don't throw, make it glow! - European Commission

Don’t Throw Make it Glow!!

Syllabus

“DON’T THROW, MAKE IT GLOW!”

2015 - 1 - RO01 - KA219 - 015002


Index Introduction

Environmental Education

I part

Finland: Climate change

Greece : Recycling and Sound pollution

Italy: Recycling and Soil pollution

Malta: Biodiversity

Romania ; Water pollution

II part

Finland : Metal recycling

Greece: Paper recycling

Italy : Plastic recycling

Malta : Glass recycling

Romania :Textile recycling

III Part

Photo Gallery

Appendix

Link to materials


Introduction

"Nature and education are similar, because education transforms man and, through this

transformation, creates nature."* One of the greatest problems that the world is facing today is

that of pollution, that is constantly changing our environment. All across the world, people are

facing a lot of new and challenging environmental problems every day. Some of them are

small and only affect a few ecosystems, but others are radically changing the landscape.

Current environmental problems such us climate changes, waste disposal, global warning,

exploitation of natural resources make us vulnerable to disasters, now and in the future.

Among the other ways to protect the environment, recycling is that of greater relevance.

We produce waste at home, at school and in the surrounding environment. That is why it is

important to learn from different European countries new methods to prevent waste

generation, or to reuse it through organizing attracting activities. School is a privileged place

to make available the requirements for a proper environmental education. We, as teachers,

have the moral duty to shape our students' attitude and behaviour in terms of environment

protection and then teach them how to create a better world through recycling.

That is why Romania, Greece, Malta, Italy, France and Finland decided to make a partnership

whose main aim is to foster awareness among students, teachers, parents and local

communities and to be more environmental conscious converting waste into useful objects.

This syllabus is the result of the first year of activities, a joint syllabus for an environmental

course, to be taught in all partner schools. An exchange of good practices and the methods


learned from each other, during the transnational learning/teaching/training activities, which

took place in each partner country.

The first part is focused on environmental protection, structured on the components of air,

water, soil, noise and climate change.

The second part includes lessons and activities on paper, alluminium, glass, plastic, textile

recycling.

A clean environment makes us live a better life.

Thank you to everybody for the contribution in playing an active role in the preservation and

transformation of Nature.

*Democrit

Finland


Climate Change

Table of contents

The objectives of these lessons

Lesson 1: What is climate change?

Lesson 2: Electricity, water consumption and consumption habits in households

Lesson 3: Shop packages

Lesson 4: Food and its effects on climate change

Lesson 5: Food waste and cooperation with school canteen and homes

Lesson 6-7: Effects of transport on climate change

General living, food and transport cause greenhouse gas emissions in private households. By

changing consumption habits it is possible to reduce greenhouse gas emissions significantly.

The objectives of these lessons:


∙ to give the learner a chance to experience life through sustainable development

∙ to encourage the learner to explore nature and the neighborhood

∙ to encourage the learner to act and make sustainable choices in his/her neighborhood

∙ to guide the learner to study how his/her actions affect the nature and the surroundings

∙ to motivate the learner to reflect how production and consumption can lead to

contamination and destruction of the Eco system. And how this can be prevented.

∙ to guide the learner to understand the role of consumption in the use of resources in

his/her own country and world wide

Lesson 1: What is climate change?

What is the atmosphere? What is it for?

The atmosphere is a 100 km thick layer of gas. It surrounds the Earth. The main gases are

nitrogen and oxygen but it also consists of some carbon dioxide. The atmosphere is very

important to Earth and its vegetation.

The atmosphere is divided into different layers. The lowest layer is on average a 10 km high

troposphere. Other important layers are for example the ozone layer which protects Earth from

radiation, and the ionosphere which reflects radio waves. Air flows take place frequently in the

atmosphere and they cause weather phenomena such as winds, clouds and rains. Many

different electric and optical phenomena such as Aurora Borealis, halos and rainbows take

place in the atmosphere.

Atmosphere’s natural greenhouse effect

The atmosphere functions the same way as a glass roof in a normal greenhouse. It lets the

sun’s radiation through to the Earth’s surface, but at the same time it prevents the heat

radiation sent by Earth to escape straight into space.

Due to choices made by mankind the greenhouse effect gains strength

The mankind changes the consistency of the atmosphere all the time. By letting more

greenhouse gases enter the atmosphere, we are strengthening the greenhouse effect and

heating Earth.

The cheapest way to reduce greenhouse gas emissions is to save energy and increase

energy efficiency. The whole world should favor renewable energy such as wind and solar

power. Natural resources and materials should be recycled and used efficiently and

reasonably to cut down on emissions.

Climate change


Global warming has many unfavorable effects. The distribution of rain on Earth changes and

the level of the sea rises.

The environmental changes caused by climate change can be seen explicitly in the artic

areas. The glaciers have started to melt and retreat fast. According to a research by NASA

(1998) the glaciers in Greenland are melting at record pace, one meter a year. Since the

1980’s the permafrost has also melted.Animals from the arctic areas such as polar bear,

walrus and narwhal cannot survive without snow and ice. Many organisms have already

started to move to the Polar Regions.The bursting of buds and bird migration take place

earlier than normal.

Video: Climate Change in 100 seconds (in Finnish)

Lenght of video: 1:40 min

http://areena.yle.fi/1-3157445

Climate change in Finland

Warmer winters are a direct threat to the Finnish ringed seals, Saimaa ringed seals and the

Baltic sea ringed seals. Their pups are deprived of sheltered snowdrifts that protect them from

icy winds.The endangered Saimaa ringed seal needs snow and ice. The seal gives birth to a

pup in February/March in a snow nest. Seals make their nests in snowdrifts close to the shore.

This year Metsähallitus, the governing body for Finnish forests, decided to help seals with their

nesting by bringing extra snow to Saimaa and constructing human-made snowdrifts. WWF,

University of Eastern Finland and over hundred volunteers helped.Since 1993 the WWF has

safe-guarded the Saimaa ringed seal. This safe-guarding is part of the Ringed Seal - LIFE-

project funded by the European Commission. The project advances the protection of the

Saimaa ringed seal and helps to achieve a favorable level of protection.

A Saimaa ringed seal pup © Juha Taskinen / WWF

How less-snowed winters affect traditional winter sports




It will be very difficult to take an interest in winter sports that are directly depended on snow

and ice. This is a big problem especially in the southern parts of Finland. Cross-country skiing

is more susceptible to climate-change than downhill-skiing. The importance of icing in the

skating rinks grow. Jogging will become more popular as long as darkness and the slippery

roads are not a hindrance.

Additional information:

Video: Introduction on climate change

Length of video: 2:24 min (language: English, Subtitles: Finnish)

http://ilmasto-opas.fi/fi/ilmastonmuutos/videot-ja-visualisoinnit/-/artikkeli/45c18557-71f9-49a2-

895e-640fbfca5cd4/video-esittely-ilmastonmuutoksesta-kertoviin-tietoiskuihin.html

Video: Carbon dioxide and the Greenhouse Effect (5th grade onwards)

Length of video: 8:06 min (language: English, Subtitles: Finnish)

http://ilmasto-opas.fi/fi/ilmastonmuutos/videot-ja-visualisoinnit/-/artikkeli/7ee76d15-1845-4c97-

8e95-e25ff098673b/video-hiilidioksidi-ja-kasvihuoneilmio.html

Bibliography:

www.ilmasto-opas.fi

fi.wikipedia.org/wiki/Ilmakehä

LESSON 2: Electricity, water consumption and consumption habits in households

http://ilmasto-opas.fi/fi/ilmastonmuutos/videot-ja-visualisoinnit/-/artikkeli/45c18557-71f9-49a2-895e-640fbfca5cd4/video-esittely-ilmastonmuutoksesta-kertoviin-tietoiskuihin.html

http://ilmasto-opas.fi/fi/ilmastonmuutos/videot-ja-visualisoinnit/-/artikkeli/45c18557-71f9-49a2-895e-640fbfca5cd4/video-esittely-ilmastonmuutoksesta-kertoviin-tietoiskuihin.html

http://ilmasto-opas.fi/fi/ilmastonmuutos/videot-ja-visualisoinnit/-/artikkeli/7ee76d15-1845-4c97-8e95-e25ff098673b/video-hiilidioksidi-ja-kasvihuoneilmio.html

http://ilmasto-opas.fi/fi/ilmastonmuutos/videot-ja-visualisoinnit/-/artikkeli/7ee76d15-1845-4c97-8e95-e25ff098673b/video-hiilidioksidi-ja-kasvihuoneilmio.html


Electricity and water consumption

In Finland general living causes one third of all greenhouse gas emissions. Heating, water

consumption and electricity have the most effect on climate change. With little effort and by

adopting new habits, both water usage and electricity can be reduced by 10-30%.

Activity 1: Discuss, how you can make a difference to the electricity and water consumption

levels in your home

Consumption habits and excess consumption (overshoot) in households

Mankind consumes almost twice as much natural resources than the Earth could really afford.

A greater population also produces more greenhouse gases emissions and thus has more

effect on climate change.

Excess consumption or overshoot, however, is the number one cause for emissions and the

decline of natural resources.

For example, an average U.S. or an Australian citizen produces in two days as much carbon

dioxide emissions as a citizen from Malawi or Rwanda in a year. Therefore, even if population

growth declines, emissions still need to be cut down.

∙ Consumers' decision to purchase, guide consumption. With their daily decisions, the

environment conscious consumers can affect the sufficiency of natural resources and

the ethicalness of the production. Different environment symbols help the consumers

with their choises.

∙ Natural resources are used and, emissions and waste consumed throughout our whole

life cycle: in acquiring material for different products, in the processing process, in

consumption and in the disposal of the end product. Every step is possible to execute

more sustainably, more eco efficiently and by minimizing transport.

Activity 2: Earth Overshoot day is spent on August 13th, 2016. Find out when your country's

human ecological footprint exceeds the Earth's biocapasity (www.wwf.org)

Activity 3: Talk about the following questions related to products and purchasing.


∙ What is your opinion on the statement ‖Bying and ownership does not make you

happy?‖ Is this true?

∙ What do you think is best in life?

∙ What makes you happy and in a good mood?

∙ What dispensable things do you have in your room?

∙ What can you do to your own dispensable things?

∙ How can you fix a board game? Or any other toys?

∙ Have you ever donated your own things? Where to?

∙ How does it feel to give away your things?

∙ What are the negatives to owning dispensable things?

∙ What should be done to things you don't need?

Activity 4: Plan and make a box for the things that you don't need. Add the things into the

box. Why are these things dispensable?

Activity 5: Make a field trip to a recycling center or a flea market

LESSON 3: Shop packages

Activity 1: Discuss about shop packages and different alternatives for packing.

∙ What bulk goods do your shops sell?

∙ How is the selling of bulk goods organized in your shops?

∙ Is it easy and fast?

∙ Does a customer have to queue to get bulk goods?

∙ Which goods are difficult/impossible to sell in bulk?

∙ Can goods be bought without packages? Think of examples.

∙ Do the shops have unpacked toys? What?

∙ What big/small packages do the shops have?

∙ Choose the most appealing package in the shop. What makes it appealing?

∙ What products do not need to be packed? Or could be packed less? How?

Activity 2: Package survey in neighborhood shops

∙ Make a survey with your group on different packages. Every group has their own

product: detergents, cookies and biscuits, candy, toys etc.

∙ Which products have multiple packages?

∙ Write down examples of unnecessary packages. Explain.


∙ Write down examples of reasonable and necessary packages. Explain.

∙ Write down examples of attractive packages. Do the contents correlate with the

attractiveness?

∙ What materials have been used in the packages?

∙ What was the most used package material?

∙ Write down examples where packages have been made of multiple materials. Why is a

package where multiple materials have been used more difficult to be disposed of than

a package where clearly just one material is used?

∙ Which package materials are the easiest and the most difficult to be disposed of?

∙ Choose a package. What will happen to the package after the product has been

bought. Will it go straight into garbage or into the sauna oven? Or perhaps you can

give it a new life by using it again.

LESSON 4: Food and its effects on climate change

We all want to eat well. Food has to be delicious, but it will taste even better if it is not

produced at the cost of wasting valuable natural resources, trampling on the rights of people

or causing greenhouse gas emissions.

The choices we make as consumers have an impact on the amount of greenhouse gas

emissions. Food plays an equally important role as general living or transport when it comes

to measuring our carbon footprint. Our consuming habits can also affect the carbon footprint

that is created when food products are made.

Food makes about 20% of human based carbon emissions, which is the same as transport.

The primary sector of the economy plays the most significant part (30-40%) in causing climate

effects. In the primary sector of the economy the products of animal origin such as meat and

milk cause most climate effects. Vegetable options are more environmentally friendly. Pork is

more environmentally friendly than beef but it still causes far more negative climate effects

than vegetable options such as beans or peas.

At least 70 % of agricultural areas are used for the production of meat and other food of

animal origin. Agriculture is also the biggest user of fresh water in the world. By making wise

food choices there will be enough water both for people and to support various ecosystems.

People can also reduce food based emissions by gathering, fishing or growing food as

opposed to buying all food from stores.

Seasonality is especially important when it comes to the climate effects of growing vegetables.

It more advisable to grow vegetables in fields rather than in greenhouses and to favor local

and seasonal products.


You can reduce the negative environmental effects of food production in three easy ways:

1. Replace some of the meat with vegetables and fish.

2. Don’t throw food away

3. Choose food products that have been produced responsibly.

Activity 1: Search the fish guide of WWF (wwf.org.uk, Ten tips for buying seafood)

a) Which species of fish in your area are fished in an ecologically friendly way?

b) What do the MSC- and ASC-certifications mean?

c) What fish can you find that have either the MSC- or the ASC- certification?

Activity 2: Have a discussion on the following topics:

a) What kind of berries can you find in the forests of Europe?

b) What berries are grown outside or in greenhouses?

c) How can you use berries?

Activity 3: Find ways in which you can change your eating habits and help stop climate

change. (wwf.org.uk)

Lesson 5: Food waste and cooperation with school canteen and homes

Vast amounts of edible food gets thrown away every year in Finland. On average, people

throw away about 20 kilos of food per person every year. This means that food worth

hundreds of millions of euros is wasted every year.

Wasting edible food is especially harmful for the environment because not only do you waste

the food but also the energy that has been put into the production, transportation and the

storage of the food.

In landfills food waste causes significant negative climate effects. By sorting the food waste

the effect can be reduced but the greenhouse gases that have developed in the process of

making the products are still there. These negative effects can, however, be reduces as well

by choosing right sized packages, by not preparing too much food and by using leftovers to

create new meals.

Activity 1: Come up with a program for a Don’t waste food! theme week. Students create

posters for classrooms.

Activity 2: Plan the menu of a vegetarian food day together with the school canteen. All the

students in the school get to vote and the dish with most votes wins.


Sources:

• www.kuluttajavirasto.fi

• www.ekotassut.fi

• wwf.fi/ruokaopas

• Wwf.fi/kalaopas

• www.pieniatekoja.fi

• Wwf.fi

Lessons 6-7: Effects of transport on climate change

Transport is the third biggest environmental factor after food and general living so it is

important how we move from one place to another.

In 2009, greenhouse gas emissions from domestic traffic in Finland were about 12,9 tons in

carbon dioxide equivalent, which is about 20% of all greenhouse gas emissions in the country.

Private car use in Finnish traffic created about 45 % of these emissions. Public transport

caused only a small part of the emissions and railroad traffic is low in emissions as well. Flying

caused about 13% but it could result in more emissions indirectly.

In the beginning of the 20th century the average distance covered by a European person in a

day was only one kilometer, whereas now it is 45-50 kilometers.

A significant part of emissions created by traffic on the road are caused by trips of just a few

kilometers, which could be covered by public transport or lighter modes of transport such as

walking or cycling. After a study made in 2004-2005, the percentage of private car use out of

all modes of transport was 58% and public transport 8%. Walking, biking and other similar

modes of transport formed 32%. The most environmentally friendly mode of long distance

transport is railroad traffic.

Well functioning public transport makes trips between one's home, workplace, services and

hobbies fluent. People can live close to each other and still have pleasant surroundings

including parks and other green areas. Good examples of this kind of development in Europe

are the cities of Amsterdam and Copenhagen. In Copenhagen the green waves of traffic lights

are optimized for cyclists moving at 20km per hour, crossroads have been designed for

cyclists and in certain places cyclists get to move first when the lights change.

Transport based emissions can and should be reduced by good city planning, using public

transport, walking and cycling, avoiding flying and private car use and by developing more

efficient cars. Also carpooling as well as working from home can help.


Transport related emissions can be reduced in the following ways:

1) Reduce emissions caused by commuting

Commuter traffic causes the majority of the emissions in Finland. Working from home or

choosing cycling /walking in stead of driving or using public transport.

2) Travel by train

Flying is the most harmful mode of transport. Its emissions are at least 15-times bigger than

those of traveling by train.

3) Cycle instead of driving.

Driving causes a large part of emissions in Finland. Instead of driving you can choose to cycle.

Activity 1: Create a poster which instructs how to slow down climate change caused by

transport.

Activity 2: Discuss how municipalities and cities can promote walking and cycling.

Activity 3: Choose a travel destination and think of different ways to travel there. Then

consider the benefits and downsides of the different ways to travel.

Activity 4: Come up with a way to challenge parents to reduce private car use and to promote

cycling, walking and public transport.

Activity 5: First, come up with a plan to reduce your own carbon footprint caused by moving

between places. Then put the plan into action and make it happen.

Activity 6: Have a debate on the topic "It is easy to reduce transport based emissions". One

team supports the claim and the other team is against it.

Sources:

• wwf.fi

Greece


Table of contents

Lesson 1,2,3: Recycling

Lesson 4: Worksheet on ―General for recycling‖

Lesson 5: Soud pollution -―What is sound‖ Lesson 6: Noise pollution Lesson 7: Worksheet: 1.What is the sound? 2. Noise pollution

3. Health effects


Lesson 1,2,3

Recycling

Recycling is the process by which we partially or totally reused everything that

is directly or indirectly the result of human activity and that in it’s current form is

no longer useable to man.

In this process usually waste becomes raw materials from which we produce new goods.

In general the term 'waste' means anything that man considers useless like objects, foods and substances that we must get rid of. We divide waste into the following categories:

Domestic Industrial Transport and energy Agricultural

Household waste:

Waste coming from the homes and some of those produced by shops and offices.

Effects of improper waste management:

1. Contamination of surface and ground water.

2. Production of hazardous exhaust gases during the waste incineration in landfills.

3. Starting of fires in landfills because of the heat in summer.

4. Public health is in danger.

5. Animals are threatened. (Thousands of fish and birds die due to ingestion of plastics

and various objects).

Recyclable products

Large household appliances (refrigerators, washing machines, etc.)

Small appliances that make life easier

(Air conditioners, lighting equipment, telecommunication devices etc.)

Sound and vision products

IT equipment

Electrical and electronic tools and toys

Medical devices (+ drugs)

Monitoring and controlling equipment

Automatic dispensers

Computers

Vehicle exhaust catalysts


Food (fertilizer)

Paper

Plastic

Aluminum

Glass

Motor vehicle tires

Batteries

Bags

Paper recycling

Types of paper that is recycled:

Cardboard - packing paper

Magazine - illustration paper

Paper - newsprint

White photocopy paper, envelopes

Benefits of recycling one ton of paper:

1. We save 17 trees.

2. About a half energy and water consumption is needed

3. We produce 70% less air pollution

4. We reduce scraps that end up in landfills.

5.Many employment vacancies are created.

Recycling of glass

Benefits of recycling of glass:

1. Raw materials are saved.

2. Decreasing waste.

3. Energy is saved.

4. For every tone of recycled glass we save 135 liters of oil

5. Glass can be recycled countless times.

6. We reduce air pollution by 20%.

7. We decrease water consumption by 50%

Aluminum recycling

Aluminium recycling benefits:

1. Saves 95% of energy to produce aluminum from raw materials.

2. Saves raw matterials.


3. Protects the environment.

4. New jobs are created.

5. Reduces the volume of waste.

With the electrical energy needed to produce a can we can:

1. Listen to the radio for four hours.

2. Watch TV for three hours.

3. Light a 60 Watts lamp for 5 hours.

4. Operate a refrigerator for 3 hours.

Recycling plastic

Benefits of recycling plastics:

1. Reduces the volume of waste.

2. Saves raw materials and energy.

Recycling organic waste

Organic waste:

Organic waste is vegetable debris, which are fully biodegradable.

The biodegradable waste such as food waste or garden and crop waste, is recycled with the

help of micro-organisms through composting (composting) or anaerobic digestion.

Management of waste batteries

Problems of uncontrolled disposal of batteries:

Health problems in plant and animal organisms.

Reducing soil fertility.

Pollution of soil and water by toxic metals.

We propose in order to limit the problems caused from the disposal of old batteries:

1. Separate collection and processing of old batteries.

2. Battery production without heavy metals.

3. Use of rechargeable batteries.

4. Use of electrical power instead of batteries.

5. Use of appliances with solar or mechanical energy.

Management of old vehicles

Problems from the disposal of old vehicles:


1. They occupy large tracts of land.

2. They cause aesthetic pollution of the environment.

3. They can cause environmental pollution due to heavy metals, brake fluids, mineral oil, etc.

that they contain.

Benefits of vehicle recycling

1. Saving raw materials.

2. Longer operating time of landfills.

3. Avoidance of environmental pollution.

Management of used tires

Problems from the disposal of old tires:

1. The car tires thrown in landfills each year in the US are enough to encircle the earth

three times.

2. For the construction of a tire 32 liters of oil are required.

3. They occupy large areas because of their shape and size.

4. It takes 50-80 years to decompose.

5. There is a risk of ignition.

6. Their burning greatly pollutes the atmosphere.

7. They assist in the development of pathogenic microorganism.

Ways of utilizating old tires:

1. Burning tires in special facilities. From a tire it can be produced enough electricity to heat a

house for 24 hours.

2. Retreading and reuse of tires.

3. Segmentation of tires and using them for the production of sport’s floor or insulating

materials.

Management of used oils

Problems from used oils:

1. Water Pollution. 1 liter of spent lubricants can contaminate one million liters of water.

2. Soil fertility reduction.

3. Air pollution from burning of oils in plants and ships.

Ways of management of used lubricants

1. Filter and reuse of lubricants (regeneration).

2. Burning of lubricants in dedicated facilities to produce electricity.

Management of old electrical and electronic devices:

The discarded electrical and electronic equipment:

Occupy a large space in landfills because of their size.


Pollute water or soil due to heavy metal content.

Benefits of recycling for Greece:

1. Saving money from the purchase of raw materials (paper, glass, metals ...).

2. Saving energy resources for the operation of industries.

3. Improvement of the National Economy.

Benefits for the environment:

Less waste

Less landfill

Less rubbish lorries

Less cutting of trees

Less smog

Lesson 4


1st Worksheet

GENERAL FOR RECYCLING

1. We remember that:

Α Β

Recycling is ...

We can recycle ...

We throw in the blue bins ...

In the compost bin we don’t throw ....

We remember that:

Α Β

Today, after breakfast, we threw …….

Yesterday afternoon, we ate ….. …………………………………………. and it remain ..................... ..., which we threw in the trash.


How many copies we print to the printer during yesterday's work, seaking the perfect result.

2. We think:

What we can recycle at home:

In the kitchen

:

In the bedroom

:

In the living room:

In the bathroom


:

In the entrance:

4. We think and we answer:

Where to dispose the following waste:

Α Β

Residues of meat

Cans of soda

Mobile battery

Wrapping paper

Our plastic toy car

The glass bottle of water

Our old clothes

Compare your answers with those of our peers.

5. Write down which of these tips - prompts we follow in our daily lives:

Useful tips for recycling & environmental protection:

• We separate recyclable materials (paper, glass, plastic and metal) from other waste and we

throw them in the special blue bins.

• We put small appliances and batteries in special recycling bins that are located in

municipalities, public schools and electrical appliances stores.

• Massive electrical and electronic equipment for recycling is collected by municipalities, by

licensed electrical and electronic waste transport companies like Free Recycle, or even

electrical goods stores by buying a new device.


• We prefer to buy products packaged in glass, which are more environmentally friendly

compared to aluminum packaging or plastic.

• We select returnable bottles and packaging avoiding disposable wrapping.

• We make sure to utilise materials by reusing them or giving them to someone to whom they

may be useful.

• We use bags made of fabric, for our purchases avoiding plastic bags.

• We close the lights and the tap to save energy and valuable natural resources.

Lesson 5

Sound Pollution WHAT IS SOUND Sound is a type of energy made by vibrations. When any object vibrates, it causes movement in the air particles. These particles bump into the particles close to them, which makes them vibrate too causing them to bump into more air particles. This movement, called sound waves, keeps going until they run out of energy. If your ear is within range of the vibrations, you hear the sound.

Picture a stone thrown into a still body of water. The rings of waves expand indefinitely. The same is true with sound. Irregular repeating sound waves create noise, while regular repeating waves produce musical notes. When the vibrations are fast, you hear a high note. When the vibrations are slow, it creates a low note. The sound waves move through mediums such as air and water before reaching our ears. Our ears vibrate in a similar way to the original source of the vibration, allowing us to hear many different sounds.


Dogs can hear sound at a higher frequency than humans, allowing them to hear noises that we can’t. Sound is used by many animals to detect danger, warning them of possible attacks before they happen. Sound can’t travel through a vacuum (an area empty of matter). The speed of sound is around 767 miles per hour (1,230 kilometers per hour). The loud noise you create by cracking a whip occurs because the tip is moving so fast it breaks the speed of sound! When traveling through water, sound moves around four times faster than when it travels through air. The scientific study of sound waves is known as acoustics. Although music can be hard to define, it is often described as a pleasing or meaningful arrangement of sounds. The sound of thunder is produced by rapidly heated air surrounding lightning which expands faster than the speed of sound. The loudest sound on earth Krakatoa, an island in Indonesia, and erupted on August 27, 1883. The eruption completely annihilated the island, sent an enormous amount of debris 17 miles (27 km) high into the sky at half a mile per second. It also caused one of the most deadly and far-reaching tsunamis in history. In total, the eruption killed 36,000 people.

But the most amazing thing about the eruption was its sound. It made arguably the loudest sound on Earth in modern history. It was so loud that the shock wave extended far enough to rupture the eardrums of sailors 40 miles away. 100 miles away, the sound was still 172 dB, enough to permanently destroy someone’s ears or even kill them. Wherever you are, think of a place that’s about 100 miles (161 km) away. Now imagine something happening


there that causes a sound so loud where you are that if you were screaming at the top of your lungs directly into someone’s ear when the sound hit, they wouldn’t be able to hear that you were doing it. The sound cracked a foot-thick concrete wall 300 miles (483 km) away. Lesson 6

NOISE POLLUTION Sound is essential to our daily lives, but noise is not. Noise is generally used as an unwanted sound, or sound which produces unpleasant effects and discomfort on the ears. Sound becomes unwanted when it either interferes with normal activities such as sleeping, conversation, or disrupts or diminishes one’s quality of life. Not all noise can be called noise pollution. If it does not happen reqularly, it may be termed as 'Nuisance'

Scientists also believe that it’s not only humans who are affected. For example, water animals are subjected to noise by submarines and big ships on the ocean, and chain-saw operations by timber companies also create extreme noise to animals in the forests. Generally, noise is produced by household gadgets, big trucks, vehicles and motorbikes on the road, jet planes and helicopters hovering over cites, loud speakers etc. Noise (or sound) is measured in the units of decibels and is denoted by the dB. Noise which is more than 115 dB is tolerant. The industrial limit of sound in the industries must be 75 dB according to the World Health Organization. Noise is considered as environmental pollution, even though it is thought to have less damage on humans than water, air or land pollution. But people who are affected by severe noise pollution know that it is a massive issue that needs attention.


Effects of noise pollution Generally, problems caused by noise pollution include stress related illnesses, speech interference, hearing loss, sleep disruption, and lost productivity. The immediate and acute effect of noise pollution to a person, over a period of time, is impairment of hearing. Prolonged exposure to impulsive noise to a person will damage their eardrum, which may result in a permanent hearing impairment. Health effects of noise include anxiety and stress reaction and in extreme cases fright. The physiological manifestations are headaches, irritability and nervousness, feeling of fatigue and decreases work efficiency. For example, being pounded by the siren of fire fighters, police or ambulance in your city all night everyday leave people (especially elderly people) stresses and tired in the morning. It is worth noting that these effects may not sound troubling, but the truth is, with time, the consequences can be very worrying. Noise pollution prevention and control tips Below are a few things people and governments can do to make our communities and living laces quieter: Construction of soundproof rooms for noisy machines in industrial and manufacturing installations must be encouraged. This is also important for residential building—noisy machines should be installed far from sleeping and living rooms, like in a basement or garage. Use of horns with jarring sounds, motorbikes with damaged exhaust pipes, noisy trucks to be banned. Noise producing industries, airports, bus and transport terminals and railway stations to sighted far from where living places Community law enforcers should check the misuse of loudspeakers, worshipers, outdoor parties and discos, as well as public announcements systems. Community laws must silence zones near schools / colleges, hospitals etc. Vegetation (trees) along roads and in residential areas is a good way to reduce noise pollution as they absorb sound. sources http://www.sciencekidsathome.com/science_topics/index.html


http://waitbutwhy.com/ http://www.eschooltoday.com/

Lesson 7

Worksheet Sound pollution WHAT IS THE SOUND?

How would your favorite music be heard from a piano

on the moon?

Sound is a traveling wave. But to do so, a transmission medium is needed. Sound doesn’t

propagates in vacuum.

Sound travels in …………………

Sound travels in …………….. like ……………..

You can try this in a water basin, in the bathtub or in the sea

Sound travels in ……………….. like ……………….

Stick your ear on the desk and hit the desk with your hand

The speed of sound is great, but a supersonic plane travels faster than sound. Can you

assign images column to speed column?

90 kilometers per hour





An important characteristic of sound is its intensity, meaning how loudly a sound is heard.

We use decibel (dB) to measure the intensity of sound. Can you place the sounds of the 3rd

column in the second column in the right order?

10 dB pneumatic drill

20 dB spaceship that takes off

40 dB rustling of leaves

80 dB breathing

100 dB airplane that takes off

120 dB speach

140 dB traffic congestion

180 dB rock concert

NOISE POLLUTION

How much noise can your ears withstand?

The human ear pain limit due to sound intensity is 120 dB. Sound over 120

dB is dangerous and can result in hearing impairment or deafness. Prolonged

and constant exposure to sounds above 90 dB causes problems in hearing.

Taking the occation from the images above, discuss with your team what may be the


source of the noise pollution. Then write down your thoughts below

HEALTH EFFECTS

The effects of noise pollution on our health are divided

into physical and psychological. Physical we call the effects

that can cause a physical injury and psychological those

affecting the psychology and behavior. The following table

lists some of these effects. Note (C) for physical and (W)

for the psychological effects. Then think of ways in which

these two types of impacts are linked.

hearing impairment, deafness

cardiovascular diseases

communication difficulties through speech

easy fatigue

memory and concentration ability problems

reduced performance at work or school

challenge of irritability, aggression

impact on well-being

sleep Disorders

anxiety challenge

Which of the above effects do you consider the most important and why?


Have you ever felt some annoyance from a sound? Discuss your experience


ITALY

Table of contents

Lesson 1: Soil pollution

Lesson 2: Waste and recycling

Lesson 3: Alumin

Lesson 4: Glass

Lesson 5: Paper

Lesson 6: Plastic

Lesson 7: Textile


Soil pollution

Causes...

Soil pollution is one of the most serious problems of the earth. We talk too little about pollution of the soil and there is always interest only on air and water ones. For some countries, soil pollution has become like a state secret, for example it happened in China with recent investigations into contamination of the subsurface.

The soil is a mixture of inorganic and organic material that covers the rocky surface of the earth. The organic component is derived from plant and animals waste . What are the causes of pollution of the soil?


Seepage of sewage from an uncontrolled landfills

landfills

Discharge of industrial waste into the soil

Percolation of contaminated water into the ground

Losses from underground storage tanks

Excessive use of pesticides, herbicides or fertilizers

Ingress of solid waste

EXAMPLES

The main polluting agents

The main polluting agents of soil are hydrocarbons in oil, heavy metals, pesticides and solvents. When a soil is reported as polluted it refers both to the surface of the land and to the subsoil. Both types of pollution are dangerous for agricultural crops while the subsoil pollution is especially dangerous for groundwater.

A polluted soil can not be cultivated for the production of food because the chemicals can be absorbed by vegetation and cause diseases in people or animals feeding on them. The polluting agents change the composition of the soil and affect the type of microorganisms that live in it. Soil pollution disrupts the whole ecosystem.

Cultivation

Before cultivating a polluted soil it is necessary to proceed with its necessary recovery through the use of microorganisms capable of feeding on polluting chemical compounds or by electro-mechanical systems to extract the contaminants. If the recovery is only a partial remedy, the real solution to soil pollution is prevention


How to limit soil pollution Every day we contribute unaware to soil pollution with some eco crimes that should be corrected. But what are the good rules to follow.............?

Actively collecting waste.

Actively recycling of materials.

Using Preferably biodegradable containers. The 'accumulation of waste products, such as plastic, take many years or decades to decay.

Limiting the use of chemicals in agriculture and using only organic fertilizers. The products can be found in garden centers.

Fighting against air and water pollution, following a respectful eco style.

Encouraging the use of individual systems in total oxidation purification or other type of similar effectiveness plant, for the disposal of domestic sewage.

Preventing dispersion of unauthorized waste in the environment.

Respecting the laws for disposal of harmful and toxic waste.

Do not throw organic waste but retain them for compost. In this way, not only we will slow down the waste in landfills but will benefit from the health of the soil.

Lesson 2

Waste and recycling

Nowadays the huge amount of waste we produce has created serious environmental problems. The lack of satisfactory and suitable space for waste storage has caused the waste emergency, being the problem of waste disposal responsible for many episodes of pollution on the territory. A huge ecological benefit may result from recycling materials such as glass, paper, aluminum, plastic and from the collection of hazardous waste as expired medicines and old batteries.

As citizens are the first recycling operators we believe that a good information given to students may involve their families


AIMS: • to promote an ecological and social consciousness that leads to the respect for the common good • to make known the advantages of waste collection • to guide students to preserve the environment in which they live ACTIVITIES First step: analysis of the district area:

study of district maps specifying (students home, services, roads, schools, etc.)

guided tours in the district

identification of the waste collection places

Second step: effects produced by household waste on the environmental pollution

video projection

reading articles

reading of legislation

the tasks of the institutions

preparation for the guided tour

Third step: collection and analysis of recyclable materials

Promotion of recycling

Study of recyclable materials (chemical and physical features)

Fourth step: production

Organization of a workshop on glass, aluminum ,plastic ,cloth and paper recycling

Realization of: posters, graphics, photos, videos

Promote activities in the district, reaching the public with waste management information

through newspapers, media announcements or through pamphlets.


Lesson 3

ALUMINUM

EDUCATIONAL AIMS:

• Learn about the origins of aluminum and its use since the ancient Romans and Greeks

• Learn about the chemical properties (symbol, electronic configuration ...)

• Learn about the physical properties (ductility, malleability, plasticity, specific weight,

Absence of magnetism, electrical, sound and thermal conductivity)

• Learn about the biggest aluminum manufacturing countries

• Learn about its use (transport, packaging, construction of windows, doors, consumer

goods, optics etc)

• Learn about the recycling process

SKILLS:

• The students will be able to identify the different types of aluminum for recycling

• The students will be able to understand that those ones marked "Al" or "alus". (cans,

coffee makers, screw caps, capsules of coffee ...) can be reused

• The students will be able to understand that those ones with the initials "T" and "F" are

not collected with aluminum because they are "dangerous" as they contain chemical

products (glues, herbicides, bactericides, solvents, acids, etc)

• The students will be able to understand that aluminum is necessary for producing

other objects

COMPETENCES:

• The students will able to describe physical-chemical properties of aluminum

• The students will be able to assess what can be done to reduce its use

• The students will be able to assess the different types of aluminum for recycling

• The students will be able create objects using cans and containers

SET AND TIME:

The workshop will be held in three meetings lasting two hours each. The first four hours will

deal with theories and workshops to study the physical and chemical properties of aluminum;

the other two hours will be focused on practical and creative activities. Some lessons will be

carried out in collaboration with Legambiente.


Lesson 4

The glass

Use and throw it away is a clever choice?

EDUCATIONAL AIMS:

• Learn about the history of glass

• Learn about the general characteristics of glass (composition and rate of aggregation)

• Learn about the chemical –physical properties of glass (index of refraction)

• Learn about mechanical properties of glass ( resistance and hardness)

SKILLS:

The students will be able to recognize all the general, chemical, physical, mechanical

properties of glass

The students will be able to recognize the properties of glass in relation to the

container/contents

The students will be able recognize the considerable ecological impact of glass in the

environment

The students will be able recognize the general characteristics of glass for containers

COMPETENCES:

• The students will be able to describe the history of glass and the manufacturing process

• The students will be able to assess (based on experience) how the index of refraction

varies in relation

to air/water/glass

The students will be able to assess characteristics of glass according to its use

The students will be able to produce objects with bottles of glass and glass containers.

SET AND TIME:


deal with theories and workshops to study the properties of glass; the other two hours will be

focused on practical and creative activities.


Lesson 5

Recycling Paper Educational Aims :

Learn about the paper composition

Learn about its origin and its history

Learn about other kinds of paper

Skills

The students will be able to recognize the chemical and physical features of paper

The students will be able to recognize the mechanical, technological and aesthetical

features of paper

Competences

The students will be able to report about the history of paper with proper use of

vocabulary

The students will be able to produce objects with different proper kinds of paper

Set and Time:

The lab will be held in three meetings lasting 2 hours each. The first 30 minutes of each

will deal with theories , the other 90 minutes will be focused on practical activities

Physical Mechanical Technological

Specific weight Hardness Plasticity

Melting temperature Stress resistance Ductility

Boiling temperature Bending tensile twist cut Malleability

Specific heat resilience Extrudability

Thermal conductivity Fatigue resistance fusibility

tearing resistance

elongation resistance

usage resistance

Electrical conductivity elasticity weldability

Corrosion resistance Heat conduct hardenability

Crystallinity Workability by tools machines

Withdrawal Aptitude for molding

hygroscopic weight Aptitude for painting

permeability


Aptitude for cutting

bendability

thickness polishing

opacity printability sizing

isotropy


Lesson 6

PLASTICS

EDUCATIONAL AIMS:

• Learn about the history of plastics

• Learn about different types of plastics

• Learn about the most widespread plastics along with their common use

• Learn about mechanical and chemical recycling process

SKILLS:

The students will be able to recognize the best plastic materials for recycling

The students will be able to understand technical and chemical properties of the recycled

materials

The students will be able to identify the recycled objects made from different type of plastics

COMPETENCES:

• The students will be able to describe the history of plastics and the manufacturing process

• The students will be able to assess what can be done to reduce the plastics use

The students will be able to assess what type of plastic material is more suitable for a

certain use

The students will be able to produce objects with plastic bottles and plastic containers

SET AND TIME:


deal with theories and workshops to study the properties of glass; the other two hours will be

focused on practical and creative activities. Some lessons will be carried out in collaboration

with Legambiente.


Lesson 7

Textile

The thread ……of the history

Educational Aims

• Learn about the history of textile and textile designers since the end of 1500 to present day

• Learn about the history and characteristics of weaving

• Know the properties and origin of various textiles

• Know the characteristics of looms

• Know the production process

Skills

• The students will be able to recognize the general characteristics of various textiles

• The students will be able to recognizing textile properties

• The students will be able to recognize the general characteristics of looms

Competences

• The students will be able to describe the textile history and the production process

• The students will be able to describe the natural and the synthetic textile characteristics

• The students will be able to create objects with hand me down clothes

Set and Time

The workshop will be held in three meetings lasting two hours each. The first three hours will

be deal with theories and workshops to study the characteristics of various textiles. The other

two hours will be focused on practical and creative activities.


Malta

Module on Biodiversity

Lesson 1 What is Biodiversity?

Biodiversity at a glance

Lesson 2 Biodiversity is More than just Species

-Genetic Biodiversity

-Ecological Biodiversity

Lesson 3 Helping Biodiversity in your locality

Lesson 4 The Importance of Biodiversity

Lesson 5 Threats to Biodiversity

Lesson 6 Create Habitat in your School Yard – action plan

Lesson 7 Create Habitat in your School Yard - activity


Biodiversity Education

Aims

encourage young people to conserve and promote the biodiversity of our country.

help young people to acquire awareness they are not passive and powerless victims of wrong behavior of others, but can play an active role in the preservation and transformation of nature, and respect of animals when necessary.

know the biodiversity and establish a proper relationship with it. That means not only knowing the naturalistic values but also the role of the man who has exploited and unmanaged natural resources.

he biodiversity needs respect and we have the responsibility to teach young people to take care for our world. The biodiversity needs to be preserved so, just as our children don’t litter at home, they should act the same in our ―global home‖ to help reversing some of the harmful effects we are doing to it.

Every individual should think that:

exploitation of the biodiversity for your own purposes it is a real threat to humans and animals

the biodiversity is not unlimited

resources are not unlimited

mankind is at risk

Through biodiversity education we will have to:

develop in young people the awareness that the biodiversity, with which they live, is inserted into a system, the biosphere, where the degree of interaction between the components is very high.

raise in young people, according to historical and geographical context, consciousness of the changeability of the biodiversity in relation to human activities


understand they cannot imagine people separate from biodiversity

promote ecological and social awareness that leads to the respect for the common

good

raise awareness of the separate waste collection advantages

promote the cooperation and respect of things, animals, nature and people

Activities

Create habitat with biodiversity in your School Yard

analysis of the district

effects produced by domestic waste on environmental pollution on biodiversity

collection and detailed analysis of recycling

production

Lesson 1 - Biodiversity

What is Biodiversity?

―Biodiversity‖ is a term that was coined by joining the words ―biological‖ and ―diversity‖.

Biodiversity is the great variety of life: the plants and animals that live in the air, on the land,

and in wetlands, rivers and seas. This includes diversity within species, between species and

of ecosystems.

Biodiversity is vital to our well-being. The natural world is the fabric of the landscape and the

places that we like to visit in the countryside. We greatly value the wildlife in our gardens and

local parks too. Experiencing wild plants and animals reminds us of the changing seasons and

the natural cycles of life. It also brings into focus our responsibility for the health of the

environment.

Biodiversity is everywhere, both on land and in water. It includes all organisms, from

microscopic bacteria to more complex plants and animals. Current inventories of species,

though useful, remain incomplete and insufficient for providing an accurate picture of the

extent and distribution of all components of biodiversity.

Biodiversity at a glance

Biodiversity is the great variety of life. It is really important to conserve the biodiversity.

http://www.greenfacts.org/glossary/def/diversity.htm

http://www.greenfacts.org/glossary/pqrs/species.htm

http://www.greenfacts.org/glossary/abc/biodiversity.htm

http://www.greenfacts.org/glossary/abc/bacteria.htm

http://www.greenfacts.org/glossary/pqrs/species.htm



Biodiversity is More than just Species

Estimates have varied greatly about how many species there are alive on earth today.

Different scientists have estimated between 2 million and 100 million species, where only

about 1.6 million species have actually been described. New species are being discovered

and described every year, especially in the tropics. I was not long ago that whole new

ecosystems on the deep-sea floor were discovered. An environment that was thought to be

relatively empty was found to hold a diverse community of organisms living together around

deep-sea vents, thousands of meters away from sunlight.

Unfortunately for nature, biodiversity is facing a great challenge due almost entirely to one

strong competitor - humans. The rapid increase in global human population, has resulted in

major threats to our natural environment and many of its species. Humans have applied skills

to alter nature in such abrupt ways that many species have had no chance to adapt to the new

conditions. Since no one knows exactly how many species there are, it is difficult to say how

fast the extinction rate is. It has on the other hand, been estimated that between 5-10 species

may disappear every DAY. (Some even say that this number is an understatement). This

would add up to several thousand species every year.

Extinctions have been occurring naturally for as long as earth has existed. The most

commonly mentioned mass extinction was when the dinosaurs died out approximately 65

million years ago. The difference nowadays is that the extinction rate during the 20th century

seems to have gone several thousands of times faster than before. It is obvious that we do

need land to grow crops on, and we do need construction material to build houses for people

to live in and, of course, we need to find ways to feed all people of the world. The problem is

just how we could do this without causing more disturbance on nature, and what the results

may be if we ignore the

conservation of nature trying to

solve these problems.


Genetic Biodiversity Genetic Biodiversity is the variation in genes that exists within a species. A helpful way to

understand genetic diversity is to think about dogs. All dogs are part of the same species, but

their genes can dictate whether they are Chihuahua or a Great Dane. There can be a lot of

variation in genes – just think about all the colors, sizes, and shapes that make up the genetic

diversity of dogs.

Example – biodiversity of dogs:

Example – biodiversity of apples and pears

Ecological Biodiversity Ecological Biodiversity is the diversity of ecosystems, natural communities and habitats. In

essence, it’s the variety of ways that species interact with each other and their environment.

The forests of Maine differ from the forests of Colorado by the types of species found in both

ecosystems, as well as the temperature and rainfall. These two seemingly similar ecosystems

have a lot of differences that make them both special.

The diversity of ecosystems is for examples coral reefs, prairies, forests, wetlands, etc.


Marine biodiversity Forest biodiversity

Desert biodiversity



Helping Biodiversity in your locality Conserving biodiversity is one of the most important issues of the 21st century. It is key to

achieving sustainable development and intimately connected to environmental issues such as

climate change, pollution and disposal of waste.

We live in a country relatively rich in biodiversity. This diversity of native and endemic species

and their habitats constitute Malta’s natural capital. Such diversity is important as it maintains

the functioning of a healthy natural environment and also provides us with multiple benefits in

the form of life-supporting services, which are essential for our wellbeing and for the

productivity of various economic sectors. Biodiversity in fact underpins sustainable

development and is important for reaching goals of green growth

Lesson 4 -

Biodiversity

The Importance of Biodiversity As we know,

several species are

only found in

specific areas, or

ecosystems. We

do not find many

rainforest trees in

the desert for

example. Some species are adapted to specific temperature ranges or need a minimum

amount of rainfall every year to survive. Other species may live their whole lives on land

except when it is time to mate. Frogs and toads, for example, lay eggs that need water to

develop.

Species may also be restricted to an environment because of other species, either because of

competition that allows the stronger competitor to occupy the space or by intricate

relationships whereby one or more species are dependent on the presence of another

species. So it is important to realize that in nature there is often a reason why things are found

where they are and that every habitat is a network of species. These species have generally,

in turn, evolved to be dependent on each other but also on the specific conditions found in that

environment for survival.

If an area is suddenly destroyed or even disturbed, the chance is often very small that all

species will have time to find a refuge within reasonable distance to survive. Another very


important aspect of this that the biological diversity also includes things we may not

necessarily like such as wasps, venomous snakes, sharks, poison ivy and ticks. Some may

say, "I can do without those things but I agree that we should help the pandas and dolphins".

Well, it is not that simple since in nature, fundamentally, everything plays a role.

Plants and animals are essential to life. They provide food, medicines, and the materials to

create clothing, homes and furnishings. Plants assist with flood control, prevent soil erosion,

and filter pollutants from water and air.

Decreasing the genetic diversity could ultimately also lead to a decreased ability of species to

adapt to future environmental and pollution problems. Already several animal and plant

species are used as bio-indicators of pollution. The conservation of species and genetic

variation today may help us to keep a better eye on environmental health tomorrow.

Another more prominent economical reason to care for biodiversity is to ensure a sustainable

food source in the future. The clearing of land to give space to agriculture or cattle removes

large habitats and with them species of both plants and animals. The use of mangroves, for

example, as building material, removes a necessary nursery ground for marine fish and thus,

the food source for a local community. The mangroves also serve as a natural barrier for

sediment that instead gets washed out to sea and may cause destruction to coral reefs.

Many of our most important medications also come from nature. Every year researchers find

new natural compounds that can help us treat diseases or be used as pesticides etc.

To summarize, biodiversity is important because :

Biodiversity indicates variations of life forms (species, ecosystem, biome).

Biodiversity indicate the health of ecosystem.

Biodiversity is in part a functioning of climate.

Biodiversity provides services like: Air quality and purity, Climate and seasons, Water

purification, Pollination and seed dispersal, Prevention of erosion.

Biodiversity also act as a store house of germplasm of commercially important plants

Biodiversity also support in drug discovery for modern diseases.

Most of the drugs/medicines which are now in commercial trade are derived directly or

indirectly from biological resources.

Many industrial materials are deriving from biological sources. These include building

materials, fibbers, dyes, rubber and oil.

Biodiversity provide security of resources such as water, timber, paper, fibre and food.

Biodiversity has immense role in the regulation of the chemistry of our atmosphere and

water supply.

Biodiversity Helps in water purification, recycling nutrients and providing fertile soil.

http://www.explorebiodiversity.com/habitats/mangrove1.htm



Threats to Biodiversity The major threat to biodiversity is extinction. Any type of plant or animal can die out, meaning

that in its absence, all of the ecosystems that it inhabited (the chains of which it was a link)

must change or risk dying out themselves. Humans acts affect biodiversity.

Habitat destruction

Civilisation’s never-ending need for energy and raw materials leads to the destruction of

natural habitats in order to extract minerals or clear land for farming. This displaces a lot of

animal species and destroys whatever cannot run away from this invasion.

» Habitat loss occurs when natural habitats are modified for human needs.

» Habitat size and number of species are systematically related.

» Major reasons for habitat destruction are: Large scale industrial and commercial

activities, Mining, Cattle rearing, Commercial fishing, Plantation cropping &

Agriculture, Dam construction and Encroaching.

Overkill

Excessive hunting of any one species can throw the food chain way off course.

Introduced species

The biodiversity of a place developped together with the plans and animals of the region. If

you introduce an animal that did not evolve along with the natural surroundings, it could have

terrible effects on the other species in the area.

» Large barriers such as mountains, or seas support diversity in the area surrounded by

these barriers.

» species that breach the natural barriers that would normally keep them away.

» Invasions therefore can reduce diversity.

Overpopulation

Humans are reproducing at a rapid rate that is becoming difficult for the environment to

support. Since our presence is supported by nature, the environment is finding it hard to keep

up with the rate at which the human population is growing.


At some point of time your parents have definitely mentioned that too much of any one thing is

bad for you. Biodiversity means maintaining the balance of nature so that no one thing can

become too powerful and therefore bad for everyone else. Unfortunately many humans think it

is their right to exploit nature without any restriction. Just like nature keeps itself in check, we

must do all we can to make sure that we do not harm the balance of nature.

» Population will reach 9 billion during the 21st century

» Increase in population leads to over exploitation of resources

» Forest area will be reduced in the future

» Population increase ultimately cause pollution increase

» Population explosion thus form the prime factor biodiversity depletion

Climate change

» Global warming is one of the major threat to global biodiversity.

» Climate change also affects migratory animals and birds.

» Biodiversity in polar and mountain region are more vulnerable to climate changes.

Direct drivers of biodiversity loss include pollution, overexploitation, land degradation,

fragmentation and soil erosion, anthropogenic climate change and biological invasions.

Indirect drivers of biodiversity loss are socio-cultural factors which result in the inefficient use

of natural resources, such as lifestyle and consumer choices.

Why should we strive to conserve habitats and species? Why should we care?

The most striking answer to this question would probably be, "to survive as a species

ourselves". The only way the human species is going to survive is a careful and sustainable

use of the Earth's resources.


Create Habitat in your School Yard – action plan Several and even most of the species on Earth are older than humans and it is our duty to

help preserve as much of this diversity as we can. We also have a responsibility for

generations to come. By removing habitats and species for short-term economical reasons we

are reducing the value of what we leave behind to future generations.

What can we do in our school for example?

http://www.easybiologyclass.com/biodiversity-introduction-definition-classification-importance-measurement-of-biodiversity/

http://www.easybiologyclass.com/biodiversity-introduction-definition-classification-importance-measurement-of-biodiversity/



Create Habitat in your School Yard - activity

Idea 1 :

Building a pond in the school yard with frogs and water plants.

Idea 2 :

Buying an aquarium with different fishes and putting it in a classroom.

Do you have other ideas ?


ROMANIA

WATER POLLUTION

―The whole universe is one family‖ Pachauri

"Nature and education are similar, because education transforms man and, through this

transformation, creates nature." Democrit

PRESENTATION NOTE Scoala Gimnaziala Nr.7 is the coordinator of a European project ERASMUS + ―Don’t

Throw, Make It Glow!‖ with participation of schools from Finland, Greece, Italy and Malta. One of the activities planned within this project is to develop a trans disciplinary course focused on environmental protection, structured on the components of AIR, WATER, SOIL, NOISE and CLIMATE CHANGE. Our school team deals with "Pollution and water protection". The course offers trans disciplinary knowledge of several subjects: physics, chemistry, biology, technology, including foreign languages and IT. This course will be implemented in the next school year in all participating schools, with the possibility to be used in future, even after the project finishes.

ARGUMENTATION

21st century, a dynamic and complex world characterized by information explosion, requires creative people, thinkers, capable of interconnecting knowledge from different fields. To educate future adults, we need a learning across subjects, an inter and trans disciplinary learning.

At the same time, contemporary society has become one of consumption, sometimes exaggerated, by any food, goods of personal use, fuels, high standard of living, in short, more energy! Most students, and not only, believe that industrial pollution is a problem against which we have no responsibility. Wrong! Number 1 factor of environmental


degradation is one of the transport; followed by production of electric and thermic energy, farming (using fertilizers, pesticides, herbicides, etc.), industry and so on.

This course is meant by the five modules listed above, to demonstrate that many causes of environmental degradation are related to the behaviour of each of us and seeks to inform students about the production and consumption (sometimes profligate) of energy, proposing simple solutions that can be implemented directly by them within the family and small household. It also reinforces the idea that a way of ECO life of the individual is the healthy one, perfectly consistent with the principles of sustainable development of communities, meaning for all a quality life without compromising the chance of the future generations. At the same time, we also propose creative recycling workshops in which students will realize objects from various fields with materials considered to be waste!

The trans disciplinary content focuses not on the subject only but on the intellectual, affective and psychomotor skills of the student. Active teaching methods in the trans disciplinary approach transforms the student from the object to the subject of learning, makes him co-participant to his own education and provides him the opportunity to perform both as individual and as a team member.

KEY COMPETENCES

Key competences

Description

Communication in mother tongue

Learning activities involving students at the participatory level, encouraging expression of their views, in an assertive critic and argued way; students’ involvement in team activities is the premise of development of interpersonal communication skills and networking. The fact that in the project students from more countries participate, English being the communication language and there are used documentation and information sources from international sites, contributes to the development of the communication competences in foreign languages.

Communication in foreign languages

Competences in mathematics, science and technology

The topics suggested involve the integrated development of mathematical skills, science, technology, doubled with the development of learning skills which mean: Learning to learn Learning to do

Digital competences

Identifying, selecting, processing and presentation of contents are sequences that can be optimized by involving ICT: PPT, databases, internet, email, forums, educational platforms etc.


Interpersonal, intercultural, social and civic competences

The approach of the topics is based on the assertive communication and the assuming of roles and responsibilities in the team, favoring the development of positive attitudes towards life and environment. Identifying the links between the themes studied and area reveals the impact of the theme over community, finding opportunities to improve the lives of the community related to the subject of study.

Entrepreneurship competences

Assuming the roles and tasks as a team, involving different active participatory methods represent premises for the development of independent personalities, critical and self-critical, responsible and adaptable to new.

Cultural awareness and expression

Variability of the contents is the factor of involvement of cultural specific of the group to whom the course is addressed.

GENERAL COMPETENCES

1. Identification of environmental data, correlation and their exploitation in different

contexts

2. Solving problems and problem situations, using concepts and methods from different

areas of knowledge

3. Personal development through communication and cooperation

4. Use of information technology and communication

5. Participation in decision-making and solving community problems, by showing an

active and responsible social behavior

SPECIFIC COMPETENCES

1.1 Forming documentation skills

1.2 The observation and investigation of physical and chemical phenomena of everyday life, using specific tools of physics, chemistry and biology

1.3 Forming the skill of using computers for data processing and analysis of experimental sites devoted to the natural sciences

2.1.Making interdisciplinary transfers to explain the consequences of the phenomena studied Organization approaches of knowledge and explanation of facts, events, processes in real life by using specific concepts 2.2. Organization of knowledge approaches and explanation of facts, events, processes in real life by using specific concepts


3.1. Assertive communication and cooperation with others in solving theoretical and / or practical problems within different groups 3.2. Supporting own views through comments made on the phenomena studied 4.1. Using ICT to stimulate creativity and innovation 4.2. Forming an developing skills of using word processing MS WORD 4.3. Getting used to PowerPoint 5.1. Forming a critical attitude towards the negative consequences of social development, and developing interest in environmental protection 5.2. Identifying polluting factors in the local community 5.3. Evaluating the environmental protection nearby school

LEARNING ACTIVITIES

Direct observation of the natural phenomena, experiments and drawing of conclusions;

Following the phases: hypothesis - approach - findings - conclusions;

Carrying out simple experiments in the lab or at home using various objects of

everyday life;

Analysis of empirical observations and information from scientific sources;

Making practical activities in groups of students;

Study tours;

Debate the impact of certain environmental technologies, based on the phenomena

studied;

• Debate subjects such as pollution, waste, etc, 3Rs strategy;

• Making Power-point presentations, working in teams;

• Realizing an aquarium;

• Making a decorative/informative corner from recyclable materials

VALUES AND ATTITUDES Motivation for applying knowledge in a responsible way towards humans; Acquiring responsible behaviour toward humans and nature; Developing a critical spirit, positive vision and tolerance; Flexibility in thinking, curiosity about the new; Interest in applying knowledge in everyday life; Interest in the new achievements of science and civilization;


Willingness to consider hypotheses as statements to be checked

CONTENTS ABOUT WATER ( 7 classes)

Water and its properties - water cycle in nature: rain, snow, frost, hail, rainbow;

Water - life support: source of minerals, energy source (drinking water, mineral water, plain water and spring water) - arranging an aquarium;

Drinking water and heating supply in our city - visit the water plant; Obtaining energy from the water - the construction and operation of hydropower;

Water pollution: general and practical issues, internationally and locally; What can we do to reduce water consumption and pollution? Exhibition of works created by students as themes in this module; Trip to the arboretum and Comana nature reservation, visiting Neajlov River Delta.

EVALUATION METHODS

Oral evaluation - Conversation techniques, argumentation, debate, etc.

Evaluation of information and documentation activities in the media, internet, bibliography;

Evaluation activities performed in the classroom and practical topics on working teams;

Team projects (experimental work, essays, PPT presentations)

Evaluation of student portfolios The evaluation procedures used will be qualitative, will target the involvement, participation and student achievement, aiming to motivate them to study this course


.

BIBLIOGRAPHY

Big Book of Experiments - DeAGOSTINI, Litera Internaţional, 1999

Illustrated Scientific Encyclopedia, Aquila, Oradea, 2000

Mysteres and Science Wonders, Aquila, Oradea, 1993

Magazines: ―World Tree‖ , ―Terra‖, ―Evrika!‖, ‖Health‖

I want to know more, 1001 questions and answers, Bucureşti,Teora, 2007

Andrews G, Knighton K, 100 Scientific Experiments, Oradea, Aquila, 2005

Breckenridge J., Mandell M., 365 Super Scientific Experiments with Usual Materials, Oradea, Aquila,

2007

***Illustrated Chemistry Dictionary (2002), Aquila93.

*** Illustrated Physics Dictionary (2002), Aquila93.

***Forces of Nature. Children Encyclopedy (2007), Aquila93

***Internet:

www.e-scoala.ro

www.efizica.ro

www.fizica.com

http://school.discovery.com

www.physicslab.com

http://www.e-scoala.ro/

http://www.efizica.ro/

http://www.fizica.com/

http://school.discovery.com/

http://www.physicslab.com/


PART II

Some examples of Recycling activities

Metal recycling in Finland

Recycling metal has long traditions in Finland. We produce approximately 0.5% of all the

steel in the world and 20% of our steel is extracted from scrap metal. Carbon dioxide

emissions can be cut down by using scrap iron and steel. This also helps to save natural

resources.

In Europe EuRIC brings together European and National recycling associations from

several countries. Recycled ferrous metals are used for high quality steel and non-ferrous

metals can be used in cars, airplanes, food cans, electric equipment etc.

Using recycled materials helps battle climate change by reducing the energy that is needed

for extraction, production and transport of raw materials. Using recycled materials means a

change in the way of thinking; what was considered waste is now seen as a resource.

Even though recycling scrap metal is usually economically and environmentally advisable, it

is even more useful to try to prevent creating scrap metal altogether.


Recycling in Greece

RECYCLING PAPER


Paper is a material made from wood pulp or other vegetable fibers through an

industrial process, usually in thin sheets and it is used as a surface for something to

be written or printed, for wall decoration, etc. The difference between paper and

cardboard is related to their weight. Paper is lighter, weighing less than 224 grams,

while cardboard "weighs" more than 224 grams.

There are four categories of paper:

PRINTING: journalism, typography, writing

PACKING: cardboard boxes, wrapping paper sacks, waterproof

CARDBOARD: thin, thick, paperboard

TOILET PAPER: toilet paper, paper towels, handkerchiefs,

napkins

The main paper-producing countries in the world are those that

have the largest forest areas. These countries are positioned in the

Northern Hemisphere and are as follows: Canada and the USA in

America, Finland and Sweden in Europe and Japan in Asia.

THE CONCEPT OF RECYCLING

From one ton of recycled paper we use:

• We save about 40-50% of energy and water.

• Air pollution is reduced by 70-75%


• Less marine pollution is caused in water by 30-40%

• 17 to 20 trees are saved,

• The volume of garbage arriving in landfills is significantly reduced.

What do we gain when we recycle?

According to the European Council for the Recovery of Paper the goal of the European

Union is that by 2010 we recycle 66% of

the paper we use.

Newer data that come out of the 2006

Report on paper about recycling issues,

give us hope for the future as:

• 58.2 million tonnes of paper were

recycled in 2006, ie 9.8% more than in

2004.

• 63.4% of paper in Europe was recycled

in 2006, ie more than in Asia or America.

What we should know:

Every year we consume more than

800,000 tons of paper.

30 years ago this number was the half.

Every year 300,000 tons of used paper are collected for recycling.

The paper used by four people in one year weighs equal to a large car.

If everyone recycled their newspapers on Sunday, then we would save 500,000 trees a

week.

It takes a full month for a piece of paper to decompose.

To produce 600,000 tons of paper every year we cut 12 million.

trees and we consume, energy and water will be sufficient for the

needs of one million households.

2,200 kg of wood are needed to produce one ton of paper.

By recycling one ton of paper we can save up to 170 kilos of oil.

About 19% of the total consumption of paper is not recycled, such

as cigarettes and chocolates, paper upholstery, juice and milk

packaging because they contain other packing materials (plastic

and possibly aluminum, etc.), toilet paper or paper containing food

residues etc.


The paper products that can be recycled are newspapers, cardboard, packaging, stationery,

magazines, catalogs, greeting cards, wrapping paper, etc.

Practical instructions for paper recycling in schools

We should bear in mind the following:

1. The quality and color of the finished paper resulting from recycling may not be better than

the paper originally used. For this reason, we must make sure to find good quality paper.

2. Good result will come from:

photocopy and printing paper

Folders and pads

Notebooks

In contrast, in the recycling process we should avoid using paper containing adhesives and

liquid colours or significant amount of acids, such as newspapers, magazines, advertising

plasticized leaflets, egg tabs and a number of other papers.

Bibliography: Fraidaki Mary Somakos Leonidas (2006), "Paper

Recycling" ECOS-Ouverture, (1997), «Paper and cardboard collection in terms of recycling," Network MED CARTESIO, Turin. Bambiniotis, C., (1998), "Dictionary of Modern Greek Language" Lemma Paper, p. 1962, Center Lexicology Ltd., Athens. Mantania, C., (2008), "Pulp and Paper" Module for the course "CHEMICAL TECHNOLOGY WOOD" http://users.teilar.gr/~mantanis/Ximiki.htm site, access date, April 22, 2008 . Encyclopedia "Structure" (2005), Lemma Paper, Volume 30, pp. 480, Publications STRUCTURE SA, Athens.


Alexopoulos, D. (2007), «Paper», http://www.ert.gr/nature/anakiklosi/xarti.htm website access April 24, 2008. Bakker, J., Elias, J., Hill, H., Riley, J., Waterhouse, M., (2006), "Paper", p.p. 11, Murdoch Books. pictures: from google.gr

Paper recycling

WORK SHEET

1. You are at your office and you decide to

tidy it up.

a. Write down which objects initially you

initially think to throw away.

b. Which of these objects, you think you can reuse on second thought?


2. What will you throw in a blue bin with yellow cap?

Kitchen paper roll

Cardboard

Carbon

Books and newspapers

Boxes of pizzas

Baking sheets

Remainings of food

Wrapping paper

3. We learned that:

Every year there are consumed more than _____________ tons of paper.

30 years ago this figure was ___________.

Every year ___________ tons of used paper are collected for recycling.

The paper which ________ people use in one year weighs equals to a great car.

If everyone recycled their newspapers on Sunday, then we would save _________ trees per

week.

You need a ____________ to decompose a piece of paper.

To produce 600,000 tons of paper annually _________ trees are cut and energy and water

are consumed that would be sufficient for the needs of one million households.

We need _________ kilos of wood to produce one ton of paper.

Recycling one ton of paper saves up to ______ oil.

4. We prefer – we avoid: Write your thoughts on whether you could follow the instructions

below:

We prefer:

Products from recycled paper that have the following logos:


Paper from certified sustainable timber

Paper that does not come from trees (tree free) but from other raw materials (cotton,

hemp, flax, seaweed, etc.)

Paper that has not been bleached with chlorine

We avoid:

Products with unnecessary packaging (whether foodstuff or other items such as paper,

cosmetics, etc.)

Paper packaging that has wax coating or we prefer plastic and glass returnable bottles

We try to:

Prefer eggs packed in paper rather than plastic flats.

Whenever we can we buy writing or drawing paper and notebooks from recycled paper.

Learn about the ways in which our school can help to reduce waste.

PROPOSALS FOR PAPER RECYCLING How to make from newspapers and magazine pages, 1. decoratives bowls 2. platters 3. placemats 4. glass mats 5. wall clocks etc. by wrapping paper strips into a single coil. You will need:


* Magazines / publication / newspaper pages * Transparent craft glue * Paper glue sticks / or fusible gun * Adhesive tape * Pen / pencil

After folded at the appropriate thickness each page will initially turn into a narrow strip of paper whose ends will be glued - restrained with glue and then it will be folded into a spiral shape.

After you create the first spiral, stick to its end, as an extension, a piece of sellotape on which you will stick the beginning of the next strip which in the same way you will wrap tightly around the first coil.

You repeat the process as many times as the pages/strips.

Wrap tightly and stick a piece of sellotape at the end of each paper strip, then the next piece of paper, sellotape and repeat the process until you create a single coil consisting of all the strips of paper folded tightly together.

The simplest way to wrap the strips is to start wrapping the first around a pen / pencil. Stick the adhesive tape to its end and continue with the next. When the pattern acquires the dimensions you want, depending on the handicraft, remove the pencil.

After completing the initial pattern in any dimension you want and holding the edge with a piece of sellotape, carefully open the spiral upwards or downwards, depending on the shape you want to give, smear a brush or sponge transparent atlakol with a brush both outside and inside the structure and allow to dry.


Mask papier Masse

(flour glue).

The materials you will need are:

balloons

paper strips

flour and water

paper glue

watercolor paint

Cardboard

sequins

glitter

plumage

and whatever else you can think of decorating a mask


What to do:

Inflate a balloon (small in size)

Start the papier Mache process, by covering the balloon with strips of paper using flour glue.

Place at least two layers of paper. I suggest you put at least 3-4 layers so that it becomes hard when dry.

Allow to dry until the paper hardens enough.

Puncture the balloon, deflate and remove from your mold.

You now have a balloon mold.

With your scissors, cut the mold in half to create two masks.

Smear the inside of your mold with white glue to stabilize well.

Allow to dry thoroughly.

You can use patterns from a simple mask, to draw and cut the eyes and to the cut, but you can also stick the same mask on your mold. Finally, take whatever material you want, and create your mask .

You can start the decoration of your mask as you wish !!!

https://astropeleki.files.wordpress.com/2010/01/dsc04708.jpg


Paper Vases

http://1.bp.blogspot.com/-CFad_tolWRM/Uu-_DulU6ZI/AAAAAAAAE30/7QpunKQjzcA/s1600/trace-shape-book-0908-de-68895287.jpg

http://2.bp.blogspot.com/-2MKy-EAB4i0/Uu-_C3yvtgI/AAAAAAAAE3o/FoWJ2Vvs8f8/s1600/open-book-vase-0908-de-88528240.jpg


http://2.bp.blogspot.com/-NbRd5tN6FNU/Uu-_Ct8UT9I/AAAAAAAAE3g/h-E-KW8BKHA/s1600/draw-shape-0908-de-44486292.jpg


CRAFTS FROM EGG PAPER FLATS


Source: soulouposeto.gr WORKSHEET

You are in front of your parents’ old weekly newspaper. Your first reaction is:

A. to throw it awa7y. B. To cut and keep the articles that interest you, and to get rid of the remaining sheets. C. To collect it in order to sell them in a paper collection company.

You see a paper hundicraft: a wreath, a pencil case, a frame ...

Would you be keen on trying to do something similar or you are indifferent?

Do you throw your old books in a blue bucket with yellow cap?

Put the books you will throw away on a scale. After you weigh them, find what the energy benefit will be, if we recycle them.

From what you have heard and about seen about recycling ,will you follow experts’ advice;

Do you think you gain something from your participation in the program? Are you more


aware and knowledgeable about what is happening around you?

Our research

Separate collection of waste

Waste service

Solid urban waste


Solid urban waste has to be stored in proper bins , kept in closed plastic bags, ONLY from 7 p.m. To 7 a.m. Warning 1. Do not leave waste when the bin is full and the lid can't be closed; 2. Do not leave waste outside the bin ; Do not store inside the bin big size waste , exhausted batteries,medicine after their

expiry date, plastic keepers,glasses, paper and carton,metal stuff, branches and plants soil,

building materials, liquids etc

REMIND : rubbish is a resource if we separate, otherwise will increase our dumps

IT's strictly forbidden to store paper and carton on rainy days or leave them on the

ground

Paper and Carton

here are some infos about the way to collect paper and carton, some

percentage on their common daily waste , the benefits and the savings

of recycling ,some datas on paper collection in a town like Carini,

some saving advices and some curiosities.


PERCENTAGES …of paper waste

Our dustbin is fuller and fuller of newspapers, magazines, carton boxes, food carton boxes,leaflets and paper .

In Italy paper and carton represent around the 30% of the total amount of waste . Every year everybody throws away an amount of paper sufficient to cover 5 tennis

courts.

RECYCLING

Used paper (for pulping)is a resource to produce other paper.

Just to save 3 20 ms high trees we have to collect a ton of paper.If we could recycle just the

20% of the paper we throw away we would save around 4-5 millions of trees, 2-5 billlions of

KW/h of energy and around 280 - 440 billions of litres of water. It's so important to promote

recycling informing factories ,producers, traders and families..

Not all kind of paper can be recycled ,for example waxed paper and dirty , or linked to

other mate rials ( tetrapak, carbon paper, sandpaper,plastic paper).

Real ecological paper is produced without cutting any tree. Some companies are moving

on that way and started to sell three kinds of ecological paper:one made by some seaweed

,another by corn , another one by vegetable waste.

Little actions to save paper :saving paper can do a lot

do not throw away a piece of paper if it's not written on both sides; do photocopies both sides; do not take leaflets or paper ads if you are not interested in; try to use recycled paper more and more ; buy products with less packing ; separate used paper from common rubbish.


Glass

In this section there are some infos on the way glass is collected ,some percentages, the benefits of recycling in terms of money and energy savings, some advices to save glass and some curiosities.

Clean the glass containers before collecting them in a storage bag ;

REmove the bottle tops ( metal ones can be recycled apart).

Recycling

Glass production is very expensive in energy and raw materilas.Its separate collection is

really important as it allows to limit the quarry mining activity , to reduce the waste , the

need of new dumps and the use of increasing amounts of fuel .

.Recycling a ton of used glass can save until 136 litres of oil instead of throwing away

millions of glass empty containers we use only a few minutes.

Take notice:throwing away glass means throwing away raw materials, energy, work and

creating pollution.

Little things to do in order to save glass

if you buy food and drink in glass containers, it's better in ―returnable‖containers ;

Returnable containers are very respectful towards the environment.Bottles can be sterilized and re-used also 50 times, saving also a lot of energy.

Collect glass bottles and containers in proper bags ; collected glass is washed, broken into pieces ,separated according to its colour and sent to glass industries where it's melted and re-used for new containers.


Plastic

Some infos about the way to collect plastic containers, the different kinds of plastic which can be recycled, the energy recycling, collecting datas in a town like Randazzo, some advices and curiosities.

Press the plastic bottles and stop them to forbid they regain their volume.

Recycling Plastic is distinguished into different kinds:

most commons are:

P.P. Polipropilene: glasses, yogurt containers, stickers, bottles are made of this. P.V.C. Cloruro di polivinile. The most dangerous kind is used in biomedical

applications and building materials. Uncorrect waste storage can cause cancer and acid rains.

P.E. Polietilene. Plastic bags , shampoo and detergents containers, spray stoppers, wastebins are made of this.

P.S. Polistirene. Boxes, pencilcases,cheese containers, combs, musical stuff are made of this.

P.E.T. Polietilene tereftalato. Water and drink bottles

Little things to do to save plastic

buy food and drinks in glass containers, better the returnable ones;


don't buy plastic bottles, dishes and cutlery but re-usable ones; do not use plastic bags for your shopping but cotton and jute ones choose products with less packing:

Big size waste and durable goods

They are

Pieces of Furniture, domestic appliances, tires,

This stuff mustn't be abandoned along the roads, the rivers or in fields

Fridges, for example, contain dangerous substances so it's necessary to deliver them to The City collection centre .


Exhausted batteries

They have to be delivered in proper collection bins . In this section are some infos about the way in which the batteries are treated , some datas on their collection in a town like Carini and some advices to limit their abuse.

“Discharge the batteries where you buy new ones”

City hall slogan about batteries recycling

PAY ATTENTION! NEVER THROW BATTERIES IN THE WASTE BINS

City hall administration delivered special containers to collect batteries to the dealers

The Yellow ones all around can be still used

Batteries are

Dangerous as they may contain mercury,lead and cadmium, powerful poisons for our environment and our health.Button batteries are made of mercury for one third. A single gram of mercury can poison 200 quintals of food and 11000li 1000 litres of water. So uncorrect storage of batteries in wrong waste containers can cause big problems.

If we deliver exhausted batteries in proper containers

they will be made inert in cement keepers which will be set in apposite dumps.


In the containers we can deliver .

batteries for flashlights,remote,controls,mobiles,etc

Little things to do to save batteries

use rechargeable ones not containing mercury

use plugs to charge appliances store exhausted batteries in their proper waste containers

Car batteries

They must

be delivered to the dealer when buying new ones or to the City collection centre.In thios way they can be recycled

In fact

Lead is totally recovered

Plastics like polipropilene of the body and the polietilene mixture of the membranes;

the waste of lead fusion is inert and can be used as building material;

take notice : Abandoning batteries in unproper places ( near a dustbin or along a road) is

illegal and punished...


Medicines out of the expiring date

They are stored in Proper containers ( white) and by the City Collection centre

They are

chemical synthetic products and when not used they have to be collected properly as their active ingredients can be dangerous.In dumps , mixed to common rubbish, they can provoke toxic exhalations and can pollute the liquid at the bottom of the dumps itself. Moreover the presence of antibiotics in the rubbish can promote the selection of resistant virus.A correct storage of medicine waste is through thermodistruction or keeping it inert in hermetic containers.

Other dangerous waste can't be delivered in common wastebins

They are stored in

Red proper containers


City collection centre

They are

T/F containers : all products and containers with the symbol T and /or F on them.

Plastic Recycling

The PLASTIC and a widespread material in our daily life. It is produced in the laboratory using mostly oil and minimally other elements such as carbon, cellulose and natural gas. Its qualities: Lightness Versatility Resistance to microorganisms Compatibility with food (in some cases) It can be used: industry in transport in packaging types: Thermoset - The only ones that would be reused thermoplastic elastomers

The Thermoset:

You are obtained with a hot-forming process that, for the same product, can be repeated several times, without altering the original characteristics. This makes them easier to recycle. The thermosets are:

LDPE - Low Density Polyethylene HDPE - High Density Polyethylene PET - Polietilenereftalato (eg. For foodstuffs Bottles) PVC - polyvinyl chloride (eg. Pipes, electrical insulation) PP - Polypropylene (eg. Syringes)


PE - Polyethylene (eg. Grocery bags and frozen) PC - Polycarbonate PS - Polystyrene (eg. Plastic cups)

What can we put in the plastic box?

Only products with the symbol

What can we DO NOT put in the plastic box?


Plastic recycling


Glass Recycling


ABOUT TEXTILE RECYCLING IN ROMANIA Textile waste called in time as MTS (Secondary Textiles), MR (recyclable materials)

and MTR (Reusable Textiles) come primarily from textile manufacturing processes

(spinning, yarn preparatory, weaving, knitting, chemical finishing), manufacturing,

processing in other industries (chemical fiber plants or units processing the textiles) or as a

result of physical and moral wear after some time of using textiles.

According to the Council for Textile Recycling, textile waste can be classified as

either preconsumer or post-consumer waste. Pre-consumer textile waste consists of ―by-

product materials from the textile, fibber and cotton industries‖ and post-consumer waste is

―any type of garment or household article made from manufactured textiles that the owner

no longer needs and decides to discard‖.

The waste resulting in the manufacturing processes for textile subsectors, (resulting

from spinning phases, yarn waste from spinning mills, mills, knitting, weaving heads and

strips from cutting mills, patches from cutting phases, etc.) can be reintroduced into the

manufacturing process and can be used to obtain vicuna yarn, unwoven textiles, cotton

upholstery for furniture and cars, insulating materials, geotextiles, etc. Recoverable waste

may be subject to cutting operations, unweaving and defiberizing in order to salvage fibers

from them. Further, by working with appropriate classic/unconventional traditional

technologies, these fibers can be used to make protective clothing, technical textiles and

thermal and phonetic insulating materials, building materials, textile composites

(automotive, naval, construction industry), geotextiles, agro textiles, products for

environmental protection. It is estimated that in each year 750,000 tons of this waste is

recycled into new raw materials for the automotive, furniture, mattress, coarse yarn, home

furnishings, paper and other industries. Through the efforts of this industry approximately 75


percent of the pre-consumer textile waste that is generated is diverted from our landfills and

recycled.

Because today, clothing not only responds to practical needs; fashion has become

a form of self-expression and the sheer volume and variety of textile products available on

the market have reached unprecedented levels. The textile industry is a $1 trillion worldwide

business.

But textiles are not used just for clothes - they are use also in households, hospitals,

workplaces, shops, constructions, vehicles etc., in the form of cleaning materials, interior

textiles, packings, leisure equipment, protective equipment and so on. All this type of article,

made of some manufactured textile that the owner no longer needs and decides to discard

can be given to charities but more typically are disposed of into the trash and end up in

municipal landfills. The main reasons for what the garments are discarded are: lower

quality, new fashion trend or clothes were bought for one specific occasion.


Part III

PHOTO GALLERY


Appendix Link to materials

https://www.facebook.com/Dont-Throw-Make-It-Glow-creative-recycling-

736818393120418/?fref=nf Glass recycling in Finland

https://www.facebook.com/Dont-Throw-Make-It-Glow-creative-recycling-

736818393120418/?fref=nf

Website :http://donotthrowmakeitgl.wix.com/thrgl

YOUTUBE CHANNEL : donotthrowmakeitglow https://www.youtube.com/channel/UCdbARmexkX-BH-qiaykrKUA

Project blog :http://donotthrowmakeitglow.blogspot.gr/

Etwinning page : https://twinspace.etwinning.net/10796/materials/files

Photo gallery: https://gr.pinterest.com/dnthrowmktglw/

https://www.facebook.com/Dont-Throw-Make-It-Glow-creative-recycling-736818393120418/?fref=nf




http://donotthrowmakeitgl.wix.com/thrgl

https://www.youtube.com/channel/UCdbARmexkX-BH-qiaykrKUA

http://donotthrowmakeitglow.blogspot.gr/

https://twinspace.etwinning.net/10796/materials/files

https://gr.pinterest.com/dnthrowmktglw/


"The European Commission support for the production of this

publication does not constitute an endorsement of the contents which

reflects the views only of the authors, and the Commission cannot be

held responsible for any use which may be made of the information

contained therein."

don't throw, make it glow! - European Commission

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