensure that allstudents wash their hands thoroughly.ENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign3
letter to parents/guardians[Insert Date]Dear Parents/Guardians,School grounds and community clean up events make a difference. These actions, although small, havesignificant positive impacts on the environment and demonstrate the power of working together. In fact,if only 5% of Canada’s population picked up 1kg of litter in one day, 1.4 million kg of garbage would notpollute our environment1.At [insert School Name], we will be participating in a School Grounds Clean Up campaign on [insertdate] to demonstrate our commitment to creating a healthy and sustainable world. [Teachers/communitymembers] will take their students outdoors to pick up litter on the school grounds [and/or localneighbourhood]. Each student will be [asked to bring/given gloves and bags]. Students will be informed ofsafe and proper procedures for collecting and disposing of litter.Participating in a School Grounds [and/or community] Clean Up will build environmental stewardship andteach students the importance of reducing, reusing, and recycling to decrease the amount of waste weproduce. They will also learn that litter in the environment can impact air, water, soil, and wildlife.We ask that you sign and return the attached permission form. Thank you for your support in our SchoolGrounds Clean Up campaign and for making a difference for our environment!Sincerely,The EcoTeam [Insert Name][Insert School Name]Parent Consent Signature:Fillable PDF form is available at NMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign
school communicationsUse this information in school newsletters, campaign posters, and morning announcements.Before Clean Up Day: Every day, humans generate more waste even though landfill space is declining,and careless disposal results in more litter turning up in the environment. This waste releases harmfulpollutants into the air, water, and soil, and can impact wildlife. During the week of [insert date], [insertSchool Name] will be participating in a School Grounds Clean Up campaign to pick up litter on our schoolgrounds [and/or local neighbourhood] to show our commitment to keeping our Earth healthy. All studentswill be educated about safe procedures for collecting and disposing of litter items. To monitor the results ofour clean up day, we will count the number of bags collected and weigh each bag.After Clean Up Day: Congratulations [Insert School Name]! We collected [insert weight or number of bagscollected] of litter from our school grounds [and/or local neighbourhood] during our School Grounds CleanUp campaign! Together, we are helping to reduce the amount of waste and pollution in our environment. Byfollowing the 3Rs (Reduce, Reuse, Recycle) and taking action to clean up our environment, we are helpingto create a sustainable future.Calendar Highlights: National Cleanup Week is September 20-28 (Great Canadian Shoreline Cleanup) Waste Reduction Week is the third week of October Pitch-In Canada Week is the last full week of April International School Grounds Day is the first Friday in MayFacts & Trivia: Incorporate facts and trivia about If 5% of Canada’s population picked up 1 kilogramlittering and recycling into your daily announcementsof litter each, it would mean that over 1.7 millionand encourage students to share their ownkilograms of garbage had been cleaned up.1knowledge and reflect on what they learn. 6.5 million trees are cut down each year just to Most litter occurs within 5 metres of a receptacle.1make disposable cups.1 The majority of litter is food wrapping/containersand cigarette butts.1 People under the age of 25 are more likely to litterin a group; however, people over the age of 25 aremore likely to litter when they are alone.1EcoSchools in ACTION!Staff and students at Iona Academy Catholic School(CDSBEO) wore blue and green clothing for theirSchool Grounds Clean Up event to demonstrate theircommitment to a clean environment.ENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign5
In the fall 2013 Great Canadian Shoreline Cleanup There are approximately 500 billion plastic bagscampaign there were 25,961 food wrappers,used worldwide each year and more than 1 million18,499 plastic bottles, and 12,499 plastic bottleplastic bags are used every minute.3caps collected in Ontario alone.2 The Great Pacific Garbage Patch off the coast of 50 percent of the plastic that we use is only usedonce and then thrown away.3California is the largest ocean garbage site in theworld. It is twice the size of Texas and the plastic Enough plastic is thrown away each year to circlepieces outnumber sea life six to one.3Earth four times.3ITEMTIME IT TAKES TO BREAK DOWN1Banana peel3-4 weeksPaper bag1 monthWool sock1 yearAluminum can200-500 years (but if recycled, it can be reused in 6 weeks)Plastic bag20-1000 yearsGlass bottle1 million yearsPlastic juice container1 million yearsStyrofoam1 million years n-10-things-can-do-about-it/ENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign
whole school activitiesThere are several opportunities to involve thewhole school community in School Grounds Clean Upactivities and campaigns. School EcoTeams candevelop and present the following events and initiatives: Whole schoolassembly Student ecothemed skits Talent show/coffee house Student featured videosand presentations Speaker series Student organized infobooths Eco-themed spirit dayWaste Reduction Pledge: Create a leaf, a blue boxEarth, etc. to distribute to every student. Ask thestudents to write down one thing that they willcontinued to do to minimize waste and one goalthey have. Collect the pledges and display themin a common area of the school.Weekly Reusable Days: Designate one (or more)days each week to minimize waste and committo reusable items. Get creative and participatein Tupperware Tuesdays, Water Bottle FreeWednesdays, or Thirsty Thursdays.Classroom Waste Challenge: Challenge classroomsto participate in various events to gain points andwin the Golden Garbage Can/Recycling Bin. Eventscould include a sorting waste relay challenge whereclasses must correctly sort a number of items intothe appropriate bins, trivia questions about litter inour environment, or which class can collect the mostgarbage (by weight).Clean Up Buddies: Create leadership opportunitiesby pairing up older students with younger studentsto clean areas of the school together.Scavenger Hunt: Create a litter scavenger hunt tomotivate students, items can be specific or moregeneral, i.e. plastic bottle cap or most unusualitem. Scavenger hunts can be held in classrooms,communal school spaces, and outdoors. Awardprizes for students or classes who find certain itemsor check the most items off their lists.QR Code Challenge: Create QR codes based onfacts and trivia using an online generator. In groups,students can use mobile devices to scan the codesand answer the trivia questions as part of theirclean up initiative or scavenger hunt. QR codes canalso be used to engage students with helpful tipsand reminders.Film Festival: Set up a “movie theatre(s)” in yourgymnasium, cafeteria, or library. Multiple filmscan be screened at once for different grade levels.Preview the films and provide guiding questions forstudent consideration. Hold follow up discussions toaddress central messages and themes.Suggested IntermediateSeniorPLASTIC PLANETIntermediateSeniorEcoSchools in ACTION!St. Emily (OCSB) has Subway Sandwiches deliveredonce a week for lunch. They saved the sandwich bagsand used them as gloves in their schoolyard clean up.Pitch-In Canada Campaign: Pitch-In Canada holdsa variety of clean up campaigns throughout Ontarioduring the school year. The 20 Minute Makeoverchallenges schools and communities to spend 20minutes of their day/week/month/year cleaningtheir school grounds or local community area.The Adopt-a-Block program encourages schoolsand community volunteers to adopt areas in theirneighbourhoods.Great Canadian Shoreline Cleanup: The GreatCanadian Shoreline Cleanup holds clean upcampaigns across Canada and Ontario twice ayear, from September to October and April to July.Schools can also host private cleanup events andparticipate in their year-round cleanup activities.ENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign7
learningactivities8ENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign
learning activityK-3GradeK-3K-3GradeLesson 4: Trash TrialsStudents become material scientists and experiment with items found on the schoolyard and in the classroomtrash bin. The goal of this lesson is to identify the various material properties of everyday objects and to categorizeobjectson materialtheir materialproperties.The suggestedallow studentsto classroomapply thisStudentsbasedbecomescientistsand experimentwith itemsfollow-upfound onactivitiesthe schoolyardand in theknowledgetoacreativedesignchallenge.trash bin. The goal of this lesson is to identify the various material properties of everyday objects and to categorizeLesson 4: Trash Trialsobjects based on their material properties. The suggested follow-up activities allow students to apply thiswill beablechallenge.to: [1] Describe some features and properties of naturally occurring and humanknowledgetudentsto a creativedesignSSmodified materials; [2] Identify materials that ‘harm’ or ‘do not harm’ the aquatic environment; [3]Design a fictional creature based on their knowledge of structures and material properties.tudents will be able to: [1] Describe some features and properties of naturally occurring and humanmodified materials; [2] Identify materials that ‘harm’ or ‘do not harm’ the aquatic environment; [3]TimeonRequiredL E A RI N GDesigna Nfictionalcreature basedtheir knowledge of structures and material properties.E N V I R O N M E N TIndividual,L EpairedgroupA R N orI NsmallGActivityEstationsN V I R O N M E N TIndividual,paired or small groupM A T E R I A L SActivity stations Shoebox or cloth bagFor eachMactivityA T E R station:I A L SVariety ofornaturalobjects Shoeboxcloth bag For eachSamplesfromlunchactivity station: trash VarietyPenniesof natural objectsPaper clips Samplesfrom lunch trashMagnets Pennies PaperSmall tubsclips filled with water MagnetsTable coverings O P Smalltubs filled with waterT I O N A L M A T E R I A L S Table coveringsRings for sorting objects intocategoriesO P T I O N A L M A T E R I A L SRings forW OsortingR K S HobjectsE E T S intocategoriesOne per student or group:Waste-OW WorksheetsO R K S H E E T SOne per student or group:Waste-O WorksheetsS H O R E L I60 min; may be extended over two periodsTime RequiredSetup60 min; may be extended over two periodsIn a shoebox hide one interesting object from the lesson to create aSetupMystery Box for the introduction. Set up your classroom for small groupactivity stations. Cover activity stations with the table coverings and setIn a shoebox hide one interesting object from the lesson to create asmall tubs filled with water on each activity table.Mystery Box for the introduction. Set up your classroom for small groupK – Grade1 - Separateactivitystationsstationswithinto thethemes.set of and setactivitystations.Cover activitytable table.Mystery Materials for each group should be set aside for the final“trashtrial”1experiment.K – Grade- Separate activity stations into themes. One set of- 3 - Smallforcontainerscontaininga varietyof objectsforGradeMystery2 Materialseach groupshould beset asidefor the finalindependentsorting can be placed at each activity station along with a“trashtrial” experiment.small bucketof water.Grade2 - 3 - Smallcontainers containing a variety of objects forFor a full list ofsuitableandatstationorganizationseethe with aindependentsortingcanobjectsbe placedeach activitystationalongExtendedSetup.smallbucketof water.For a full list of suitable objects and station organization see theVocabularyExtended Setup.experiment, magnet, metal, wood, paper, plastic, wax, transparent,Vocabularyclear, flexible, inflexible, float, sink, absorb, repel.experiment, magnet, metal, wood, paper, plastic, wax, transparent,N clear,E C Lflexible,E A N Uinflexible,P C U R float,R I C sink,U L Uabsorb,M G U repel.I D E9ENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up CampaignS H O R E L I N EC L E A N U PC U R R I C U L U MG U I D E
K-3Curriculum Connections: Trash TrialsSpecific ExpectationsGradeCurriculum OrganizerKs10, Ks11, Ks15 Exploration and ExperimentationKs16, Ks17, Ks19, Ks20 Use of TechnologyKScience and Technology1s4 Relating Science and Technology to the Environment1s16 Understanding Basic Concepts1Science and Technology:Needs of Living Things1s24 Relating Science and Technology to the Environment1s25, 1s26, 1s27, 1s28, 1s29, 1s30Investigation and Communication Skills1s33, 1s34, 1s35, 1s36, 1s37, 1s38, 1s39Understanding Basic ConceptsScience and Technology:Structures and Mechanisms2s4 Relating Science and Technology to the Environment2s7, 2s13 Investigation and Communication Skills2Science and Technology:Growth and Changes in Animals2s21 Relating Science and Technology to the Environment2s22, 2s23, 2s24, 2s25, 2s26, 2s27 Investigation and CommunicationSkillsScience and Technology:Movement2s38, 2s41, 2s42, 2s43, 2s44 Investigation and Communication SkillsScience and Technology:Liquids and Solids2s54 Relating Science and Technology to the Environment2s59 Investigation and Communication SkillsScience and Technology:Air and Water33s18 Understanding Basic ConceptsScience and Technology:Growth and Changes in PlantsRelating Science and Technology to the Environment, Investigation andCommunication Skills & Basic Concepts(3s24, 3s25, 3s26, 3s27, 3s29, 3s30, 3s31, 3s32, 3s33, 3s34, 3s35,3s36, 3s37, 3s38, 3s39, 3s40, 3s41)Science and Technology:Structures3s63, 3s64, 3s67, 3s68 Investigation and Communication Skills3s69, 3s72 Understanding Basic ConceptsScience and Technology:Soils in the EnvironmentNOTE: Learning expectations in italics depend on completing the suggested follow-up activities listed for your grade level.S H O R E L I N E10C L E A N U PC U R R I C U L U MG U I D EENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign
K-3IntroductionMystery Box GameThe object of this game is for students to use their knowledge of material properties to guess the mysteryobject. This game is a twenty questions style game. Select one student to put their hand into the bag withthe hidden object (the mystery bag) and feel the object for 10 seconds, they must not tell anyone what it is.The object of this game is for the class to try to guess the mystery object. Questions must be answered witha yes or no. You can introduce the style of questioning by asking one to two questions to start.Suggestions for Mystery Box Questions:Is it hard/soft?Is it squishy?Can you bend it?Is it slimy?Is it used to package food?Would it make a sound if you dropped it?Is it from a plant?Is it smooth?Let students know that they will be experimenting with their senses to find out more about differentmaterials, objects and water.Extended SetupTrash Trial Activity StationsChoose some of the following objects for students to test in water:Metals and Magnets –Soil and Stones –Plants and Animals –Paper clips, pennies, pop can tabs and magnetsSoil/sand/clay, stones, sieve or sand filterTwigs, wood blocks, tree cones, needles fruit pits and peels, bones, feathersPlastic Station –Candy wrappers, styrofoam containers, bottle lids, drinking strawsMystery Materials –potato chip bag, magnets, leather, cotton cloth, paperStarting with the mystery object, introduce a few of the materials that students will be examining during theclass. As a large group, practice separating them into “natural objects” (unchanged by humans) and“unnatural objects” (changed by humans). You can list the material they are made of (plastic, cotton,feathers), and for older students you may also wish to identify their source (oil, plants, animals, etc. ).S H O R E LI NSchoolE C LGroundsE A N UCleanP CUpU CampaignR R I C U LENVIRONMENTAL STEWARDSHIPKIT:U MG U I D E11
K-3Trash Trial ExperimentsExplain to students that some of these materials may be found as shoreline litter. Students must examinematerials at the stations to learn about how they act in water. Take some time to review the vocabulary.K - Grade 1Grade 2 - 3Direct InstructionGuided PracticeStep-by-Step ExperimentTimed ExperimentsBefore placing any of the objects in water, askstudents to take a moment and think about how theobjects in front of them will behave.Separate students into stations. Give several minutesto have the students place their objects in the waterand test their predictions.Pose a sequence of questions to the group e.g. “Whichobjects will ?”. For each question, askstudents to select and test one object.Worksheet OptionSuggested criteria are as follows:float/sink; bend/bend a little/bend a lot; absorbwater/repel water; fall apart in water/does not fallapart; keep the same shape in water/change shape inwater; made by people/come directly from nature;plastic/metal/wood/other; recyclable/compost/trash.Have the students work in small groups or pairs tocomplete the Waste-O Worksheet by drawing orwriting the names of objects in the squares provided.Students must also list the material or source ofthese objects. To add some fun have students see ifthey can get five in a row for a bingo-style game.Mystery Materials ExperimentAt the last station provide students with a set ofadditional materials that are more difficult to sort andclassify (see Extended Setup). Students will have touse what they have learned to test these new objects.Give several minutes to have the students place theirobjects in the water and test their predictions.ClosureDraw ConclusionsAsk students to sort materials based on category lists. What title could we give the objects that fall apart inwater? That float? Young students may use categories like metal, plastic and wood. Older students maydesign their own categories for objects based on their material properties. In a large group or in smallworking groups, construct a chart to reflect your findings. Chart headings should reflect the categories youpicked, and list the items and properties of each category.Explore ContextOpen a discussion with the group. Have students select objects they think might pose a threat to shorelineanimals. Why? Have students separate out all materials that may harm an animal in preparation for theindependent portion of this lesson.S H O R E L I N E12C L E A N U PC U R R I C U L U MG U I D EENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign
K-3Independent PracticeWater Trash Monster / Natural Treasure CreatureStudents must use what they have learned about their materials to make a creature with the followingcharacteristics:Water Trash MonsterThis monster would float really well and catch the ocean winds. It would travelfar because it would not soak up water or break apart. It would last foreverbecause it would not be eaten by insects or worms. It is sneaky and pretendsto be animal food, but is unhealthy to eat and pollutes the water.Natural Treasure CreatureThis creature would live happily in the compost, shoreline or the forest. Thiscreature has the super special ability to feed insects, animals or plants whenit breaks down.This activity can be done in pairs, as individual work or collaboratively as a whole group. If you would like toconduct this activity as a large group, consider setting aside a bulletin board space in the classroom thatstudents may add to over the period of several days or weeks. Students can bring in objects they have foundon the schoolyard.AssessmentThe Mystery Box Game can be used as a formative assessment to gauge students’ knowledge of materialproperties and vocabulary. The creature design challenge may be used as a formative or summativeassessment for submission. Have students share or explain their monster-creature with the class.Alternately, have students label their Water Trash Monster or Natural Treasure Creature and write a shortdescription explaining its features, special abilities and impact on the environment.Suggested Follow-up ActivitiesUse the students’ artwork to create a book or display of Natural Treasure Creaturesof Water Trash Monsters for the school. Students may name their creatures and write why they are safe ordangerous for the environment.Create a Field Guide –Grade 1: Oil Cleanup – Challenge students to use their knowledge of materials to create a strategy for an oilcleanup using materials like: string, straws, sponges and fabric. Use blue food colouring in the water (to helpprovide visual contrast) and a few drops of cooking oil. Extend the discussion by asking students tobrainstorm how oil might affect the fur, feathers and scales of mammals, birds and fish. Test their theory inan experiment.Grade 2: Boat Build – Challenge students use their knowledge of materials to design and create a boat thatfloats in water. Use a water table or school yard puddles to have students try to sail their boats. Discuss howboats can pollute aquatic environments. You may choose to use some of the images from the Data CardS H O R E L I N E C L E A N U P C U R R I C U LENVIRONMENTAL STEWARDSHIPKIT: School Grounds Clean Up CampaignU MG U I D E13
K-3Photos section (Appendix) to open your discussion. Suggested rules for your boat build: [1] your boat mustbe designed with recycled materials; and [2] no waste should be created by the boat.Grade 3: Beaver Dam Challenge – Building on the material properties explored in the lesson, open adiscussion about why humans use various synthetic and constructed materials to build structures. Considerthat beavers build dams using natural objects, compare and contrast human dams and beaver dams. Howdoes each structure accomplish its task? What materials are selected?Beavers build dams to create homes for themselves, but they also create important wetland habitats formany other creatures. In this way, beavers are wetland stewards, creating watery habitats where marshplants clean and purify water the water for all of us. Challenge students to use materials like sticks, twigs,modeling clay, grasses, etc. to create a beaver dam that will hold back water. They must use their knowledgeof structures and beaver building techniques to complete this project.S H O R E L I N E14C L E A N U PC U R R I C U L U MG U I D EENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign
K-3Waste-O WorksheetWASTfloats in watersinks in waterbendscame from a plantEbreaks apartquickly in waterit is made of it is made of it is made of it is made of it is made of repels water (doesabsorbs wateris an object you candug from the earthsticks to a magnetnot soak up water)(soaks up water)see thoughit is made of it is made of it is made of it is made of it is made of does not bend (iscould be blown bycould be recycledis an object that annot flexible)the windit is made of it is made of does not keep itskeeps its shape inshape in waterwater insect could eatcould not berecycled orit is made of it is made of could go in thedoes not stick to acompostmagnetcompostedit is made of it is made of it is made of it is made of it is made of could hurt ancould help ancould be reusedcould not be reusedis from an animalanimalanimalagain and againit is made of it is made of it is made of it is made of it is made of S H O R E L I N EC L E A N U PC U R R I C U L U MENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up CampaignG U I D E15
learning activity4-8GradeGradeLessonLesson 6:6: TravelingTraveling TrashTrash4-8What happens to the litter that's left behind on a shoreline? In the Pacific Ocean, circular ocean currents carry trash to oneWhat happens to the litter that's left behind on a shoreline? In the Pacific Ocean, circular ocean currents carry trash to onelocation in the middle of the ocean. Estimates vary, but it's reported that this "Great Pacific Garbage Patch" ranges from thelocation in the middle of the ocean. Estimates vary, but it's reported that this "Great Pacific Garbage Patch" ranges from thesize of Texas to the size of the continental United States. This series of science experiments will develop students'size of Texas to the size of the continental United States. This series of science experiments will develop students'understanding of ocean currents and what types of litter persist longest on their oceanic journey.understanding of ocean currents and what types of litter persist longest on their oceanic journey.Students Will Be Able To: [1] Perform science experiments to demonstrate how ocean currents work;tudents Will Be Able To: [1] Perform science experiments to demonstrate how ocean currents work;[2] Perform science experiments to determine which types of litter biodegrade fastest and slowest[2] Perform science experiments to determine which types of litter biodegrade fastest and slowestin water; and [3] Draw conclusions that explain what might happen to shoreline litter upon reachingin water; and [3] Draw conclusions that explain what might happen to shoreline litter upon reachingthe ocean.the ocean.L E A R N I N GL E A R N I N GE N V I R O N M E N TE N V I R O N M E N TSmall groupSmall group M A T E R I A L SM A T E R I A L STwo clear baking dishesTwo clear baking dishesFour strawsFour strawsFood colouringFood colouring“Chads” from a hole punch“Chads” from a hole punchZiploc and a weightZiploc and a weightOne ice cubeOne ice cubeFour watert
2 ENVIRONMENTAL STEWARDSHIP KIT: School Grounds Clean Up Campaign Plan your campaign Choose to host a one-time event or implement a weekly, monthly, or seasonal clean u
x The Paths and Grounds of Guhyasamaja PART FOUR: THE TEN GROUNDS AND THE FIVE PATHS 1 The Mode of Establishing the Ten Grounds etc. and the Five Paths 107 2 How Tantras and Commentarial Treatises Present Them 107 3 Presentation of a Sum.mary 115 4 Presenting Eleven and Twelve Grounds 117 5 Presenting Thirteen Grounds 118
Chapter 5: Antimicrobial stewardship education for clinicians 123 Acronyms and abbreviations 126 5.1 Introduction 127 5.2 Key elements of antimicrobial stewardship education 128 5.2.1 Audiences 128 5.2.2 Principles of education on antimicrobial stewardship 129 5.2.3 Antimicrobial stewardship competencies and standards 129
10:15 am strong Stewardship /strong Bible Study & Reflection Handout: Scripture Passage 10:45am Moving from Crisis Based Pledge Campaigns to Year Round strong Generosity /strong Noon Lunch—Networking strong Stewardship /strong Conversations 12:30 pm Transformational Annual Pledge Opportunities 2:00
A PRACTICAL PERSPECTIVE: STEWARDSHIP FOSTERING RESPONSIBLE LONG-TERM WEALTH CREATION Introduction: Stewardship in a nutshell How can a business thrive and sustain growth while enhancing the wealth of its stakeholders and the well-being of the societies in which it operates? This, in essence, is the question stewardship aims to answer.
A Master Plan for the Next Generation CHAPTER 4 ENVIRONMENTAL STEWARDSHIP. CHAPTER 4 ENVIRONMENTAL STEWARDSHIP 58 HarfordNEXT State Visions: Environmental Protection Resource Conservation Stewardship Public Participation Quality of Life and Sustainability Community Design Infrastructure Growth Areas
Introducing Environmental Stewardship Stewardship of the environment refers to protecting the environment through recycling, conservation, regeneration, and restoration. It means taking responsibility for our choices. The responsibility for environmental quality should be shared by all those whose actions affect the environment.
and the Core Elements of Antibiotic Stewardship for Nursing Homes (23). This 2016 report, Core Elements of Outpatient Antibiotic Stewardship, provides guidance for antibiotic stewardship in outpatient settings and is applicable to any entity interested in improving outpatient antibiotic prescribing and use.
Step-by-step learning in playing and reading, starting from absolute scratch Performance pieces in a range of styles from classical and folk through to jazz A helpful and stimulating CD with recordings of the pieces together with many ‘play-along’ tracks and aural development exercises Explanation of music theory Warm-up exercises Even more performance pieces for each .
