HomeMy WebLinkAboutTeachers Guide Vol 1
õ'
O'P£N YOUF- £Y£'t, to Llíí£F-
A T£AGt\£¡2:'5 c,.UID£
~Ñ 'lOUR Ey€"S ];
O~ \-itt." 0
A FUn Coloring and Activity Book for Kids!
A. FUN Al.TIVI1Y e,OO~ l.\l£.A.T£D e,y
VA. t:L£ANWAYif>
1'It£'P~D ~y
'5H£LL'f ¡z.N>OM'51"
AND
¡s.u.~ 'lW
OPEN YOUR EYES TO LITTER
TEACHER'S GUIDE
Our goal in creating this guide was to provide teachers with a resource
whether they wanted to use OPEN YOUR EYES TO LITTER as a singu-
lar activity or as a supplementary part of a longer, multi-disciplinary Litter/
Recycling/Earth Month Theme involving many resources. Most activities
can be adapted to suit a variety of grade levels. Feel free to pick and
choose whatever works for your classroom. Our experience is that the
more hands-on, real life activities you involve your students in, the
more they integrate their own personal connection with the environ-
ment and understand that one person ~ make a difference. If you
live in an area that has a PA CleanWays chapter, the folks there can be a
valuable resource. The state CleanWays organization offers support for
anyone in a county where there is no chapter. (See resource list pg. 25)
The booklet was carefully written so as not to encourage young readers
to pick up trash. Likewise, if you choose to use any of the following
teaching suggestions, be sure to use common sense and build safety
into all activities. Encourage parents and volunteers to accompany stu-
dents involved in research out into the community. Use gloves where
necessary and don't go anywhere alone.
TEACHING SUGGESTIONS
Regardless of the age group you are working with, we suggest beginning
your Litter Study with a K-W-L activity. Using three large sheets of chart
paper, label one Thinos We KNOW, the next, Thinos We WANT to Know,
and the third, Thinos We LEARNED. Use the first two lists at the very
start of your theme. This will make you aware of the knowledge your stu-
dents bring to this study, so that you aren't needlessly re-teaching and
you learn which students have knowledge that they could present as a
mini-lesson. The second list helps you and the students focus on the
specific questions they have and direction your children's research will
take. This will be valuable information to use when locating resource ma-
terials, speakers and special projects. It can also be added to, as your
theme progresses. The third list can be used as a culminating activity
that brings together all the knowledge that each student, small group and
speaker brought to the learning experience.
WEBBING - Another valuable technique which works well with all age
groups, is to create a Web at the beginning of you!" theme. Draw a cir-
cle on chart paper or the blackboard and write your theme title in the mid-
dle. Encourage the children to brainstorm related topics or questions they
have about the theme and add them as arms to the web. Use straight
lines radiating out from the center circle with the related word in a circle,
just like the one in the center. Group connected topics together as fingers
off the arms, such as all science-oriented items, all creative art projects,
and all research or social studies areas. This can be displayed and
added to throughout your study. Guiding your children through this learn-
ing process helps them to make connections between topics and under-
stand that real-life learning isn't separated into "courses". A copy of the
web that was used in the creation of the litter activity book is on page 29.
The Resource List, Glossary, list of Environmental Education Centers and
Waste Management and lIegal Dumping Laws are here to complement
Look in this column
to see how
OPEN YOUR EYES
TO LITTER
is /inked to
Pennsylvania
Academic Standards
Grade 4
Environment & Ecology
(E)
and
Science and Technology
(5)
Grades 3 and 5
Reading, Writing, Speak-
ing and Listening (R)
and
Mathematics (M)
your own classroom's research and investigation. The Internet and mu-
nicipal and state agencies are also invaluable resources. Use them. The
glossary (See page 11) gives you a working vocabulary and source for
spelling words and writing assignments.
Page 1
Page 2
Page 3
SCIENCE - Discuss the items shown. When would these
items be considered unnatural to an environment?
When is a soda can, candy wrapper or any of these other
items, not litter?
Brainstorm a LITTER LIST with your students. Keep track
of all the different kinds of litter they spot. Post it in your
classroom and encourage students to add to it throughout
your Litter/Earth Month/Recycling Theme.
Brainstorm another list - WHERE LITTER IS FOUND.
Post it as well, and encourage additions to it throughout your
Theme. Are some locations more common litter sites than
others? This can be a great graphing activity.
Have students describe the different communities shown.
How did the litter get in these communities? Using the infor-
mation you gather about types of litter and where it is found,
have students try to create a LITTER PROFILE of what ac-
tivities people are involved in when littering occurs. You could
take this a step further and make note of the area surround-
ing the litter and the activity of the people nearby. (Was the
litter surrounding a street drain after a rainstorm? Was the
litter around the edges of ball field after a game? Was litter
blowing in the street after a garbage pickup in the area?)
MATH - Encourage an EYE SPY LITTER counting activity.
Have students, individually or as a class, count how many
items of litter they SPY on their way home from school (or to
and from another such activity). Identify either pieces of litter
or cateoories of litter (bottles, paper, cans, etc.). Make a
graph to show the results. This could be a great bulletin
board display.
MATH - Make up math problems. Count the number of
pieces of litter in a square foot of littered space. Measure
how many square feet of littered area there is. Using that in-
formation, estimate how many pieces of litter are in the whole
area.
RESEARCH PROJECT - Talk about how litter affects us Pg.3
and our environment. Have students choose a topic to re-
search and present, about how it is affected by litter. Topics
include waterways, cities, crime statistics, health, farmers,
animals, birds, plants, business owners, tourists, taxes, hik-
ers/runners/walkers, and kids. Let students suggest topics.
Include pictures (hand drawn as well as photos) and create a
class book. Share with others at school, take to other places
(retirement homes, libraries, town offices, etc.). Take turns
bringing home to share with families.
Pg.1 E4.8.4.C Identify everyday hu-
man activities and how they af-
fect the environment.
E4.2.4. D Identify those items
that can be recycled and those
that cannot.
E4.3.4.B Identify litter and its
effect on the environment.
Pg. 2 S3.1.4E Recognize change in
natural and physical systems.
S3.2.4C Recognize and use the
elements of scientific inquiry to
solve problems.
M2.1.3C Represent equivalent
fonns of the same number
through the use of concrete ob-
ject, drawing, word names and
symbols.
G Use concrete object to count,
order and group.
H Demonstrate an understanding
of one-to-one correspondence.
J Estimate, approximate, round
or use exact numbers as appro-
priate.
M2.6.3&5 Gather, organize, and
display data using pictures, tal-
lies, charts, bar graphs and picto-
graphs.
M2.2.3A Apply addition and sub-
traction in everyday situations
using concrete objects.
M2.2.5A Create and solve word
problems involving addition, sub-
traction, multiplication and divi-
sion of whole numbers.
R1.8.3&5A Select a topic for
research.
B Locate information using ap-
propriate sources and strategies.
C Organize and present the main
ideas from research.
R1.4.3B Write infonnational
pieces using illustrations when
relevant.
R1.4.5B Write multi-paragraph
informational pieces.
2
Page 4
Page 5-6
Page 7
WRITING - Get in small groups and share how litter has af-
fected you or your environment in some way. Use this as the
starting point for a writing activity. Help someone to SEE the
littered area that affected you and to FEEL your feelings
about it and then put what you SEE and FEEL into words.
Emphasize descriptive words and sharing feelings. Use po-
etry, essay, or short story, etc.
Have fun completing the puzzle.
Some students might like to create their own Word Search.
Give them appropriately sized graph paper to work with.
Make copies and staple together into a book for each stu-
dent. Share with others. (See Glossary page 11).
SOCIAL STUDIES - Invite a farmer to share what his farm
produces and how litter affects his land, animals, machinery,
and family. Most will have interesting and troubling stories
to share of damaged machinery and injured animals, as Pg.5-6
well as time lost scouting fields for litter prior to harvesting or
down time for repairs. Additionally, if a tractor or harvester is
disabled due to repairs caused by litter damage, entire crops
can be lost to bad weather because of these delays.
FARM FACTS: Replacement costs
Dairy cow - $1,000+
Tractor tire - $500+
Beef cow - $400+
WRITING - Write Letters to the Editor of local or school
newspapers bringing this problem to the attention of your
community.
SOCIAL STUDIES - Invite a veterinarian or wildlife rehabilita-
tion specialist in to share their experiences with litter affecting
animals. (Many animals that ingest litter require expensive
surgery or die.)
WRITING - Either individually or as a group, complete the
poem and share. Bring in pictures of trashed or dumped
sites. Use them as a prompt for student's own poems or sto-
ries.
WRITING/ART - Be creative. Make your own Word Poem.
Using your best printing or interesting computer fonts, create
a work of art using your poem as the focal point. Mount on
colored paper or tag board and add a colorful illustration.
Display on a bulletin board or in the hall (or refrigerator at
home).
S3.2.48 Describe objects in the
world using the five senses.
R1.5.3&5A Write with a sharp,
distinct focus identifying topic,
task and audience.
8 Write using well-developed
content appropriate for the topic.
E Revise writing to improve or-
ganization and word choice;
check the logic, order of ideas
and precision of vocabulary.
F Edit writing using the conven-
tions of language.
E4.4.4.A Know the importance
of agriculture to humans.
E4.4.4.8 Know that food and
fiber originate from plants and
animals.
E4.4.4.C Identify tools and ma-
chinery used in the production of
agricultural products.
R1.4.3C Write an opinion and
support it with facts.
1.4.5C Write persuasive pieces
with a clearly stated position or
opinion and supporting detail,
citing sources when needed.
Pg.7 R1.4.3&5A Writes poems, plays
and multi-paragraph stories.
3
Page 8
LANGUAGE ARTS - Complete the puzzle.
Be really creative. Make your own crossword puzzle. Share
with others.
Page 9-10 If you have a PA CleanWays chapter in your county, ask to
use the Litter IQ Board, an interactive electronic display
board that creates litter awareness, in your classroom or
school for a week or so.
RESEARCH/SCIENCE - Do research to find out how long it
takes other common household items to biodegrade.
Pg.9-10
SOCIAL STUDIES - Invite an "antique bottle hound" in to
talk to your class about their finds in old dumps. Many
old farms had dumps on them and families discarded lots of
household items in them. (Up until the 1970's, the Penn State
Extension Office offered farmers guidelines for disposing of
their own trash on their own lands.) We've all learned a lot
about the environment-even the experts!
HISTORY - This track could lead to a social studies/
archeology arm to your theme's web. Much of what we know
of early civilizations, both at home and abroad, has come
from studying what archaeologists have dug up. You might
want to have an interested small group (or speaker) present a
mini-lesson on archaeological finds from your local area.
Also, in many areas, curbside pickup was not available until
the 1950's. Find out when curbside pickup was first available
in your area and discuss how trash was disposed of prior to
that time.
A great MATH prompt.
· Using the student's ages, look for the litter that
was deposited about the time they were born.
· How old would they be when a leather shoe
would finally decompose?
· Would they ever see the day when an aluminum
can would decompose?
· Create math problems. Ex. What year would a
tin can have been deposited if it decomposed in
the year 2005? Encourage students to make up
their own problems.
Page 10 Complete this page as a SCIENCE experiment. Have each
child bring in something to "plant" and compare after 4
weeks, 2 months, 6 months, etc., for a ¥ear-Iong project.
Discuss composting and how decayed leaves, grass and
vegetable food scraps can make valuable nutrients to im-
prove and fertilize gardens and soil. The Pennsylvania De-
partment of Environmental Protection (DEP) website can be
of help here too.
R1.6.3&5F
Use media for leaming purposes.
R1.6.3&5A Listen to others
. Ask questions
. Distinguish fact from opin-
ion
M2.2.3A Apply addition and sub-
traction in everyday situations
using concrete objects.
2.2.5A Create and solve word
problems involving addition, sub-
traction, multiplication and divi-
sion of whole numbers.
M2.4.3A Make, check and verify
predictions about the quantity,
size and shape of objects and
groups of objects.
4
Pgs. 11-12 Introduce the concept of watersheds to your students.
Whenever rain falls, snow melts, or people put something on
or into the ground, eventually it drains into the nearest creek
or stream, which then flows into a river, which then flows into
the ocean. Help them to understand the impact humans
have on the plants and animals in a watershed.
How do waterways become polluted? Storms, litter, drainage
pipes, etc. What are the items found on these pages?
What happens when it rains or in the spring when the snow
melts?
SCIENCE - Encourage children (with a parent if younger) to
examine a stream or river nearby. List the types of litter they
see. How do they think it got there? What effect does it have
on the water? If the water is clear, how much trash is visible
on the streambed?
Invite a DEP waterway specialist to share their expertise
with the children. (See pg. 24 for the DEP office in your re-
gion.) Many schools in PA have students and teachers
trained to test water samples. Take samples from several
locations and test. Discuss your results.
Explore ecosystems with your students. What are they?
Talk about the kinds of plants, animals, and nonliving things
in the ecosystems pictured on these pages. Explore how
they depend upon each other.
Are ecosystems only what we can see?
What happens when something from outside (like litter or ille-
gal dumping) impacts that ecosystem?
Explore what educational programs your local watershed as-
sociation or environmental education center (see at-
tached list-pg. 16) may offer. Many of them have wonderful
programs to share with your students or offer teacher training
so that you can become more knowledgeable about water-
sheds.
Page 13-14 Discuss the litter around your home and neighborhood. Is it
in the city or the country? Look at the expressions on the
children's faces. What do you think they are feeling?
Page 15
ART - Draw a picture of where you live and the litter you find
there.
Page 16
What items could be repaired? (sock, bicycle) Although the
children might never have seen anyone mending, they may
have read about it or been told about it by a grandparent.
What items could be reused? And how? (milk jug, jar, hot Pg.16
container, newspaper)
What items could be recycled? (can, paper, juice bottle, ap-
Pg. 11-14 & 20
4.7.4. B Explain what happens
to a living thing when its food,
water, shelter or space is
changed.
4.1.4. B Identify different types
of precipitation.
4.1.4. C Identify living things
found in water environments.
4.1.4. E Recognize the impact of
watersheds and wetlands on
animals and plants.
E4.2.4.A Identify how the envi-
ronment provides for the needs
of the people.
E4.3.4.A Identify different areas
where health can be affected by
air, water or land pollution.
Identify actions that can prevent
or reduce waste pollution.
E4.6.4.A Identify plants and ani-
mals with their habitat and food
sources.
Identify a local ecosystem and its
living and nonliving components.
Identify animals that live under-
ground.
E4.8.4.C Identify everyday hu-
man activities and how they af-
fect the environment.
Identify examples of how human
activities within a community
affect the natural environment.
E4.2.4. D Identify those items
that can be recycled and those
that cannot.
Identify use of reusable products.
5
pie core (discuss composting), some people use newspaper
to pack things in or for wrapping paper)
What items are trash? (candy wrapper, band aid, drinking
straw)
Share Pennsylvania's Recycling Law. Log on to the De-
partment of Environmental Protection's website at www.dep.
state.pa.us to find out lots more and locate recycling infor-
mation. (See page 10 for more info on laws)
Is your school mandated to recycle? (Call your local munici-
pality.) Does your school have a recycling policy? (The DEP
site can help.)
Is it being implemented?
Does your community provide recycling opportunities for the
residents?
Does your family recycle? What items? Could they do
more?
Invite your county recycling coordinator to share information
on local recycling laws and programs.
Discuss closing the loop-the reduce, reuse, recycle and
buy recycled circle which will help us manage our waste.
One man's trash is another man's treasure.
SOCIAL STUDIES - These questions can promote valuable
discussion. Not everyone mends, fixes, composts, or reuses.
Share "trash treasures" that your children's families have
found or been given and then either reused or repaired. Help
children to understand that just because something is broken
or they don't want it anymore, it doesn't have to go into the
trash. Entire agencies exist to find good uses for items oth-
ers don't want or need any longer - Goodwill, The Salvation
Army, church rummage sales, consignment shops, second -
hand stores, yard sales, and flea markets. Non-profit groups
collect unused food from restaurants and transport to soup
kitchens and food pantries to feed hungry people.
Organize a class or school flea market. Collect items no
longer wanted (with parent's permission!), price (decide on
something reasonable - everything less than $1) and have a
fund raiser for your class project, school library, or a speaker.
Some schools do this monthly to give different classes the
experience and responsibility of organizing, working on, and
receiving the $ from these events.
Organize a SWAP. Collect items of similar value, such as
used books or games, and for every item you bring in, you
may take one home.
SCIENCE - Learn about nature's recyclers. Worm bins are
available to schools for learning about vermiculture and what
E4.3.4 B Describe how people
can reduce pollution.
E4.9.4 Explain how the recycling
law impacts the school and
home.
R1.6.3&5D Contribute to dis-
cussions
E Participate in small and large
group discussions and
presentations
6
wonderful recyclers worms are. Watching these little critters
turn lunch scraps and newspaper into valuable planting me-
dium is like magic. Some science catalogs offer bins at a very
reasonable cost or try the science/environmental ed. depart-
ment of a local college. They are also available through Worm
World at www.wormworld.com or your local recycling coordi-
nator. They often have materials available to share with
teachers. It's amazing what is out there if you just ask!
RESEARCH - Find out what your school or classroom does
with its waste. (Paper, boxes, books, food, desks, chairs,
trash) Is there a way your class could have a positive impact
on this?
ART - Make your own paper from scraps. Many art/project
books have directions for this using common household items
such as a blender and screens. Experiment with plant dyes
for interesting colors. Small grants are often available to
teachers through their school districts or state programs, to
help cover the minimal expenses for this wonderful learning
experience. Kids really get excited about it and it is easier
than you'd think. Use the paper to highlight your student's writ-
ing, artwork and projects created throughout this theme.
Page 17-18 Look at each scene. How could each of these "accidents"
happen?
Has it ever happened to you?
Can you think of any other situations where littering hap-
pened by accident?
Who could be responsible for cleaning up litter accidents?
Have you ever picked up someone else's litter?
Page 19
VALUES - Have you every hung out with friends and just Pg.17-18
tossed your pop cans, candy wrappers, or fast food wrap-
pers?
Were you ever with someone who has?
What were your feelings at the time?
Did you feel any peer pressure?
Did you say anything?
If you had the opportunity to say something to the person who
littered, what would it be?
Have small groups write and perform a short "litter skit" aimed
at litter awareness. Encourage changes in behavior, not
blame.
Page 20
Illegal dump sites can be found all over Pennsylvania and
across the United States. Thoughtless and uncaring people
choose to dump trash on the sides of roads or over banks,
rather than paying for trash pickup or disposing of it respon-
sibly. Pg 20
Why do you think they do this?
What problems do you think it causes the people living in the
S3.2.4C Recognize and use the
elements of scientific inquiry to
solve problems.
. Design an experiment
. Conduct an experiment.
E4.8.4.C Identify everyday hu-
man activities and how they af-
fect the environment.
Identify examples of how human
activities within a community
affect the natural environment.
E4.3.4.A Identify different areas
where health can be affected by
air, water or land pollution.
Identify actions that can prevent
or reduce waste pollution.
7
area, the people visiting the area, the animals and the envi-
ronment?
What happens when people throw garbage and food scraps
into illegal dumps? (Insects, rats and other animals are at-
tracted to it.) How do those pests affect humans? How do
we get rid of them?
How do you think this affects the creatures living in the
stream? Along the banks of the stream?
What happens when rainfall drips through all that trash and is
absorbed into the soil? Suppose someone dumped old
paint, pesticides, or motor oil onto the ground?
Explain the role of the Department of Environmental Pro-
tection and its responsibility in enforcing rules to keep our
land, air and water clean. Invite someone from their office to
speak with your class. (see page 24 for list) They have many
programs available.
How does your family dispose of trash? If you have curbside
pickup, where does it go when it leaves your house? Does it
go to an incinerator or a landfill. What are other ways that
garbage is managed?
Invite PA CleanWays staff to share their experience helping
to organize community cleanups of illegal dump sites. They
have some programs especially designed for kids. The Fugi-
tive Tire Program helps organized, pre-registered youth
groups, such as Scouts, church groups and clubs, clean up
trashed tires from their neighborhoods and roads, while learn-
ing about the environment and earning a bounty for each tire
they capture. Similar groups can also clean up and adopt a
road, street, or block that they care about for regular litter re-
moval. Signs identifying the group and the adoption are
placed at either end of the area and the group agrees to
maintain it for at least two years. The PA CleanWays adop-
tion program helps caring groups adopt most locally main-
tained roads and complements PennDOT's Adopt-A-Highway
program which offers adoption of state-maintained roads.
Pgs.21-22 Have fun finding the items hidden in the mountain of trash.
Page 23 ART - Draw a picture of yourself and some of the litter that
you have seen or been impacted by. Did you ever trip over
or almost run over someone's litter, accidentally create litter
by leaving something outside that got blown around or
spilled, or use someone else's litter to make something useful
for yourself?
Page 24 Discuss what things you could do to show you care about the
environment.
· Collect information about programs from the Internet
and share with others.
E4.5.4.A Know types of pests.
E4.5.4.B Explain pest control.
Throughout TG
R1.6.3&5D Contribute to discus-
sions
E Participate in small and large
group discussions and
presentations.
E4.1.4. C Identify living things
found in water environments.
S3.6.4A Identify waste manage-
ment treatment processes.
E4.7.4. B Explain what happens
to a living thing when its food
water, shelter or space is
changed.
8
·
Teach others something you have learned about
litter.
Get involved in a project to make your world a
better place. Kids can make a very big differ-
ence.
Draft letters on a litter issue you care about (on
computer), edit, and send them to people in gov-
ernment or business who could help you promote
positive change.
Share your concerns with others in "Letters to the
Editor" of your school or town newspaper.
Present what you have learned to others: other
classes in your school or at an Earth Day celebra-
tion or invite parents for a program.
·
·
Pg. 24 R1.6.3&5C Speak using skills
appropriate to formal speech
situations.
Use technology throughout
this theme to research and
expand learning.
·
·
S3.7.4C Identify basic com-
puter operations and concepts.
D Use basic computer software.
E Identify basic computer com-
munications systems.
Page 25
This project can be done as a classroom project (younger
and older children could work together) or as an at-home
family activity.
Look for other projects that help you to recycle your throw
away items. Many art project books now contain such
environmentally friendly activities. Create your own.
Share with others. Encourage kids to teach kids.
Page 26 Please have students fill out the survey and mail to PA
CleanWays. The information will be used to create data
about children's environmental and litter education aware-
ness.
Root:s o£ Our Wast:e Problems
Source-Waste Away-Vermont Institute of Natural Science
9
Waste Management and Littering and Illegal Dumping Laws
Laws are made by people at the local level by borough, township, city, and county officials, at the
state level by legislators, and at the federal level by Congress. Federal laws affecting the environ-
ment, such as water and air quality and waste management, are enforced by the U.S. Environmental
Protection Agency. These laws are like an umbrella covering all 50 states. The states then make
laws conforming to the federal laws, but they may be stricter, depending on local issues and environ-
mental concerns of the people.
In Pennsylvania, the legislature enacted the Pennsylvania Municipal Waste Planning, Recycling,
and Waste Reduction Act, known as Act 101, in 1988. The act came on the heels of federal regu-
lations passed about the same time that regulate waste hauling, handling of municipal solid waste,
hazardous waste, and new laws on the construction of landfills. Those new laws resulted in the clo-
sure of many landfills located just outside of individual communities, because they were not lined
and did not comply with the new regulations. Numerous landfills were then constructed with liners to
better protect groundwater.
Pennsylvania's Act 101 places the responsibility of collection of municipal waste with municipalities,
cities, boroughs, and townships. Counties must adopt waste management plans and provide for dis-
posal capacity for waste generated by people in each county. Typically, capacity is assured through
contracts between county officials and landfills or waste-to-energy facilities, which incinerate trash.
The act also set new standards for recycling in Pennsylvania, requiring all communities with 5,000 or
more people and a population density greater than 300 people per square mile to recycle at least
three items. Schools, institutions, commercial establishments, and businesses in those communities
are also required to recycle. The act set 25 percent of the waste stream generated by Pennsylvani-
ans as a recycling goal. When the goal was met, the state legislature then adopted Act 57 of 1997
which set a new goal of 33 percent.
To help communities set up recycling programs, Act 101 imposed a $2 per ton fee on each ton of
trash disposed at Pennsylvania landfills or incinerators. The fee, reauthorized by Act 57, is used to
fund grants to counties and municipalities for recycling programs.
Communities that are required to recycle, known as mandated communities, adopted local laws, or
ordinances, to make local requirements for their recycling programs. Local ordinances also may de-
termine how trash is collected at the curb, may prohibit open burning and dumping on private and
public property, may require permitting or licensing of waste haulers, and may provide for contracting
with waste haulers.
While some local governments prohibit littering and illegal dumping through ordinances, the activities
are also prohibited by a number of state laws. Local police or code enforcement personnel may en-
force the local laws. Pennsylvania State Police, Game and Fish Commission officers, or Department
of Environmental Protection staff may enforce state laws.
Penalties for violating local, state, or federal laws, may include the following:
· Paying fines
· Going to jail
· Having your vehicle taken away from you
· Having to pay for site cleanup or security
· Taking ownership of your property
· Taking away your licenses or permits
· Requiring you to perform community service activities
Some of the fines and penalties collected are used for litter or illegal dumping prevention programs.
For example, some fines collected may be placed in accounts used to pay citizens as reward money,
or the money can be earmarked for illegal dump cleanups. Sometimes judges require people found
guilty of breaking these laws to perform environmental community service projects such as trash
cleanups or beautification projects.
10
Glossary of Terms
Page 1 of 5
Glossary of Terms as Related to Solid Waste
Aluminum A lightweight, non-rusting metal, commonly used to make soda cans,
airplane bodies, and frames for lawn chairs.
Material that is deposited unintentionally, such as debris from acci-
Accidental Litter dents, material that falls from loaded vehicles or flies out of open bed
vehicles. Includes items that spill from overloaded or tipped trash cans
and items dropped or left behind by people.
Able to be broken down by microorganisms and sunlight (photo de-
Biodegradable gradable) into simpler forms.
A group of people living in the same area or a group of people who
Community have close ties and common interests.
A rich, soil-like mixture that is produced when organic materials, such
Compost as yard, garden and kitchen wastes, break down.
Conservation The wise use of natural resources to minimize their loss and waste.
Solid waste coming from businesses such as stores, markets, office
Commercial Waste buildings, restaurants, shopping centers, and theaters.
Cardboard made up of several layers, including a middle layer that is
Corrugated Cardboard bent into a series of ridges and grooves with air spaces in between.
Decompose The process of something breaking down. To rot.
Degrade To break down into simpler forms.
Durable Made to last a long time.
Materials thrown down, discarded or left behind intentionally in inap-
Deliberate Litter propriate locations, including beverage, snack and other convenience
food packaging.
Meant to be thrown away after a single use or a few uses, rather than
Disposable to be saved and reused many times.
The act of throwing out or away. May happen in approved landfill,
Disposal ocean dumping or incineration.
Drop Off Method for collection of recyclable materials in a designated spot.
Dump A site used to dispose of solid waste that does not have proper ap-
(Illegal, Open or Fly proval and permitting from solid waste regulatory agencies.
Dump)
Ecological Impact The effect that a human or nature caused action has on living organ-
isms and their environment.
A system made up of a community of living things together with their
Ecosystem environment.
11
Glossary of Terms
Page 2 of 5
Actions taken to make sure that federal, state or local environmental
Enforcement laws are being followed. May result in corrective action, fines or
criminal charges for violations.
Environmental Protection The agency of the U.S. federal government responsible for protecting
Agency human health and to safeguard the natural environment.
Essential Necessary.
Garbage Solid waste or trash-anything that we throwaway.
Glass A material made by melting silica. Used for making windows, con-
tainers, lenses, etc.
Groundwater Water beneath the earth's surface that supplies wells and springs.
Garbage collection company that offers complete refuse removal ser-
Hauler vice; many will also collect recyclables.
Hazardous products used and disposed of by residential rather than
Household Hazardous industrial consumers. Include paints, stains, pesticides, solvents and
Waste other materials containing chemicals that can catch fire, react or ex-
plode or that are corrosive or toxic.
Solid waste composed of garbage and rubbish which normally origi-
Household Waste nates in a private home or apartment. It may contain a significant
amount of toxic or hazardous waste.
Incinerator A furnace or other unit used for burning.
Incineration The process of burning waste products.
Industrialist A person who owns or manages an industry.
Hazardous waste which can cause infections in humans. Includes
Infectious Waste contaminated animal waste, human blood, and blood products and
discarded sharps (needles, scalpels and medical instruments).
Involves hauling garbage to an area owned by a community or a pri-
Land Disposal of Waste vate firm. Such areas range from unsanitary open dumps to properly
operated sanitary landfílls.
Landfill (also see sanitary A place permitted by a solid waste regulatory agency where un-
landfill) wanted materials are deposited, compacted and covered with dirt.
Leachate Water that percolates through a dump or landfill, picking up pollutants
along the way.
Waste materials carelessly discarded or accidentally deposited in an
Litter inappropriate place. Littering is against the law.
Programs that legally require consumers to separate trash so that
Mandatory Recycling some or all recyclables are recycled rather than disposed.
M icroorgan isms Tiny living things that can be seen through a microscope.
Municipal Solid Waste Solid waste from homes. In some states, this includes waste from
offices and stores. (The EPA has definitions and rules, states can fur-
ther define and regulate solid waste.)
12
Glossary of Terms
Page 3 of 5
Natural Resources Things in the world around you, such as trees, water, animals, soil
and minerals, which are used to make products.
Pollution without a single source or origin. Pollutants are generally
Non-point Source Pollution carried off land by water. Farming, forestry, urban litter, mining, con-
struction and city streets are among the causes. Litter is a non-point
source pollutant.
Nutrients Chemical ingredients in food that provide nourishment.
Office Paper High grade papers such as copier paper, computer printouts and
stationery. Usually generated in homes, schools, and businesses.
A substance made by prehistoric decay of organic matter, and cur-
Oil rently used to produce many products, including fuels and plastics.
Ways of wrapping products to protect them, advertise them, or make
Packaging them convenient for sale.
Paper A thin material made from pulp from wood, plants, old paper, or rags.
It is used for writing, wrapping, and drawing. Specialty papers in-
clude those used in hospitals and for packaging.
An insect, rodent, fungus, weed or other form of land, water or plant
Pest life that is harmful to health or the environment.
A marketing concept developed to increase production and sales by
Planned Obsolescence creating products which must be replaced frequently (either because
they have gone out of style or are designed to break easily or be dis-
posed of).
Photo Degradation The process of breaking down through exposure to sunlight.
Pollutant Any substance that negatively affects the health of humans, animals,
or ecosystems.
In our environment, the condition of being dirty or impure, especially
Pollution as a result of wastes.
Precycling Reducing the amount of waste generated by avoiding disposables
and over-packaged articles. Paper, glass, metals, and some plastics
are commonly recycled items.
Product Something made by working with raw or recycled materials. Usually
sold.
Properties Characteristics.
(RCRA) Resource Conserva- This 1976 federal act gave EPA the authority to control hazardous
tion & Recovery Act waste from the "cradle-to-grave." This includes the generation,
transportation, treatment, storage, and disposal of hazardous waste.
RCRA also set forth a framework for the management of non-
hazardous wastes.
13
Glossary of Terms
Page 4 of 5
Recyclable Able to be used instead of raw materials to make a new product.
Recycle To make materials such as glass, aluminum, paper, steel and plastic
into new products.
To decrease the amount of waste we produce by buying only what
Reduce we need, avoiding disposables, and buying products that are not
over-packaged.
Refuse Trash, rubbish, anything thrown away.
Rain, snow melt, or irrigation water that runs off the land into
Runoff streams or other surface water. It can carry pollutants from the air
and land into the receiving water.
Renewable Something we use from nature that can be replenished. For exam-
Resources pie, trees are a renewable resource; a tree can be planted to take
the place of one that has been cut down. Oil is not a renewable re-
source; it takes million of years for oil to form.
Residual Waste Nonhazardous industrial waste. It includes waste material (solid,
liquid, or gas) produced by industrial, mining and agricultural opera-
tions. It excludes certain coal mining wastes and wastes from nor-
mal farming activities.
Reuse To extend the life of an item by using it again, repairing it, or creating
new uses for it.
Salvage To save materials from destruction. When old houses are torn down,
the lumber, bricks, trim boards, and fixtures can be salvaged and
reused in other building projects.
Sanitary A place permitted by a solid waste regulatory agency where un-
Landfill (also see landfill) wanted materials are deposited, compacted, and covered with dirt.
Modern sanitary landfills also have systems for collecting and treat-
ing leachate, the polluted water that drains out from the landfill.
The things we throwaway: household trash, yard and kitchen
Solid Waste wastes, old machinery and equipment, and many agricultural and
industrial wastes.
Storm Sewer A system of pipes that carries water runoff from buildings and land
surfaces.
Surface Water All water naturally open to the air (rivers, lakes, reservoirs, ponds,
streams, and oceans.)
Toxic Able to cause injury or illness through chemical or biological means.
Uninhabitable Unable to support life.
14
Glossary of Terms
Page 5 of 5
Urban Runoff Storm water from city streets and impermeable surfaces (such
as parking lots) that carries pollutants into the sewer systems
and receiving waters.
The process of getting rid of the waste material that people
Waste Disposal generate. People produce gaseous waste, such as carbon
monoxide from cars; liquid waste, such as sewage; and solid
waste. The many kinds of solid waste include paper and plas-
tic products, bottles and cans, food scraps, and junked automo-
biles and appliances.
Wasteland Desolate land, unable to support life.
Waste Reduction The process of producing less waste. For example, people can
reduce waste by minimizing what they use and by reusing and
recycling items.
Watershed The land that drains into a stream. The watershed for a major
river may include a number of smaller watersheds that eventu-
ally combine.
15
Pennsylvania Environmental Education Centers By County
A detailed description of the Pennsylvania Department of Conservation and Natural Resources
(DCNR) Environmental Education and Interpretive Program is available for the DCNR facilities listed
below or for more information, call1-800-63-PARKS.
For more information on environmental protection efforts in your community, check out the County
Environmental Notebooks on the DEP section of our website www.dep.state.pa.us.
Adams County
· Caledonia State Park, Fayetteville, DCN R 3-month environmental education and interpre-
tive program. 717-352-2161.
· Strawberry Hill Nature Center and Preserve, 1537 Mt. Hope Road, Fairfield, PA 17320
(717) 642-5840
Allegheny County
· Beechwood Farms, 614 Dorseyville Road, Pittsburgh, PA 15238-1618 (412) 963-6100
· Frick Environmental Center, 2005 Beechwood Boulevard, Pittsburgh, PA 15217 (412)
422-6558
· Pittsburgh Voyager, 1501 Reedsdale St., Pittsburgh, PA 15233, (412) 231-2712. Website
address: www.pittsburahvovaaer.ora
· The Rachel Carson Homestead, 613 Marion Ave. Springdale, PA 15144 (724) 274-5459
Website address: www.rachelcarson.orQ
Beaver County
· Raccoon Creek State Park, 3000 State Route 18, Hookstown, PA 15050-1605 DCNR 9-
month environmental education and interpretive program. (724) 899-2200.
Bedford County
· Blue Knob State Park, 124 Park Rd., Imler, PA 16655-9207. DCNR 3-month environmental
education and interpretive program. (814) 276-3576.
· Shawnee State Park, 132 State Park Rd., Schellsburg, PA 15559-7300. 3-month environ-
mental education and interpretive program. (814) 733-4218.
Berks County
· French Creek State Park, 843 Park Rd., Elverson, PA 19520-9523. DCNR 9-month environ-
mental education and interpretive program. (610) 582-9680.
· Hawk Mountain Sanctuary Association, 1700 Hawk Mountain Rd., Kempton, PA 19529
(610) 756-6961
· J. Larry Boling Environmental Education Center, New Morgan, PA (610) 286-6844
· Nolde Forest Environmental Education Center, RR#1, Box 392, Reading, PA 19607.
16
DCNR 12-month environmental education and interpretive program. 610-775-1411. For more
information ... http://www.parec.com/state_parks/noldstpk.htm
Blair County
· Canoe Creek State Park, RR 2, Box 560, Hollidaysburg, PA 16648. DCNR 9-month environ-
mental education and interpretive program. (814) 695-6807.
Bradford County
· Mt. Pisgah State Park, RD 3, Box 362, Troy, PA 16947. DCNR 3-month environmental educa-
tion and interpretive program. (814) 297-2734.
Bucks County
· Bucks County Audubon Society, 6324 Upper York Road, New Hope, PA 18938 (215) 297-
5880
· Churchville Nature Center, 501 Churchville Lane, Churchville, PA 18966 (215) 357-4005 e-
mail cncbc@ bellatlantic.net
· Honey Hollow Environmental Education Center, 6324 Upper York Road, New Hope, PA
18938 (215) 297-8266
· Nockamixon State Park, Route 563, Quakertown, PA 18951. DCNR 3-month environmental
education and interpretive program. (215) 529-7300.
· Peace Valley Nature Center, 170 Chapman Road, Doylestown, PA 18901 (215) 345-7860.
· Silver Lake Nature Center, 1306 Bath Road, Bristol, PA 19007 (215) 785-1177
· Tyler State Park, 101 Swamp Rd., Newtown, PA 18940. DCNR 9-month environmental educa-
tion and interpretive program. (215) 968-2021.
Butler County
· Jennings Environmental Education Center, 2951 Prospect Rd., Slippery Rock, PA 16057.
DCNR 12-month environmental education and interpretive program. (724) 794-6011.
· Lutherlyn EE Center, P.O. Box 355, Prospect, PA 16052 814-865-9079
· Moraine State Park, 225 Pleasant Valley Rd., Portersville, PA. DCNR 3-month environmental
education and interpretive program. (724) 368-8811.
· Robert A Macoskey Center for Sustainable Systems Education and Research at Slippery
Rock University. The center is a renovated farmhouse that serves as a demonstration and re-
search site for the Master of Sustainable Systems degree program at SRU. It's been in opera-
tion since 1990. Website: www.sru.edu
Cambria County
· Disaster's Edge Environmental Education Resource and Development Center, 1889 Park
St., St. Michael, PA 15951, (814) 472-2120 .
· Prince Gallitzin State Park, 966 Marina Rd., Patton, PA 1668. DCNR 9-month environmental
education and interpretive program. (814) 674-1000.
17
Cameron County
· Sizerville State Park, Emporium, PA 15834. DCNR 9-month environmental education and inter-
pretive program. (814) 486-5605.
Carbon County
. Beltzville State Park, RR 3, Lehighton, PA 18235. DCNR 9-month environmental education
and interpretive program. (610) 377-0045.
· Carbon County Environmental Education Center (CCEEC), 625 Lentz Trail, Jim Thorpe, PA
18229 (570) 645-8597
· Hickoy Run State Park, Hickory Run, White Haven, PA 18661. DCNR 9-month environmental
education and interpretive program. (570) 443-0548.
Centre County
· Black Moshannon State Park, Philipsburg, DCNR 3-month environmental education and inter-
pretive program. (814) 342-5960.
· Poe Valley State Park, 1405 New Lancaster Valley Rd., Milroy, PA 17063. DCNR 3-month en-
vironmental education and interpretive program. (814) 349-2460.
· Shaver's Creek Environmental Center, Penn State University, 201 Mateer Bldg., University
Park, PA 16802 (814) 863-2000
Chester County
· Brandywine Valley Association, 1760 Unionville-Wawaset Road, West Chester, PA 19382
(610) 793-1090.
· French Creek State Park, 843 Park Rd., Elverson, PA 19520. DCNR 9-month environmental
education and interpretive program. (610) 582-9680.
· Great Valley Nature Center, P.O. Box 82, Route 29 & Hollow Rd., Devault, PA 19432. (610)
935-9777 .
· White Clay Creek State Park, Landenberg, DCNR 3-month environmental education and inter-
pretive program. (610) 255-5415.
Clarion County
· Cook Forest State Park, River Rd., Cooksburg, PA 16217. DCNR 3-month environmental edu-
cation and interpretive program. (814) 744-8407.
Clearfield County
· Parker Dam State Park, RR 1, Box 165, Penfield, PA 15849. DCNR 12-month environmental
education and interpretive program. (814) 765-0630.
Clinton County
· Kettle Creek State Park, HC 62, Box 96, Renovo, PA 17764. DCNR 3-month environmental
education and interpretive program. (570) 923-6004.
18
Columbia County
· Ricketts Glen State Park, 695 State Route 487, Benton, PA 17814. DCNR 3-month environ-
mental education and interpretive program. (570) 477-5675.
Crawford County
· Pymatuning State Park, 2660 Williamsfield Rd., Jamestown, PA 16134. DCNR 9-month envi-
ronmental education and interpretive program. (724) 932-3141.
Cumberland County
· Colonel Denning State Park, 1599 Doubling Gap Rd., Newville, PA 17241. DCNR 3-month en-
vironmental education and interpretive program. (717) 776-5272.
· Kings Gap Environmental Education Center, 500 Kings Gap Rd., Carlisle, PA 17013
(Newville). DCNR 12-month environmental education and interpretive program. (717) 486-5031.
· Pine Grove Furnace State Park, 1100 Pine Grove Rd., Gardners, PA 17324. DCNR 3-month
environmental education and interpretive program. (717) 486-7174.
Dauphin County
· Wildwood Lake Sanctuary~ Dauphin County Parks & Recreation, P.O. Box 1295, Harrisburg,
PA 17108. (Located near Harrisburg Area Community College). (717) 255-1369.
Delaware County
· Environmental Living Center, Pennsylvania Resources Council, at Ridley Creek State Park,
Media, PA (610) 353-1555.
· John Heinz Natural Wildlife Refuge at Tinicum, International Plaza #2, Suite 104 Philadelphia,
PA 19113 (610) 521-0662
· Natural Lands Trust, Inc., 1031 Palmers Mill Road, Media, PA 19063 (610) 353-5587
· Ridley Creek State Park, Sycamore Mills Rd., Media, PA 19063. DCNR 9-month environmental
education and interpretive program. (610) 892-3900.
· Stroud Water Research Center, Academy of Natural Sciences, 512 Spencer Road, Avondale,
PA 19311 (610) 268-2153
· The Taylor Memorial Arboretum, 515 Painter Road, Media, PA 19063-4424 (610) 566-9133
Erie County
· Asbury Woods Nature Center, 4105 Asbury Road, Erie, PA 16506 (814) 835-5356
· Glinodo Center, 6270 East Lake Road, Erie, PA 16511-1533, (814) 899-4584
· Presque Isle State Park, One Peninsula Dr., Erie, PA 16505. DCNR 12-month environmental
education and interpretive program. (814) 871-4251.
Fayette County
· Ohiopyle State Park, Dinner Bell Rd., Ohiopyle, PA 15470. DCNR 6-month environmental edu-
cation and interpretive program. (724) 329-8591.
19
Forest County
· Cook Forest State Park, River Rd., Cooksburg, PA 16217. DCNR 3-month environmental edu-
cation and interpretive program. (814) 744-8407.
Franklin County
· Caledonia State Park, 40 Rcky Mountain Rd., Fayetteville, PA 17222. DCNR 3-month environ-
mental education and interpretive program. (717) 352-2161.
· Center for Sustainable Living, Wilson College, 1015 Philadelphia Ave., Chambersburg, PA
17201 (717) 264-4141.
Fulton County
· Cowans Gap State Park, 6235 Aughwick Rd., Fort Loudon, PA 17224. DCNR 9-month environ-
mental education and interpretive program. (717) 485-3948.
Greene County
· Ryerson Station State Park, RR 1, Box 77, Wind Ridge, PA 15380. DCNR 3-month environ-
mental education and interpretive program. (724) 428-4254.
Huntingdon County
· Greenwood Furnace State Park, PA 305 and Broad Mountain Rd., Huntingdon, PA 16652.
DCNR 9-month environmental education and interpretive program. (814) 667-1800.
Indiana County
· Yellow Creek State Park, 170 Route 259, Penn Run, PA 15765. 3-month environmental educa-
tion and interpretive program. (724) 357-7913.
Jefferson County
· Clear Creek State Park, RR 1, Box 82, Sigel, PA 15860. DCNR 3-month environmental educa-
tion and interpretive program. (814) 752-2368.
· Cook Forest State Park, River Rd., Cooksburg, PA 16217. DCNR 3-month environmental edu-
cation and interpretive program. (814) 744-8407.
Lackawanna County
· Lackawanna State Park, RR 1, Box 230, Dalton, PA 18414. DCNR 12-month environmental
education and interpretive program. (570) 945-3239.
Lancaster County
· Holtwood Land Management Area, 2 New Village Rd., Holtwood, PA 17532, (717) 284-6274
· Lancaster County Environmental Center, One Nature's Way, Lancaster, PA 17602. (717)
295-2055.
· Middle Creek Wildlife Management Area, P.O. Box 110, Kleinfeltersville, PA 17039, (717)
733-1572
· Muddy Run Recreation Park, Philadelphia Electric Company, 172 Bethesda Church
20
Road West, Holtwood, PA 17532 (717) 284-4235.
Lawrence County
· McConnell's Mill, RR 2, Box 16, Portersville, PA 16051. DCNR 3-month environmental educa-
tion and interpretive program. (724) 368-8091.
Lebanon County
· Middle Creek Wildlife Management Area, P.O. Box 110, Kleinfeltersville, PA 17039, (717)
733-1572
Lehigh County
· Wildlands Conservancy, 3701 Orchid Place, Emmaus, PA 18049 (610) 965-4397
Luzerne County
· Frances Slocum State Park, 565 Mt. Olivet Rd., Wyoming, PA 18644. DCNR 9-month environ-
mental education and interpretive program. (570) 696-3525.
· Lacawac Sanctuary, RR 1, Lake Ariel, PA 18436. (570) 689-9494.
· Ricketts Glen State Park, 695 State Route 487, Benton, PA 17814. DCNR 3-month environ-
mental education and interpretive program. (570) 477-5675.
Lycoming County
· Little Pine State Park, HC 63, Box 100, Waterville, PA 17776. DCNR 6-month environmental
education and interpretive program. (570) 753-6000.
Mercer County
· McKeever Environmental Learning Center, 55 McKeever Lane, Sandy Lake, PA 16145 (724)
376-7585
Monroe County
· Monroe County Environmental Education Center, 8050 Running Valley Road, Stroudsburg,
P A 18360-0917 (570) 629-3060
Montgomery County
· Briar Bush Nature Center, 1212 Edge Hill Road, Abington, PA 19001 (215) 887-6603
· Evansburg State Park, 851 Mayhall Rd., Collegeville, PA 19426. DCNR 9-month environ-
mental education and interpretive program. (610) 409-1150.
· Morris Arboretum of the University of Pennsylvania, 100 Northwestern Avenue, Philadel-
phia, PA 19128 (215) 247-5777
· Riverbend Environmental Center, P. O. Box 2, 1950 Spring Mill Road, Gladwyne, PA 19035
(610) 527-5234
21
Montour County
. Montour Preserve, Pennsylvania Power & Light Company, R. D. 1, Box 292, Turbotville, PA
17772 (717) 437-3131
Northampton County
. Jacobsburg Environmental Education Center, 835 Jacobsburg Rd., Wind Gap, PA 18091.
DCNR 12-month environmental education and interpretive program. 610-759-7616.
· The Roving Nature Center, 2572 Mountain Road, Bath, PA 18014. 610-837-6225.
Perry County
· Little Buffalo State Park, RR 2, Box 256A, Newport, PA. DCNR 12-month environmental edu-
cation and interpretive program. 717-567-9255.
Philadelphia County
· Academy of Natural Sciences of Philadelphia, 1900 Ben Franklin Parkway, Philadelphia, PA
19103. 215-299-1080.
· Cobbs Creek Environmental Education Center, 4601 Market St., Philadelphia, PA 19139
(215) 560-3986.
· Pennypack Environmental Center, 8600 Verree Rd., Philadelphia, PA 19115-4118215-685-
0470.
· The Schuylkill Center for Environmental Education, 8480 Hagy's Mill Rd., Philadelphia, PA
19128-1998. 215482-7300.
Pike County
· Pocono Environmental Education Center (PEEC), R. R. 2, Box 1010, Dingmans Ferry, PA
18328 (570) 828-2319
· Promised Land State Park, Greentown, DCNR 9-month environmental education and interpre-
tive program. 570-676-3428.
Potter County
· Sizerville State Park, Emporium, DCNR 9-month environmental education and interpretive pro-
gram. 814-486-5605.
· Old Bull State Park, Cross Fork, DCNR 3-month environmental education and interpretive pro-
gram. 814-435-2169.
Schuylkill County
· Hawk Mountain Sanctuary Association, 1700 Hawk Mountain Road, Kempton, PA 19529
(610) 756-6961
· Tuscarora State Park, RR 1, Box 1051, Barnesville, PA 18214. 3-month environmental edu-
cation and interpretive program. 570-467-2404
· Locust Lake, Barnesville, 3-month environmental education and interpretive program. 570-467-
2772.
22
Somerset County
· Laurel Hill State Park, Somerset, DCNR 9-month environmental education and interpretive pro-
gram. 814-445-7725.
· Ohiopyle State Park, Dinner Bell Road, Ohiopyle, PA. DCNR 6-month environmental educa-
tion and interpretive program. 724-329-8591.
Sullivan County
· Ricketts Glen State Park, Benton, DCNR 3-month environmental education and interpretive
program. 570-477-5675.
· Worlds End State Park, State Highway 154, Forksville, PA 18616. 3-month environmental
education and interpretive program. 570-924-3287.
Susquehanna County
· Woodburne Forest & Wildlife Sanctuary, RD#6, Box 6294, Montrose, PA 18801. 570-278-
3384.
Tioga County
· Leonard Harrison State Park, Rt. 660 W, Wellsboro, PA. DCNR 6-month environmental edu-
cation and interpretive program. 570-724-3061.
· Hills Creek State Park, Hills Creek Lake, Wellsboro, PA. DCNR 3-month environmental educa-
tion and interpretive program. 570-724-4246.
Union County
· R.B.Winter State Park, Rt. 192, Mifflinburg, PA 17844. DCNR 9-month environmental educa-
tion and interpretive program. 570-966-1455.
Venango County
· Oil Creek State Park, RR 1, Box 207, Oil City, PA. DCNR 9-month environmental education
and interpretive program. 814-676-5915.
Warren County
· Chapman State Park, RR 1, Clarendon, PA 16313-9801. DCNR 3-month environmental edu-
cation and interpretive program. 814-723-5030.
Wayne County
· Lacawas Sanctuary, RR#1, Box 518, Lake Ariel, PA 18436.570-689-9494.
Westmoreland County
· Keystone State Park, Keystone Road, Derry, PA 15627. DCNR 9-month environmental edu-
cation and interpretive program. 724-668-2939.
· Saint Vincent College Environmental Education Center, The Monastery Run Improvement
Project, 300 Fraser Purchase Road, Latrobe, PA 15650-2690 Phone 724-532-6600, ext. 2330
Focus: Abandoned Mine Drainage, Wetlands, and Wildlife Habitat, Coal Mining, and Milling
23
Education Opportunities: Wetland Education Tours, a hands-on experience to learn about AMD
Passive Wetland Treatment Systems for grades 3-12. Scout adventure programs for Scout
Groups. Self-guided tour of how the wetlands mitigate AMD. Environmental education class-
room located in the historic Gristmill within the Monastery Run Improvement Project Area.
York County
· Codorus State Park, 1066 Blooming Grove Road, Hanover, PA 17331-9545. DCNR 9-month
environmental education and interpretive program. 717-637-2816.
· Gifford Pinchot State Park, Lewisburg, DCNR 3-month environmental education and interpre-
tive program. 717-432-5011.
DEPARTMENT OF ENVIRONMENTAL PROTECTION-REGIONAL OFFICES
When you reach the regional office, ask to speak with the person who schedules education programs for
schools. It is usually the education specialist or community relations person.
SOUTHEAST REGIONAL OFFICE, CONSHOHOCKEN
Bucks, Chester, Delaware, Montgomery & Philadelphia coun-
ties (610) 832-6212
NORTHEAST REGIONAL OFFICE, WILKES-BARRE
Carbon, Lackawanna, Lehigh, Luzerne, Monroe, Northamp-
ton, Pike, Schuylkíll, Susquehanna, Wayne & Wyoming coun- (570) 826-5493
ties
SOUTH CENTRAL REGIONAL OFFICE, HARRISBURG
Adams, Bedford, Berks, Blair, Cumberland, Dauphin, Frank-
lin, Fulton, Huntingdon, Juniata, Lancaster, Leganon, Mifflin, (717) 705-4706
Perry & York counties
NORTH CENTRAL REGIONAL OFFICE, WILLlAMSPORT
Bradford, Cameron, Centre, Clearfield, Clinton, Columbia,
Lycoming, Montour, Northumberland, Potter, Snyder, Sulli- (570) 327-3653
van, Tioga & Union counties
SOUTHWEST REGIONAL OFFICE, PITTSBURGH
Allegheny, Armstrong, Beaver, Cambria, Fayette, Greene,
Indiana, Somerset, Washington & Westmoreland counties (412) 442-4182
NORTHWEST REGIONAL OFFICE, MEADEVILLE
Butler, Clarion, Crawford, Elk, Erie, Forest, Jefferson, Law- (814) 332-6848
renee, McKean, Mercer, Venango & Warren counties
24
Resources
Center for Environmental Education of the Antioch New England Institute is a great
source to receive information on many environmental topics that have great concern. They also offer
videos, information and free brochures. Call them at 603-355-3251 or explore their website at www.
cee-ane.org. Look under resources for teachers (www.cee-ane.orgttopics/recycling.html) to get
information on books, curriculums, environmental clubs, games and other website connections.
Great site for students and teachers.
The Container Recycling Institute has lots of current info on who is recycling what. They have
great links to other sites, and because they are an advocacy group, let you know what current issues
they are working on and how you can get involved. Call them at 703-276-9800 or log on at www.
container-recycling.org.
Department of Transportation- Each state has a Department of Transportation that offers
transportation programs and services to its citizens. Many states offer beautification programs and
adopt-a-highway programs in which community groups and youth can get involved. You can access
most of them through their website at www.dot.state._.us. Insert your state's two letter abbrevia-
tion in the blank space. Some states have a different title for their highway department.
Earth Force is a national, youth-driven, non-profit educational organization headquarted in Alexan-
dria, VA with six regional offices across the country. Using their Community Action and Problem
Solving (CAPS) protocol, local youth provide long-lasting solutions to environmental problems they
have identified in their own communities. Their web site www.earthforce.org lets you find out what
community change students are currently working on. Their regional sites offer training and technical
assistance for Earth Force CAPS educators.
Earth's 911 is a public and private partnership for the environment. Their mission is to empower the
public with specific resources in their community to improve the quality of life. Reach them at 1-800-
CLEANUP or at their website, www.1800CLEANUP.org, to locate information about your commu-
nity. They also have a kids' section.
The Chicago Academy of Sciences offers Ecological Citizenship (EcoCit), a community-wide
collaboration with three objectives: To Educate, To Excite and To Empower. They can provide you
with hands-on activities built around national and state science standards. Available curricula include
Solid Waste and Recycling (5-7) and Vermicomposting (K-8). They also offer community-based ser-
vice-learning projects. Find www.chias.org on the web to get connected with exciting projects that
are teacher- tested.
The Environmental Defense Fund is an established Green organization with a global environ-
mental focus. Features news, alerts and guides for green living. Log on at www.edf.org for informa-
tion on recycling and pre-cycling. At their Earth2Kids link, you can find hands on activities, compost-
ing tips, teachers' guides, and books at www.edf.org/Earth2Kids/walking.
The Environmental Health Clearinghouse has information available to the public on air pollu-
tion and health, toxic air and the affects of pollution on children, everything you ever wanted to know
about the problems of the environment. For more information and free brochures call Environmental
Health at 1-800-643-4784 or explore their website at www.infoventures.com.
Envirolink, a comprehensive resource for individuals, organizations, and businesses working for
social and environmental change, can be found at www.envirolink.netforchange.com.ltincludes
25
educational resources, links to government resources and organizations, and grant writing assis-
tance.
E: The Environmental Magazine, the only independent, environmental magazine in the U.S.,
has great information on some of the hottest environmental issues like air pollution, health problems,
air quality, and consumer products. For more information on how you can subscribe to learn about
these issues and receive information call (815) 734-1242 or explore their website at www.
emagazine.com.
The Environmental Protection Agency has information related to all types of environmental
problems from clean air to hazardous waste. To receive free brochures and information on how to
become active with saving the environment call (202) 260-2090; or search their website at www.epa.
gov and go to their student center where you can explore a wide range of environmental topics in-
cluding waste and recycling, what's happening in your neighborhood, watershed and state, and envi-
ronmental club projects. You can also find detailed info on each region and state with local con-
tacts and relevant websites.
Green Teacher is a publication chuck-full of information on environmental concerns, ideas for
teachers to implement, as well as actual examples of EE teachers in action. The resource is loaded
with green info and websites. Email them at www.greentea@web.net.
GreenWorks.TV is a monthly television pro-
gram produced by The Environmental Fund for
Pennsylvania. It showcases individuals, com-
munities, businesses and government bodies
that are taking innovative, positive steps to help
preserve and protect the environment in PA.
You can view highlights of current and past
shows on their website.
Iron Eyes Cody is the Native
American actor who, starting
in 1971, starred in a series of
now-famous Keep America
Beautiful public service ads.
His face and famous "tear," as
pictured in KAB's public ser-
vice announcements, are cred-
ited with awakening the envi-
ronmental consciousness of
an entire generation of Ameri-
cans to the problems posed by litter and other forms of envi-
ronmental pollution. Iron Eyes Cody died on January 4,
1999, but his legacy will live on.
Keep America Beautiful is a national pro-
gram which provides individuals and communi-
ties strategies on preventing litter and illegal
dumping. They offer tips, facts and information
on what you and your group can do to make a
difference. Check them out at www.kab.org.
Additionally, there is a website for the City of
Toledo, Ohio which offers their program and
strategies athttp://recycle.utoledo.edu/KTLCB/history.htm.ltis a wonderful example of how a
community has made practical solid waste information available to its citizens, both children and
adults. It includes information on street and road adoption programs, composting, fall leaf collection,
household hazardous waste collections, awards, and upcoming events.
The National Center for Environmental Decision-making Research is a very helpful site
with a very long name. It is designed to guide those wanting to make good, responsible decisions
about a whole variety of environmental issues through the entire process. It helps you to identify the
objectives you want to achieve and the things you need to consider to accomplish that goal. You can
reach them at (423) 974-3939 or log onto their website at www.ncedr.org/guides/litter.
Pennsylvania Center for Environmental Education (PCEE) is an environmental education
clearing house for the state of Pennsylvania. They have a directory of environmental organizations,
an events calendar, and a job listing among other offerings. They can be reached at www.pcee.
state.pa.us or www.sru.edu/Deps/pcee.
26
PA CleanWays is a non-profit organization in Pennsylvania that fights littering and illegal dumping.
Their comprehensive approach includes the following: organizing community cleanups of littered
roads and illegal dumpsites; providing alternatives for hard-to-dispose items such as tires, appli-
ances, batteries and HHW (household hazardous waste); education (school programs and educa-
tional materials); and, beautification opportunities. They also have a local adoption program for
roads not maintained by the PA Department of Transportation. Additionally, there are opportunities
for groups and individuals to adopt trails, waterways, blocks and parks. County chapters exist across
the state. Reach them at 724-836-4121 or at their website www.pacleanways.org.
The Pennsylvania Alliance for Environmental Education, a nonprofit organization promoting and
supporting environmental education activities throughout Pennsylvania, has its website at www.paee.
org. Their mailing address and phone number are: 4999 Jonestown Road, Suite 203, Harrisburg,
PA 17109,717-545-8861.
The Pennsylvania Department of Conservation and Natural Resources (DCNR) educational pro-
grams, interpretive programs, and teachers' workshops in state parks are outlined at www.dcnr.
state.pa.us/stateparks/education/education.htm.
The Pennsylvania Department of Education website for environmental education can be
reached via the Department of Environmental Protection (DEP) website at www.dep.state.pa.us/
dep/deputatelenvedlEd_ecology.htm. Patricia Vathis is the director of the Office of Environment
and Ecology and can be reached by writing, Department of Education, 333 Market St., Harristown 2,
Harrisburg, PA 17108-1167; or by phoning 717-783-6994.
Pennsylvania Department of Environmental Protection (DEP) has a website especially for
educators at www.dep.state.pa.us.ThereareavarietyoflinkstootherPennsylvaniaresources.as
well as recycling lesson plans and a section on using computers in environmental education. The
department's Environmental Education and Information Center, located on the first floor of the Ra-
chel Carson State Office Building in Harrisburg, is open from 7:30 a.m. to 4 p.m. daily. Contact
Helen Olena at the Center for additional information on the environmental education grants program.
The Pennsylvania Environmental Education Grants Program is described at www.dep.
state.pa.us/dep/deputate/enved/EnviroEdlEnviroEdGrantsPro.htm. For more information, phone
Helen Olena at 717-772-1828.
Scorecard is an environmental information service provided by The Environmental Defense Fund.
Enter your zip code to find out what pollutants are released into your community-and who is respon-
sible. www.scorecard.org
The Sierra Club is devoted to protection of the earth's ecosystem and natural environment. To find
information on the latest environmental topics like pollution, call 415-977-5500 or explore their web-
site at www.sierraclub.org.Click on search and enter the topic you want information on. The Sierra
Club also has a list of activist guides, and picture books to read and help you better understand the
importance of the environment.
The Vermont Institute of Natural Science has a wonderful curriculum on solid waste called
Waste Away. It is designed for upper elementary and junior high students, their teachers and par-
ents. It has lots of great research, activities as well as tips on producing a "Trash Festival" an event
where students can showcase what they have learned with others while having fun. Reach them at
802-457-2779 or at PO Box 86, Woodstock, VT 05091, or on the web at www.vinsweb.org.
Virtual Recycling provides tons of information about the whole process of recycling, from produc-
tion of items, packaging, and distribution. This site is produced in Manitoba, Canada, and is used by
27
students and teachers in the U.S. and United Kingdom, as well as Canada. It offers a chance for you
to share what your school is doing with others. Includes links to other sites. Reach them at www.
virtualrecycling.com.
WasteWise is an EPA voluntary partnership program to reduce municipal solid waste. Since the
program's inception in 1994, Waste Wise membership has grown to more than 900 businesses, gov-
ernment agencies, universities, hospitals, school systems and other organizations committed to cut-
ting costs and conserving natural resources through solid waste reduction. Find out how your school
system could become a partner at www.epa.gov/wastewise.
PRINT RESOURCES
Environmental Education-Teacher Resources Handbook
Edited by Richard J. Wilke
2455 Teller Road
Corwin Press, Inc.
Thousand Oaks, CA 91320-2218
805 499-9734
www.corwinpress.com
(This is a wonderful resource handbook, which could save you much research and running
around. It has chapters on K-12 curriculum, curriculum integration, funding, children's trade
books, special projects, curriculum material producers, reviews of educational materials and
awards your class could be eligible for.)
The Environmental Education Collection: A Review of Resources for Education
North American Association for Environmental Education (NAAEE)
PO Box 400
Troy, OH 45373
(937) 676-2514 (Phone & Fax)
(This organization reviews many of the currently available teaching guides in the environ-
mental arena. Sharing the comments sent in by teachers who have used these materials is
helpful before purchasing them yourself.)
There are many art/project books on the market. Review them carefully and be conscious
of whether the items you use for the projects are being reused or recycled. For example,
plastic containers covered with paint are being reused but cannot then be recycled.
28