University of Minnesota Extension

BU-06064     Reviewed 2005

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Part II: Introduction to Activities

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Through these activities, participants will:

  1. Identify waste management problems and solutions.

  2. Learn how their actions and attitudes affect the problems and the solutions.

Your task is to guide young people through the experiences. You do not have to be an expert on solid waste issues. The activities are presented in a easy-to-follow format that uses a learn-by-doing style. This whole process, called experiential education, is represented by the following cycle.

schematic of activities process - 12.81 K

In each activity, you'll do an Experience, and have people Share what they did. Then you'll ask questions (Reflection) to Process and verbalize what they learned. Next, you'll help them Generalize the learning experience to the world. Finally you'll guide them to Apply new knowledge and skills to their lives.

The activities are designed for young people, age 9–12, but you can adapt them for younger and older youth. You do not need to do all the activities nor do them in any particular order. They are listed in order based on the hierarchy of waste choices (i.e., reduction, reuse).

Each activity has the following format:

Preparation:

Fun Fact: Interesting fact to present. Did you know...?

Key concepts: Key ideas presented in the activity.

Objective: What each participant should learn.

Method: Processes used to teach the activity.

Kids this age: Teaching tip for working with children age 9–12.

Time: Estimated time needed to complete activity.

Materials: All the materials you'll need.

Experience: What to do, step by step. Get young people involved in the activity as soon as possible. Let them discover along the way. Use the Reflection section to talk about the concepts in more detail.

Reflection: Important questions to ask participants after the experience. Relates what was learned to each person's own actions.

Taking action: Ways to put learning to work at home, in your group, and in the community.

Activity Table of Contents

Title Concept Addressed
Where is Away? Waste Source Reduction - 1.63 K Reuse - 1.19 K Recycle- 1.25 K Incineration - 1.25 K Landfilling - 1.51 K Composting - 1.23 K
Garbology Game Waste Source Reduction - 1.63 KRecycling - 1.25 K
Planning the Perfect Package Waste Source Reduction - 1.63 K
Reducing Waste—In Any Project Waste Source Reduction - 1.63 K Reuse - 1.19 K Recycling - 1.25 K
Digging for Garbage Clues Waste Source Reduction - 1.63 K Reuse - 1.19 K Recycling - 1.25 K
What a Difference I Make! Recycling - 1.25 K
The Great Disappearing Act? Waste Source Reduction - 1.63 K
Creative Compost Columns Composting - 1.23 K
Trash to Ash Incineration - 1.25 K
The Incredible Edible Landfill Landfilling - 1.51 K
Trash Time Capsules Waste Source Reduction - 1.63 K Landfilling - 1.51 K
Disposal Dilemma Landfilling - 1.51 K

NEXT: Where is away?
JUMP: Part III - Taking Action
BACK: Part I - Introduction to the Waste Issue
HOME: Contents

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Produced by Communication and Educational Technology Services, University of Minnesota Extension.

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