IISEC3

Unit II Environmental Issues: Waste Management Lesson 12
Lesson 12. What Goes Around Comes Around

Nature’s Recycling of Nutrients in Plant Material
Terms
nutrients: nourishment for plants (such as carbon, National Science
nitrogen, and other essential elements) Education
Standards, Grades
microbe: a microorganism visible only under 9-12
magnification Science as Inquiry:
Identify questions
decomposer: a microorganism that feeds on once-living and concepts that
plants or animals guide scientific
investigations
compost: a mixture of decayed or partially decayed
Formulate and revise
organic material scientific
explanations and
producer: a chlorophyll-containing plant models using logic
and evidence
photosynthesis: the process by which a green plant
manufactures simple sugars in the presence of sunlight, Life Science:
carbon dioxide, and water As a result of their

activities in grades
respiration: the act of breathing 9-12, all students
should develop
Performance Objective understanding of the
interdependence of
The student will organisms:
--Human beings live
• identify eight steps in a flow chart of the carbon cycles within the world’s
and list them in the order they occur. ecosystems
--Living organisms
Materials Needed have the capacity to
produce populations
For the class of infinite size, but
environments and
• apple core resources are finite
• bag or bags of leaves, grass clippings, and/or twigs --Human beings live
within the world’s
• bag of decomposed grass clippings, leaves, or twigs ecosystems
Science and
• OPTION: newspaper clipping of local problem—or Technology:
solution—of yard waste
Implement a
For each student proposed solution
Science in Personal
• Student Fact Sheet “The Carbon Cycle” and Social
Perspectives:
• Student Sheet “Tracing the Carbon Cycles”
As a result of
• “A Scoring Rubric” (2 pages) activities in grades
9-12, all students
should develop an
Background Information
understanding of
In any career that involves the maintenance of plants
(i.e., turfgrass, herbaceous plants, shrubs, or trees),
there is debris from the cutting, trimming or discarding
of the plants. The debris can be used to improve the
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percolation of water through the soil, and/or it can Standards for

return nutrients back to the soil in which plants grow. It School Mathematics
is important for students to understand how this Standard 1: Number
process works before they learn how to use this and Operation
valuable resource. Understand

numbers, ways of
Decomposition of once-living organic material takes representing
place as a result of several factors: the presence of a numbers,
relationships among
microbial decomposer such as bacteria, the size of the numbers, and
material, temperature, light level, moisture, and air. The number systems
decomposer partially breaks down the plant debris into Standard 2: Patterns,
the basic elements so the elements can be used by Functions, and
Algebra
producers. Decomposers use the carbon and the
nitrogen in the plant tissue to sustain themselves. The Understand various
types of patterns and
smaller sizes of material break down faster; thus, the functional
process of decomposition is accelerated. The process of relationships
decomposition increases the temperature of the Use symbolic forms to
material, which in turn impacts the rate of represent and analyze
mathematical
decomposition. Low light levels and the presence of situations and
moisture (but not soggy) both increase the rate of structures
decomposition. Standard 3: Geometry
and Spatial Sense
This lesson addresses the following Environmental
Analyze
Principle: characteristics and
properties of two- and
Waste Management 1. Leave grass clippings and three-dimensional
other organic material in place whenever geometric objects
agronomically possible. If clippings are removed, Use visualizati on and
compost and, if possible, recycle them. spatial reasoning to
solve problems both
In this lesson, students trace the cycle of the essential within and outside
element carbon from organism to organism. mathematics
Standard 6: Problem
Teacher Preparation Solving
• Gather supplies. The composted plant material can be Develop a disposition

to formulate,
purchased or acquired from a local gardener. represent, abstract,
and generalize in
• Make copies of the student sheets. situations within and
outside mathematics
• Complete items on “A Scoring Rubric.” No. 1 = none or
Apply a wide variety
minimal; No. 2 = partial performance; No. 3 = full of strategies to solve
performance; No. 4 = excellent performance. (A blank problems and adapt
page 2 of “A Scoring Rubric” is in the Appendices.) Then, the strategies to new
situations
make a front-and-back copy of the sheets for each
student.
Procedure
1. Show students the apple core. Ask, “What is the
difference between an apple core that is buried in a
landfill and one that is composted? (Let students explore
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all possibilities. Lead the response to “An apple core in Standards 8:

the landfill stays there forever because it is in a sealed Communication
container. An apple core in a compost pile becomes a --natural resources

valuable resource for living plants.”) --science as a
human endeavor
2. Display the bag of yard waste. Every place outdoors
History and Nature
where plants grow, there is debris of dead parts of Science:
plants (like leaves in the fall or trimmed shrubs and
As a result of
trees). And, in any career that involves the maintenance activities in grades
of plants (i.e., turfgrass, shrubs, and trees), there is 9-12, all students
debris from the cutting or trimming of the plants. should develop
understanding of
Sometimes the debris can left in place, and sometimes
Extend their
the debris is gathered and disposed of, as it has been in mathematical
this bag. knowledge by
considering the
3. Display the bag of decomposed yard waste. Or, it can be thinking and
composted and used to improve the movement (or strategies of others
percolation) of water through the soil. Or the nutrients Standard 10:
Representation
in the decomposed material can be returned back to the
soil in which plants are growing. Use representations
to model and
4. Distribute the student fact sheet “The Carbon Cycle.” interpret physical,
social, and
Have students read the fact sheet, discuss the process, mathematical
and then complete the student sheet “Tracing the problems
Carbon Cycles.” Have students share their flow charts
with the other students, discuss any differences, and
reach a consensus on the correct elements that should
be included in each flow chart, including correct
labeling.
Reflection (Accept all answers at this time.)
Did students construct different models for the same
process?
“In nature, there is no waste.” What does that statement
mean?
“All things are connected.” What does that statement
mean?
How can people in career fields that maintain turfgrass,
landscapes, and golf courses imitate the natural pattern
of cycles?
Enhancement
• Research the nitrogen cycle, and compare that with the
carbon cycle. How are they the same? How are they
different?
• Propose ways in which people can imitate nature and
recycle nutrients in yard waste.
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• Design a simple compost project for the school. (See

Lesson 2.) Implement the project.
Assessment
Give each student a copy of “A Scoring Rubric” that is designed for this lesson.
The goal is for students to score a “3” (full performance). Students can score
themselves and then you, as the teacher, can score the students. Compare and
contrast the evaluations with the students so that the students can learn to
evaluate their own work more effectively.
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STUDENT FACT SHEET Student____________________Date_______
THE CARBON CYCLE
A chlorophyll-containing green plant is called a producer because it produces food for

itself and for animals. As a plant grows, it takes in carbon dioxide (CO2) from the air.
This occurs during the process of photosynthesis, in which sugar is produced within
the plant. Through the process of respiration, the plant returns carbon dioxide to the
air when it uses its own sugar as a source of energy. The carbon dioxide in the air is
then available for plants to use. And, the cycle continues.
When plants—and animals that consume the plants—die, microbes, which are
decomposers, begin their work. Decomposers use the carbon from the once-living
bodies of plants and animals to build their own bodies. Through respiration, the
carbon is returned to the air as carbon dioxide. And, the cycle continues.
The process in which carbon is passed from one organism to another, then to the air,
and finally back to plants is called the carbon cycle.
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STUDENT SHEET Student____________________Date_______
TRACING THE CARBON CYCLES
1. Write the definitions.

nutrients: __________________________________________________________________________
_____________________________________________________________________________________
producer: __________________________________________________________________________
photosynthesis: ___________________________________________________________________
____________________________________________________________________________________
respiration: ________________________________________________________________________
microbe: ___________________________________________________________________________
_____________________________________________________________________________________
decomposer: _______________________________________________________________________
_____________________________________________________________________________________
2. Using the fact sheet as a reference, draw a diagram of the carbon cycle from one
organism to another. Label the organisms and the processes that convert the carbon.
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A SCORING RUBRIC Name__________________________Date________
LESSON TITLE: What Goes Around Comes Around
The purpose of this lesson was to ____________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The method we used was to __________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The information I learned can be applied to ___________________________________
______________________________________________________________________________
______________________________________________________________________________
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WHAT I DID: What Goes Around Comes Around HOW WELL I DID IT___________
Performance 1 2 3 4 .
1. Participated in class discussions. Minimal Partial Full Excellent

participation participation participation participation
_________________________________________________________________________________________
2. Completed the student sheet Minimal Completed Completed Completed

“Tracing the Carbon Cycles” report with without with added
according to instructions. reminders reminders details
_________________________________________________________________________________________
3. Participated in reflection on the No 1 response 1 re sponse 2 or

lesson. response with without more
prompting prompting responses
_________________________________________________________________________________________
4.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
_________________________________________________________________________________________
7.
____________________________________________________________________________
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Lesson 13. Making the Most of It

Composting Organic Material
Terms
National Science
yard waste: organic material from grass clippings, dead Education
leaves, or cut twigs Standards, Grades
9-12
waste stream: all of the waste generated in the Science as Inquiry:
processes of production, use, and disposal of goods Identify questions
and concepts that
compost: a mixture of decayed or partially decayed guide scientific
organic material investigations
essential elements: nutrients, such as carbon, Design and conduct

scientific
nitrogen, phosphorus, and potassium, needed for the investigations
growth of plants Use technology and
mathematics to
microbe: a microorganism improve
investigations and
humus: the organic portion of soil, which comes from communications
the partial decomposition of plant material
Life Science:
Performance Objectives As a result of their
The student will 9-12, all students
should develop
• follow directions to construct and maintain a compost understanding of the
bin. interdependence of
organisms:
• record five observable changes in organic material as it --Organisms both
decomposes. cooperate and
compete in
Materials Needed ecosystems
For each student --Human beings live

within the world’s
• Student Sheets “Microbe Cafeteria” (2 pages) ecosystems
Science and
For the class Technology:
• a piece of plant material from your region in the process Identify a problem or
design an
of decay, such as a rotting log opportunity
• plant waste to use in a compost pile, such as dead Propose designs and
leaves and grass cuttings choose between
alternative solutions
• soil, to layer between layers of plant waste Evaluate the
solution and its
• materials needed to construct a simple compost bin: consequences
Ø chicken wire, wire fencing, or snow fencing Communicate the

problem, process,
approximately 2' – 4' high and solution
Ø wire or plastic fasteners, to fasten fencing to stakes Science in Personal
and Social
and ends of the fencing together Perspectives:
Ø 6 stakes on which to fasten the fencing material
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Ø hammer and wire pliers for securing stakes and As a result of

fencing activities in grades
9-12, all students
Ø 2-foot measure (used to measure a radius) for should develop an
understanding of
determining a 4' diameter, one-inch depth of soil,
--natural resources
and 6" depth of organic material
--environmental
Ø source of water quality
Ø garden fork or spade, for turning the compost History and Nature
Science:
bimonthly
As a result of
Ø thermometer, for measuring microbial activity activities in grades
9-12, all students
• Class Sheet “Microbes at Work” should develop
understanding of
• Class Sheet “Compost Bin Structures” for other compost --science as a
bin ideas human endeavor
For each student --nature of scientific

knowledge
• “A Scoring Rubric” (2 pages) Standards for
School Mathematics
Background Information
Standard 1: Number
Yard waste constitutes approximately 20 percent of the and Operation
waste stream. Many communities no longer allow yard Understand
waste to be taken to the landfill, because landfills are numbers, ways of
representing
reaching capacity and locations for new landfills are numbers,
difficult to find. Thus, recycling grass clippings, leaves, relationships among
twigs, and tree limbs helps in two ways: (1) it reduces numbers, and
number systems
the amount of waste that goes to the landfills, and (2)
Understand the
the essential elements in composted yard waste can be meaning of
returned to enrich the soil. operations and how
they relate to each
People in the “green industry” are learning more about other
the value of composted organic material. Consequently, Use computational
they are turning to the practice of composting their yard tools and strategies
waste. There are many ways that such organic can be fluently and estimate
appropriately
composted to recycle essential elements. We will focus
Standard 2: Patterns,
on one way—the construction of a simple compost bin. Functions, and
Algebra
Compost. (See Lesson 1.) A critical element of
successful composting is the presence of AIR. Understand various
types of patterns and
Periodically, the organic material must be turned to functional
introduce air into the process, especially if the pile is relationships
deep. Otherwise, the process turns from decomposing to Standard 3: Geometry
rotting. When that happens, an unpleasant odor is and Spatial Sense
present and the rotted material loses its nutritive value. Analyze
characteristics and
Compost Pile. There are many ways to compost yard properties of two- and
waste—digging small holes in the ground, spreading three-dimensional
geometric objects
thin layers directly over a garden, making cylinder bins,
constructing brick or wooden structures, or using
commercial bins. Whichever way is best for your
situation, plan a well- constructed compost pile and
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maintain it properly. With or without a structure, the Use visualization and

resulting product is a rich treasure. spatial reasoning to
solve problems both
Construction of a Compost Pile. The basic within and outside
mathematics
construction of a compost pile is simple: alternate layers
Standard 4:
of organic material and soil. Sometimes people add Measurement
fertilizer with nitrogen to speed up the process;
Understand
sometimes people add manure to increase the amounts attributes, units, and
of nitrogen and phosphorus. If a compost pile is too systems of
deep and is not turned frequently, the heat from measurement
microbial activity can cause a loss of nitrogen—an Apply a variety of
important essential element for plants. The region where techniques, tools, and
formulas for
you live dictates the kind of yard waste you compost and determining
the best method of composting. measurements
Standard 5: Data
Location of a Compost Pile. Regarding the location of a Analysis, Statistics,
bin or pile, convenience is a primary consideration. and Probability
Locate your compost in a place that is handy to both the Pose questions and
source of material and to the place where you will use collect, organize, and
the humus that is generated. There are questions you represent data to
answer those
must ask. Will you need to get a wheelbarrow to and questions
from the humus? Is the pile accessible to a source of Standard 6: Problem
water? Is the site accessible for observation, but not in a Solving
place that will disturb visitors or neighbors? Develop a disposition
to formulate,
Look for a location that is somewhat protected from represent, abstract,
excessive sun, wind, or rain. Excessive sun or wind can and generalize in
dry out the material that needs moisture to decompose. situations within and
outside mathematics
However, excessive moisture that cannot drain well from
Standard 8:
the pile can cause the material to rot rather than Communication
decompose. Locating a compost bin directly under a tree
Organize and
has several disadvantages, including having roots grow consolidate their
into the humus and preventing easy removal of the mathematical
humus. thinking to
communicate with
This lesson addresses the following Environmental others
Principle: Extend their

mathematical
Waste Management 1. Leave grass clippings and knowledge by
considering the
other organic materials in place whenever thinking and
agronomically possible. If clippings are removed, strategies of others
compost and, if possible, recycle them. Standard 9:
Connections
In this lesson, students will construct a small, simple
compost pile on the school grounds. They learn Recognize, use and
learn about
firsthand how to construct it, how to maintain it, and mathematics in
what to expect. It is best to begin the project at the contexts outside of
mathematics
beginning of the school year so that there is time to
observe, measure, and document results. This project
can be kept small and simple, or it can become more
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involved with community support; it can even lead to scientific experiments (see
Enhancements).
Teacher Preparation
• Talk with the school grounds maintenance personnel, the principal, and other
teachers about the project. Select the best possible sites for (1) meeting the
needs of the project and (2) meeting the needs of the school.
• This project will take more than one class period. Schedule the steps of the
project and the academic skills connected with each step. There will be many
teachable moments in this project and opportunities for students to practice
academic skills.
• If someone in your school or community is maintaining a compost pile, invite
them in to share lessons learned, to answer questions, or to help with the
project! If it is possible to take a student trip to a place where someone is
composting yard waste, such as a golf course, that is even better!
• Gather supplies.
• Make copies of the class sheets.
• Make front-and-back copies of the student sheets “Microbe Cafeteria.”
• Copy onto yellow paper, the sign “Caution: Microbes at Work.” If possible,
laminate it. Fasten it to a stake that can be inserted at the compost site so that
others will know this is a study site.
• Prepare “A Scoring Rubric” No. 1 = none or minimal; No. 2 = partial
performance; No. 3 = full performance; No. 4 = excellent performance. (A blank
page 2 of “A Scoring Rubric” is in the Appendices.) Then, make a front-and-
back copy of the sheets for each student.
Procedure
1. Show students the rotting log (or the item you selected). Ask, What do you see?
Accept all answers, but encourage the students too see more and more about
what is going on with the once-living plant.
2. Review with students what they already know about composted organic
material—from earlier lessons, from other sources, or from direct experience.
What do they know about the conditions necessary for successful
decomposition?
3. Invite a guest speaker to talk with your students about composting yard waste,
or visit a composting site at a nearby golf course, nursery, or private residence.
Or, share additional information you have about the two major advantages of
composting yard waste: reducing discarded materials and recycling nutrients.
4. Discuss the compost project with the students. If you and your colleagues have
identified more than one possible site, ask students to help select the best site
for the project. As a class, weigh the pros and cons of each possible site, and
agree upon the best location.
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5. When students have selected a site, give them the student sheet “Microbe
Cafeteria.” Have students write the definitions, read the instructions, and be
assigned their tasks. (Make sure each person plays a role in the project.)
6. Tell students they will need to document the steps of the project—the checking
and gathering of supplies, the measuring of radius and diameter of the site, the
measuring of the depths of layers, the constructing of the bin, the placing of the
sign, etc. Will they take photographs of the process? Will they make a
videotape? Will they make entries in a journal?
7. Let students help you gather the supplies to take to the site. Make sure
students understand, and agree to follow, all safety rules.
8. Have students follow the instructions on the student sheet as the class builds
the site.
9. When the project is completed, schedule regular maintenance of the compost
pile—measuring the height of the pile both when it is set up and periodically as
the material decomposes, turning the compost, taking the temperature in the
center of the bin and near the outer edge of the bin, keeping the compost moist
but not soggy, and any other maintenance needed in your situation.
10. Invite school personnel, parents, and other members of the community to take
part in the celebration of establishing the study site. Have students explain the
value of the project, the process of establishing the site, and the academic skills
used in the project. Be sure to invite a photographer from the school and/or
local newspaper.
11. After 4, 8, and 12 weeks, have students measure the height of the pile. Ask
students to record their observations, draw conclusions about their findings,
and communicate their findings with others in the school and community.
What do you think will happen? Why? When?
If we were to set this up again, what changes would you make?
How might this experience help someone who is working in the Green Industry?
Enhancement
• Visit a nearby golf course, home property, nursery, or other facility where yard
waste is being composted. Interview the person who is in charge of composting
yard waste. Compare their method with that of your project. How is it the
same? How is it different? Where do they use the humus?
• Set up several, small compost piles (5-gallon containers with air holes can
work), and compare results of several experiments: with and without water,
with and without air (turning and not turning), with and without fertilizer, with
a mixture of materials and sizes, and with only large leaves, or your students’
ideas! Document everything: make predictions, check regularly, take
temperature readings (an indicator of microbial activity), compare results, write
conclusions, share findings.
• Plan and construct another, more permanent compost bin. See class sheet
“Compost Bin Structures.”
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Assessment
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STUDENT SHEET Name____________________________Date______
MICROBE CAFETERIA
compost: __________________________________________________________________________
____________________________________________________________________________________
microbe: __________________________________________________________________________
essential element: ________________________________________________________________
____________________________________________________________________________________
humus: ____________________________________________________________________________
_____________________________________________________________________________________
2. The basic construction of a compost pile is simple: alternate layers of organic

material and soil. If a compost pile is deep and not turned frequently, the heat from
microbial action can cause a loss of nitrogen. Nitrogen is an essential element for
growing plants. The region where you live determines the kind of yard waste you
compost and the best method of composting. The result of composting is a rich
humus that can be used for growing healthier plants. Now you will construct a
simple cafeteria for microbes.
3. Gather the following supplies:

6 stakes, to support the fencing material once-living plant material
hammer, to secure stakes in the ground soil
chicken wire, wire fencing, or snow fencing a source of water
wire or plastic fasteners sign “Caution: Microbes at
2-foot measure Work” for the study site
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MICROBE CAFETERIA continued
4. Construct the compost site:
• Measure a circle 4 feet in diameter, and

pound the stakes into the ground evenly
around the circle.
• Use wire or plastic fasteners to fasten the

fencing to the stakes, and then to fasten
the two ends of the fencing together.
4’ Cylinder Compost Bin

• Layer leaves and grass clippings about
6" deep and a layer of soil about 1" deep.
• Sprinkle with water.
• Repeat the layering and sprinkling with

water until the pile reaches the top of
the bin.
• Leave a dish-like impression in the top

layer so that water will move through
Layers of organic material and soil
the pile.
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CLASS SHEET
MICROBES AT WORK
109
CLASS SHEET
COMPOST BIN STRUCTURES
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LESSON TITLE: Making the Most of It
The purpose of this lesson was to ____________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The method we used was to __________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The information I learned can be applied to ___________________________________
______________________________________________________________________________
______________________________________________________________________________
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WHAT I DID: Making the Most of It __ HOW WELL I DID IT

Performance 1 2 3 4 .
1. Participated in class Minimal Partial Full Excellent

discussions. participation participation participation participation
__________________________________________________________________________________________
2. Participated in site Minimal Partial Full Excellent

development. participation participation participation participation
__________________________________________________________________________________________
3. Completed the student sheets Minimal Completed Completed Completed

“Microbe Cafeteria” report with without with added
according to instructions. reminders reminders details
__________________________________________________________________________________________
4. Participated in reflection on the No 1 response 1 response 2 or

lesson. response with without more
prompting prompting responses
__________________________________________________________________________________________
5.
__________________________________________________________________________________________
6.
__________________________________________________________________________________________
7.
__________________________________________________________________________________________
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Lesson 14. The Great Percolation Race

Percolation of Water Through Soil With and Without Compost
Terms
yard waste: organic material from grass clippings, dead National Science
Education
leaves, or cut twigs Standards, Grades
9-12
compost: a mixture of decayed or partially decayed
organic material Science as Inquiry:
Identify questions
amendment: additive (such as compost added to soil) and concepts that
guide scientific
soil structure: the arrangement of soil particles investigations
percolate: to move through a substance Design and conduct
scientific
Performance Objectives investigations
Use technology and
The student will mathematics to
improve
• compare and record percolation of water through local investigations and
soil with and without the addition of an amendment. communications
Materials Needed Communicate and

defend a scientific
For each student argument
Life Science:
• Student Sheet “Bottle Laboratory”
As a result of their
For the class activities in grades
9-12, all students
• bag of composted plant material, purchased or acquired should develop
understanding of the
from a nursery or local gardener interdependence of
organisms:
• OPTION: newspaper clipping of local problem—or
--Human beings live
solution—of yard waste within the world’s
ecosystems
For each group of 4 students to make columns as Bottle
Laboratories Science and
Technology:
• 2 pieces of mesh fabric Evaluate the
solution and its
• 2 rubber bands consequences
• four 2-liter plastic bottles Communicate the

problem, process,
• sharp-pointed hole puncher for making holes in Section and solution
B of columns Science in Personal

and Social
• metric ruler Perspectives:
As a result of
• scissors activities in grades
9-12, all students
• clear tape should develop an
understanding of
• felt-tip marker for plastic
--natural resources
For each group of 4 students for the Great Race
• 2 Bottle Laboratories
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• local soil As a result of

• composted organic material 9-12, all students
should develop
• water understanding of
--science as a
• two 1-cup measuring cups human endeavor
• watch or clock --nature of scientific
knowledge
• Student Sheet “The Great Percolation Race” Standards for
School Mathematics
• Student Sheet “Keeping Score”
Standard 1: Number
For each student: and Operation
• “A Scoring Rubric” (2 pages) Understand

numbers, ways of
Background Information representing
numbers,
relationships among
In any career that involves the maintenance of plants numbers, and
(e.g., turfgrass, herbaceous plants, shrubs, and trees), number systems
there is debris from the cutting or trimming of the Understand the
plants. The composted debris can be used to improve meaning of
the percolation of water through the soil in planting operations and how
they relate to each
areas. Composted material added to the local soil helps other
in several ways. Use computational
If the soil is sandy, the amendment can help the soil tools and strategies
fluently and estimate
retain some moisture, which can be used by the plant appropriately
roots. In that case, the amendment slows down the Standard 2: Patterns,
percolation. If the soil is clay, the amendment can help Functions, and
water move through the soil. When the runoff of water is Algebra
slowed down so that it neither drains too fast over the Understand various
soil nor drains too fast through the soil, plant roots can types of patterns and
functional
absorb the moisture they need and, consequently, grow relationships
well. Standard 3: Geometry
and Spatial Sense
This lesson addresses the following Environmental
Principle: Analyze
characteristics and
Waste Management 1. Leave grass clippings and properties of two- and
three-dimensional
other organic material in place whenever geometric objects
agronomically possible. If clippings are removed,
Use visualization and
compost and, if possible, recycle them. spatial reasoning to
solve problems both
In this lesson, students set up demonstrations of water within and outside
moving through soil with and without compost. mathematics
Standard 4:
Teacher Preparation Measurement
• This project may require waiting overnight for all the Understand
water to drain through the Bottle Laboratories. attributes, units, and
systems of
measurement
• Make one Bottle Laboratory so that students can use it
as a model for making their own Bottle Laboratories.
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• Gather supplies. The composted plant material can be Apply a variety of

purchased or acquired from a local gardener. techniques, tools, and
formulas for
determining
• Make copies of the student sheets. measurements
• Complete items on “A Scoring Rubric.” No. 1 = none or Standard 5: Data
minimal; No. 2 = partial performance; No. 3 = full Analysis, Statistics,
and Probability
performance; No. 4 = excellent performance. (A blank
page 2 of “A Scoring Rubric” is in the Appendices.) Then, Pose questions and
collect, organize, and
make a front-and-back copy of the sheets for each represent data to
student. answer those
questions
Procedure Develop and evaluate
inferences,
1. Display the bag of decomposed yard waste, which can predictions, and
arguments that are
used to improve the movement (or percolation) of water based on data
through the soil. (If the local soil is sandy, the compost
Standard 8:
will slow down the movement of water. If the local soil is Communication
clay, the compost will enable the water to move through
Organize and
the soil.) consolidate their
mathematical
2. Tell students that they are going to see for themselves thinking to
the impact of compost on the structure of the local soil. communicate with
First they have to make mini-laboratories. At this point, others
show students the Scoring Rubric so that they know the Extend their
expectations for the lesson. Then, divide the students mathematical
knowledge by
into groups of four, show students the model Bottle considering the
Laboratory, distribute the student sheet “Bottle thinking and
strategies of others
Laboratory,” and review the supplies needed to make the
Bottle Laboratories. When the columns are completed, Standard 10:
Representation
it's time for the race.
Create and use
3. Distribute the student sheet “The Great Percolation representations to
organize, record, and
Race,” and review the instructions so that students communicate
know what to expect. Have students write the definitions mathematical ideas
on the student sheet “The Great Percolation Race:
Keeping Score." Discuss the procedure. Ask each team
to predict the results of the race. Then, for each team,
have
Ø 2 students, one for each Bottle Laboratory, pour the
water as instructed when the race begins, and
Ø 2 students, one for each Bottle Laboratory, record
the time the race begins and complete the data on
the student sheet “The Great Percolation Race:
Keeping Score."
4. If the water does not reach Section A of the bottles,
measure one cup more for each bottle. Percolation may
take some time.
115
IMPORTANT: Always make sure students put the same amount of water in
each of the bottle laboratories so that the ONLY variable is the soil
amendment.
4. Students can repeat the race and compare results with their team’s result of
the first race and with the results of the other teams.
5. When the race is finished, ask students, Who won? What constitutes “winning”?
(The goal is for water to percolate through the soil, not to sit on top of the soil so
it cannot reach plant roots, and yet not to drain through so fast that a plant
cannot benefit from the moisture it needs.)
7. Ask students, What can you conclude? Have recorders enter the conclusion on
the recording sheet.
How would you set this investigation up differently?
Were you surprised about anything?
How can people in career fields that maintain landscapes benefit from amending
the soil with compost?
Enhancement
• Pose a question you have as a result of your findings. Plan and implement
research to find the answer to your question.
• Survey home owners, landscape companies, or golf course personnel to learn
how they use composted material to amend the soil.
Assessment
116
STUDENT SHEET Group________________________Date_________
BOTTLE LABORATORY
You will need: four 2-liter plastic bottles clear tape

metric ruler sharp-pointed hole puncher
scissors 2 pieces of mesh fabric
marking pen for plastic 2 rubber bands
1. Measure 10 cm from the top of one bottle.

2. With a pen, make a line at that point around
the bottle, and cut the bottle around line.
3. Measure 10 cm from bottom of one bottle.
4. Mark with pen and cut around line.
5. Punch air holes on all sides of B.
6. Cover small openings in B and C with mesh squares.
7. Secure with rubber bands.
8. Turn B with small mesh opening facing down,
and insert B into A as shown.
Secure with pieces of tape. Insert C into B.
9. Label the column as Bottle Laboratory “1.”
10. Repeat steps 1. through 8. for second column,
and label as Bottle Laboratory “2.”
117
THE GREAT PERCOLATION RACE
You will need: 2 Bottle Laboratories

composted organic material
soil from your schoolyard or nearby area
water in 2 one-cup measuring cups
watch or clock
metric ruler
1. In Bottle Laboratory 1, put the soil from your schoolyard in Section B to just
below the mesh opening of Section C. Gently press the soil to remove large air
pockets.
2. Mix one part composted organic material with 3 parts local soil. In Bottle
Laboratory 2, put the mixture in Section B to just below the mesh opening of
Section C. Gently press the mixture to remove large air pockets.
IMPORTANT: Make sure Section B of each bottle laboratory is exactly the same
so that the race is fair!
3. Measure I cup of water in each of 2 measuring cups. One student holds a cup
above Bottle Laboratory 1; one student holds a cup above Bottle Laboratory 2.
4. A third student watches the clock, notes the time, and gives the signal to
start. With the signal to start, both students pour all of the water into Section C
of their bottle laboratory.
5. The student with Bottle Laboratory 1 alerts the recorder for that column.
(1) when the first water drains into Section A and
(2) when the water stops draining into Section A.
The student with Bottle Laboratory 2 does the same.
6. Recorder for Bottle Laboratory 1 records the times on the “Keeping Score”
sheet.
Recorder for Bottle Laboratory 2 enters the times on the same sheet.
7. When the water stops draining into Section A of each column, the clock watcher
measures the depth of the water that has percolated through the soil.
The recorders record the measurement.
118
THE GREAT PERCOLATION RACE:

KEEPING SCORE
compost: __________________________________________________________________________
amendment: ______________________________________________________________________
percolate: _________________________________________________________________________
2. Write your prediction._____________________________________________________________
3. Record the data.
Round One Bottle Laboratory 1 Bottle Laboratory 2
Begin Time ______________________________________________________________________
Time first percolates

into Section A____________________________________________________________________
Time stops draining

into Section A____________________________________________________________________
Measurement in Section A________________________________________________________
Round Two Bottle Laboratory 1 Bottle Laboratory 2___

Begin Time _____________________________________________________________________
Time first percolates

into Section A___________________________________________________________________
Time stops draining

into Section A___________________________________________________________________
Measurement in Section A__________________________________________________________
4. Write your conclusion___________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
119
LESSON TITLE: The Great Percolation Race
The purpose of this lesson was to ___________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
The method we used was to _________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
I learned ___________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
The information I learned can be applied to __________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
120
WHAT I DID: The Great Percolation Race________ HOW WELL I DID IT

Performance 1 2 3 4
1. Participated in class Minimal Partial Full Excellent

discussions. participation participation participation participation
___________________________________________________________________________
2. Followed instructions for Minimal Completed Completed Completed

making the Bottle effort with without with added
Laboratories. reminders reminders initiatives
___________________________________________________________________________
3. Followed instructions for Minimal Completed Completed Completed

setting up and completing effort with without with added
the race. reminders reminders initiatives
___________________________________________________________________________
4. Completed the student Minimal Completed Completed Completed

sheet “Tracing the Carbon effort with without with added
Cycles” according to reminders reminders details
instructions.
___________________________________________________________________________
5. Participated in reflection No 1 response 1 response 2 or more

on the lesson. response with without responses
prompting prompting
___________________________________________________________________________
6.
___________________________________________________________________________
7.
___________________________________________________________________________
121
Environmental Issues Glossary
Glossary
amendment: additive (such as compost added to soil)

amphibian: a cold-blooded animal that lives part of its life in water and part of
it on land
aqueous system: interdependent parts forming a whole ecology of a body of
water
aquifer: porous layers of underground gravel or sand that serve as passages for
groundwater flow
biodiversity: diversity of living organisms
bird: a warm-blooded animal with feathers
canopy: the highest spreading branches of a tree
compost: a mixture of decayed or partially decayed organic material
coniferous forest: includes such trees as pine, spruce, fir, cedar, cypress and
hemlock – with or without understory
conifers: trees that bear cones
data: factual information (the word is plural, for example “data are”)
deciduous forest: includes such trees as maple, oak, and hickory – with or
without understory – with a tall canopy
deciduous: plants that shed their leaves in the fall or winter season
decomposer: a microorganism that feeds on once-living plants or animals
desert: dry communities of plants and animals, often referred to as arid or
semi-arid lands
domesticated: adapted to live with or for the advantage of humans
dominant: the controlling plant that determines what other organisms are
present
ecosystem: a biological community of flora (plants) and fauna (animal life)
existing in a setting of nonliving soil, rocks, and water
essential elements: nutrients, such as carbon, nitrogen, phosphorus, and
potassium, needed for the growth of plants
eutrophication: the process by which a body of water becomes enriched in
dissolved nutrients that stimulate the growth of aquatic plant life, usually
resulting in the depletion of dissolved oxygen.
freshwater wetland: communities of living things with water near or above the
soil surface for a part of the year, dominated by aquatic plants below the water
and shrubs or trees emerging above the water.
grassland, prairie, and meadow: open communities of plants and animals,
dominated by grasses and/or perennial herbaceous plants
122
groundwater: water within the earth that supplies wells and springs
habitat: for animals-the arrangement of food, water, shelter or cover, and space
suitable to an animal’s needs for plants-the arrangement of nutrients, water,
space, and soil suitable to a plant’s needs
herbaceous: plants die back in the winter
humus: the organic portion of soil, which comes from the partial decomposition
of plant material
hydrologic cycle: the exchange of water between Earth and its atmosphere as
a result of evaporation and condensation
irrigate: to water
irrigation system: means of watering a large area
mammal: a warm-blooded animal that breather air, has hair, and produces
milk for its offspring
microbe: a microorganism visible only under magnification
microbial: adjective of microbe, a microorganism
nonpoint source pollution: water that contains such pollutants as soil or
chemicals carried by rainwater from any place on the land, rather than from
one specific point
nutrients: nourishment for plants (such as carbon, nitrogen, and other
essential elements)
percolate: to move through a substance
perennial: the tops of plants may die back in the winter, but appear again in
the spring
pesticide: a chemical used to kill an organism (e.g., microbe, plant, insect, or
animal) considered to be a pe st (i.e., one that causes loss, inconvenience, health
hazard, or other perceived problem)
photosynthesis: the process by which a green plant manufactures simple
sugars in the presence of sunlight, carbon dioxide, and water
producer: a chlorophyll-containing plant
reptile: a cold-blooded animal with scales or plates
respiration: the act of breathing
saltwater wetland: low-lying meadows, frequently covered by tidewater or
saturated by floodwater that drains from higher land
sampling: the process of randomly selecting a small part to represent the whole
soil structure: the arrangement of soil particles
species: a classification of plants or animals
stream: seasonal and shallow or year-round flow of water, which supports
aquatic plants and animal life
123
toxic: containing poison and posing a substantial threat to human health

and/or the environment
understory: the collection of shrubs, young trees, and herbaceous plants under
the canopy of trees
waste stream: all of the waste generated in the processes of production, use,
and disposal of goods
yard waste: organic material from the grass clippings, dead leaves, or cut twigs
124
Environmental Issues References
References
Audubon International. (2000). Environmental management & certification handbook

(Draft). New York: Author.
Center for Mathematics, Science, and Environmental Education, Western Kentucky
University. (1992). Waste: A hidden resource in Kentucky. Bowling Green, KY:
Kentucky Department of Environmental Protection and Kentucky Science &
Technology Council.
Colten, L., Roberts, K., Martin, J., Rome, D., Hill, D., Wilson, T., Jacquot, R. (1993).
Watersheds: Whose water is it? Lexington, KY: Kentucky-Ecuador Partners.
Dodson, R. G. (2000). Managing wildlife habitat on golf courses. Chelsea, MI: Ann
Arbor Press.
Golf & the Environment Consortium. (2000). Golf & the environment: Environmental
principles for golf courses in the United States. Salt Lake City, UT: Center for
Resource Management.
Ingram, M. (1993) Bottle biology. Dubuque, IA: Kendall/Hunt.
Hughes, L., Schneider, R., & Martin, J. A. (1994). Agriculture and the environment:
Using biowaste as a resource. Bowling Green, KY: U.S. Department of Agriculture
and Kentucky Regional Consortium for Curriculum Enhancement in Agriculture.
Kupchella, C. E., & Hyland, M. C. (1986). Environmental science: Living within the
system of nature. Boston, MA: Allyn and Bacon.
Linden, E. (2000, April–May). Condition critical. Time. p. 19.
Martin, J.A., Wilson, T.L., Martin, J.M. (2000). A teacher’s guide to biodiversity: Middle
school science in Kentucky. Frankfort, KY: Kentucky Biodiversity Council and
Kentucky Environmental Education Council.
National Academy of Sciences. (1996). National science education standards.
Washington, DC: National Academy Press.
Professional Lawn Care Association of America (PLCAA) Education and Research
Foundation. (1989) The value of turf for today and the future (video). Marietta, GA:
Corporate Video.
Terman, M. (2000, February). Enhancing wildlife: Sharing your course with nature’s
citizens. In G. Hamilton, Jr. (Chair). Science for the golf course: Making your job
easier. Conference and show of the Golf Course Superintendents Association of
America., New Orleans.
Western Regional Environmental Education Council. (1993). Project WILD activity
guide. Bethesda, MD: Author.
Wilson, E. O. (2000, April–May). Vanishing before our eyes. Time. pp. 29–34.
125
Environmental Issues Appendices
Appendices Related to Environmental Issues
A. The Environmental Principles—Relevant to these lessons
B. Audubon Cooperative Sanctuary Program for Schools
C. Resources: People
• State Agencies
• Cooperative Extension Service
• U.S. Fish & Wildlife Service Regional Offices
• Environmental Protection Agency Regional Offices
• Professional Organizations
D. Resources: Publications
• Field Guides
• Plant Identification Keys
• Books
• Videos
E. Laws, Regulations, Executive Orders, and Federal Funding Sources
F. A Scoring Rubric: Blank Page 2
126
Environmental Issues Appendix A
Appendix A. The Environmental Principles
From: Golf & the Environment Consortium. (2000). Golf & the environment:
Environmental principles for golf courses in the United States. Salt Lake City, UT:
Center for Resource Management.
* The following are excerpts from the publication cited above, which relate to the
lessons of this guide. Access the complete listing of The Environmental Principles
at http://www.gcsaa.org/resource/environ/envirprin.html
The Environmental Principles are to be used as a guide:
• To enhance local communities ecologically and economically.
• To develop environmentally responsible golf courses that are economically viable.
• To offer and protect habitat for wildlife and plant species.
• To recognize that every golf course must be developed and managed with
consideration for the unique conditions of the ecosystem of which it is a part.
• To, provide important greenspace benefits.
• To use natural resources efficiently.
• To respe ct adjacent land use when planning, constructing, maintaining and
operating golf courses.
• To create desirable playing conditions through practices that preserve
environmental quality.
• To support ongoing research to scientifically establish new and better ways to
develop and manage golf courses in harmony with the environment.
• To document outstanding development and management practices to promote
more widespread implementation of environmentally sound golf.
• To educate golfers and potential developers about the principles of environmental
responsibility and to promote the understanding that environmentally sound golf
courses are quality golf courses.
A. Planning and siting [locating the site for recreational development]

1. Developers, designers and others involved in golf course [or other recreational
area] development are encouraged to work closely with local community groups
and regulatory/permitting bodies during planning and siting and throughout
the development process. For every site, there will be local environmental issues
and conditions that need to be addressed.
2. Site selection is a critical determinant of the environmental impact of golf
courses. A thorough analysis of the site or sites under consideration should be
completed to evaluate environmental suitability. It is very important to involve
127
both the designer and a team of qualified golf and environmental professionals
in this process.
3. Based on the site analysis and/or regulatory review process, it may be
determined that some sites are of such environmental value or sensitivity that
they should be avoided. Other less environmentally sensitive or valuable sites
may be more suitable or even improved by the development of a golf course if
careful design and construction are used to avoid or mitigate environmental
impacts.
4. The presence and extent of some types of sensitive environments may render a
site unsuitable or, in some cases, less suitable for golf course development.
Examples include, but are not limited to, wetlands habitat for threatened or
endangered plant or animal species and sensitive aquatic habitats.
5. There may be opportunities to restore or enhance environmentally sensitive
areas through golf course development by establishing buffer zones or by
setting unmaintained or low-maintenance areas aside within the site.
6. Golf course development can be an excellent means of restoring or
rehabilitating previously degraded sites (e.g., landfills, quarries and mines). Golf
courses are also excellent treatment systems for effluent water, and use of
effluent irrigation is encouraged when it is available, economically feasible, and
agronomically and environmentally acceptable.
B. Design
1. When designing a golf course [or other public or private site], it is important to
identify existing ecosystems. Utilizing what nature has provided is both
environmentally and economically wise. Emphasizing the existing
characteristics of the site can help retain natural resources, allow for efficient
maintenance of the course and will likely reduce permitting and site
development costs.
2. A site analysis and feasibility study should be conducted by experienced
professionals. The identification of environmentally sensitive areas and other
natural resources is important so that a design can be achieved that carefully
balances environmental factors, playability and aesthetics.
3. Cooperative planning and informational sessions with community
representatives, environmental groups and regulatory agencies should be pail of
the initial design phase. Early input from these groups is very important to the
development and approval process. This dialogue and exchange of information
should continue even after the course is completed.
4. Native and/or naturalized vegetation should be retained or replanted when
appropriate in areas that are not in play. In playing areas, designers should
select grasses that are best adapted to the local environmental conditions to
provide the necessary characteristics of playability yet permit the use of
environmentally sustainable maintenance techniques.
5. Emphasis should be placed upon the design of irrigation, drainage and
retention systems that provide for efficient use of water and the protection of
128
water quality. Drainage and stormwater retention systems should, when

possible, be incorporated in the design as features of the course to help provide
for both the short and long term irrigation needs of the maintained turf and the
unmaintained areas of the course.
6. Water reuse strategies for irrigation should be utilized when economically
feasible and environmentally and agronomically acceptable. It is important that
recycled water meets applicable health and environmental standards and that
special consideration be given to water quality issues and adequate buffer
zones. Water reuse may not be feasible on some sites that drain into high
quality wetlands or sensitive surface waters. Suitable soils, climatic conditions,
groundwater hydrology, vegetative cover, adequate storage for treated effluent
and other factors will all influence the feasibility of water reuse.
7. Buffer zones or other protective measures should be maintained and/or
created, if appropriate, to protect high quality surface water resources or
environmentally sensitive areas. The design and placement of buffer zones will
vary based on the water quality classifications of the surface waters being
incorporated into the course. Regulatory agencies and environmental groups
can assist in the planning of buffer zones.
8. Design the course with sustainable maintenance in mind. The design should
incorporate integrated plant management and resource conservation strategies
that are environmentally responsible, efficient, and cost effective. Integrated
plant management includes integrated pest management and emphasizes plant
nutrition and overall plant health.
9. The design of the course should enhance and protect special environmental
resource areas and when present, improve or revive previously degraded areas
within the site through the use of plants that are well adapt ed to the region.
Seek opportunities to create and/or preserve habitat areas that enhance the
area’s ecosystem.
C. Construction *
1. N/A
2. Develop and implement strategies to effectively control sediment, minimize the
loss of topsoil, protect water resources, and reduce disruption to wildlife, plant
species, and designated environmental resource areas.
D. Maintenance
Plant protection and nutrition
1. Employ the principles of integrated plant management (IPM), a system that
relies on a combination of common sense practices of preventing and
controlling pests (e.g., weeds, diseases, insects) in which monitoring is utilized
to identify pests, damage thresholds are considered, all possible management
options are evaluated and selected control(s) are implemented. IPM involves a
series of steps in the decision-making process:
129
a. Through regular monitoring and record keeping, identify the pest problem,
analyze the conditions causing it, and determine the damage threshold level
below which the pest can be tolerated.
b. Devise ways to change conditions to prevent or discourage recurrence of the
problem. Examples include: utilizing improved (e.g., drought resistant, pest
resistant) turfgrass varieties, modifying microclimate conditions, or changing
cultural practice management programs.
c. If damage thresholds are met, select the combination of control strategies to
suppress the pest populations with minimal environmental impact, to avoid
surpassing threshold limits. Control measures include biological, cultural,
physical, mechanical, and chemical methods. Biological control methods
must be environmentally sound and should be properly screened and tested
before implementation.
Non-chemical control measures should focus on practices such as the
introduction of natural pest enemies (e.g., parasites and predators), utilizing
syringing techniques, improving air movement, soil aerification techniques,
and mechanical traps. The selection of chemical control strategies should be
utilized only when other strategies are inadequate.
When chemical and nutrient products need to be applied, the following
practices should be utilized
2. Always read and follow label directions when using any plant protectant
products. Strive to treat problems at the proper time and under the proper
conditions to maximize effectiveness with minimal environmental impact. Spot
treatments may provide early, effective control of problems before damage
thresholds are reached.
3. Store and handle all pest control and nutrient products in a manner that
minimizes worker exposure and/or the potential for point or non-point source
pollution. Employ proper chemical storage practices and use suitable personal
protective equipment and handling techniques.
4. Use nutrient products and practices that reduce the potential for contamination
of ground and surface water. Strategies include: use of slow-release fertilizers,
selected organic products, and/or fertigation.
5. Test and monitor soil conditions regularly and modify practices accordingly.
Choose nutrient products and time applications to meet, not exceed, the needs
of the turfgrass.
6. All plant protectant [something that protects] products should only be applied
by or under the supervision of a trained, licensed applicator or as dictated by
law.
7. Maintain excellence in the continuing education of applicators (including state
licensing, professional association training and IPM certification). Training for a
non-English speaking applicator should be provided in the worker’s native
language.
8. Facilities should inform golfers and guests about golf course chemical
applications. Common methods include permanent signs on the first and tenth
tee boxes and/or notices posted in golf shops and locker rooms.
130
Water usage
1. Use native, naturalized or specialized drought-tolerant plant materials wherever
possible. For areas in play (greens, tees and fairways), use plant materials that
are well adapted to local environmental conditions; can be efficiently managed;
and provide the desired playing characteristics.
2. Plan irrigation patterns and/or program irrigation control systems to meet the
needs of the plant materials in order to minimize over watering. When feasible,
use modem irrigation technologies that provide highly efficient water usage.
Inspect systems regularly for leaks and monitor water usage.
3. Water at appropriate times to minimize evaporation and reduce the potential for
disease.
4. Consider converting to effluent irrigation systems when available, economically
feasible, and agronomically and environmentally acceptable.
5. Manage water use effectively to prevent unnecessary depletion of local water
resources.
Waste management
1. Leave grass clippings and other organic materials in place whenever
agronomically possible. If clippings are removed, compost and, if possible,
recycle them.
2. Dispose of chemical rinsate [that which has been diluted in the rinsing of
equipment] in a manner that will not increase the potential for point or
nonpoint source pollution. Methods include rinsate recycling or “spraying out”
diluted compound in previously untreated areas.
3. Dispose of chemical packaging according to label directions (e.g., triple rinsing,
recycling or returning to manufacturer).
4. Other waste products, such as used motor oil, electric batteries and unused
solvents, should be recycled or disposed of according to the law and available
community disposal techniques.
5. Seek to reduce waste by purchasing products that minimize unnecessary
packaging.
Wildlife management
1. Habitat for wildlife species that help control pests (e.g., bats, bluebirds, purple
martins, etc.) should be protected. Additional habitat for these beneficial
species should be created whenever feasible and environmentally desirable.
2. Manage habitat to maintain healthy populations of wildlife and aquatic species.
3. Species such as skunks, nonmigratory Canada geese, and deer, when they
become damaging, should be managed through nonharmful means whenever
possible. Nonharmful control methods could include dogs, noisemakers,
repellents, as well as trapping and removal. Managed hunting may be
appropriate where legal and safe.
131
Environmental Issues Appendix B
Appendix B. Audubon Cooperative Sanctuary

Program for Schools
The Audubon Cooperative Sanctuary System was founded on the belief that if we all
work toward conservation and habitat enhancement on our own properties, in our
schools, and where we work and play, we can create a national and an international
system of wildlife habitat and environmental conservation. The mission of the
Audubon Cooperative Sanctuary System is to educate people about environmental
stewardship and motivate them to take action, to enhance and protect wildlife and
their habitats, and conserve natural resources. The Audubon Cooperative Sanctuary
System is a nationwide membership network comprised of four programs: Individuals,
Businesses, Golf Courses, and Schools.
The Audubon Cooperative Sanctuary Program for Schools promotes environmental
education and personal action through a dynamic, hands-on approach to
environmental studies. Students not only learn about nature, wildlife, water, and
waste, they also have the opportunity to work on habitat enhancement and
conservation projects right in the classroom and on the school grounds.
By taking action to implement indoor and outdoor conservation projects, students
build a lasting relationship with the environment. Working with each other and with
community members on sanctuary projects also empowers students with the
knowledge that their actions do make a difference. There are many wildlife and
conservation projects that are simple and fun to do. You and your students can learn
how to:
• Develop an outdoor classroom with learning stations and wildlife viewing areas.
• Naturalize part of your school grounds to attract wildlife.
• Mount and monitor nest boxes to increase the population of cavity nesting
songbirds.
• Record natural history observations in an “Earth Journal.”
• Create a bird feeding station and document seasonal activity.
• Design a nature trail for a hands-on science education.
• Set up a school-wide recycling program.
• Investigate energy and water use and adopt conservation measures at schools.
Any elementary, middle, or high school—public or private—can become a member of
the Audubon Program. School-wide activity is encouraged and each grade level and
class has unique responsibilities. For more information, log-on to
http://www.audubonintl.org .
132
Environmental Issues Appendix C
Appendix C. Resources: People
STATE AGENCIES
State government agencies, such as Fish & Wildlife, Conservation, and Natural
Resources—some in partnership with universities—can provide contacts in your
region as well as literature regarding environmental issues and topics. From: Dodson,
R. G, (2000). Managing wildlife habitat on golf courses. Chelsea, MI: Ann Arbor Press.
ALABAMA
Alabama Cooperative Fish & Wildlife Research Unit, Auburn University
334/844-4796
Alabama Department of Conservation & Natural Resources
334/242-3486
ALASKA
Alaska Cooperative Fish & Wildlife Research Unit, University of Alaska-Fairbanks
907/474-7661
Department of Environmental Conservation, Juneau
907/465-5000
Department of Natural Resources, Juneau
907/465—2400
ARIZONA
Arizona Cooperative Fish & Wildlife Research Unit, University of Arizona, Tucson
520/621-1959
Arizona Game & Fish Department, Phoenix
602/942-3000
ARKANSAS
Arkansas Cooperative Research Unit, University of Arkansas, Fayetteville
501/575-6709
CALIFORNIA
Department of Conservation, Sacramento
916/322-1080
Department of Fish & Game, Sacramento
916/653-7664
COLORADO
Colorado Cooperative Fish & Wildlife, Colorado State University, Ft. Collins
133
907/491-5396
Department of Natural Resources, Denver
303/866-3311
CONNECTICUT
University of Connecticut Cooperative Extension, Storrs
203/486-2840
DELAWARE
Department of Natural Resources & Environmental Control, Dover
302/739-4506
FLORIDA
Florida Cooperative Fish & Wildlife Research Unit, Univ. of Florida, Gainesville
904/392-1861
GEORGIA
Department of Natural Resources, Social Circle
404/918-6401
Georgia Cooperative Fish & Wildlife Research Unit, Warnell School of Forest
Resources, Athens
707/546-2234
HAWAII
Department of Land & Natural Resources, Honolulu
808/587-0400
Hawaii Cooperative Fishery Research Unit, Honolulu
808/956-8350
IDAHO
Fish & Game Department, Boise
208/334-2114
Idaho Cooperative Fish& Wildlife Research Unit, University of Idaho, Moscow
208/885-6336
ILLINOIS
Illinois Department of Natural Resources, Springfield
217/785-0067
INDIANA
Indiana Department of Natural Resources, Indianapolis
317/232-4200
IOWA
134
Department of Natural Resources, Des Moines

515/281-5145
Iowa Cooperative Fish & Wildlife Research Unit, Iowa State University, Ames
515/294-3056
KANSAS
Kansas Department of Wildlife & Parks, Topeka
913/296-2281
KENTUCKY
Department of Fish & Wildlife Resources, Frankfort
502/564-6508
LOUISIANA
Louisiana Department of Wildlife & Fisheries, Baton Rouge
504/765-2800
LA Cooperative Fish & Wildlife Research Unit, LA State University, Baton Rouge
504/388-4179
Grambling Cooperative Wildlife Research Project, Grambling State University,
Grambling
318/274-2499
MAINE
Department of Inland Fisheries & Wildlife, Augusta
207/287-2766
Maine Cooperative Fish & Wildlife Research Unit, University of Maine, Orono
207/581-2901
MARYLAND
Maryland Department of Natural Resources, Annapolis
410/974-3105
Maryland Cooperative Fish & Wildlife Research Unit, University of Maryland, Princess
Anne
410/651-7663
MASSACHUSETTS
Office of Environmental Affairs, Boston
617/727-3155
Massachusetts Cooperative Fish & Wildlife Research Unit, University of
Massachusetts, Amherst
413/545-0080
135
MICHIGAN
Department of Natural Resources, Lansing
517/335-4623
MINNESOTA
Department of Natural Resources, St. Paul
612/297-4946
Minnesota Cooperative Fish & Wildlife Research Unit, University of Minnesota, St.
Paul
612/624-3421
MISSISSIPPI
Department of Wildlife, Fisheries, & Parks; Jackson
601/362-9212
Mississippi Cooperative Fish & Wildlife Research Unit, Mississippi State University,
Mississippi State
601/325-2643
MISSOURI
Missouri Cooperative Fish & Wildlife Research, University of Missouri, Columbia
573/882-3634
Department of Natural Resources
314/751-4422
MONTANA
Department of Natural Resources & Conservation, Helena
406/444-2074
Montana Cooperative Fishery Research Unit, Montana State University, Bozeman
406/994-4549
Montana Cooperative Wildlife Research Unit, University of Montana, Missoula
406/243-5372
NEBRASKA
Nebraska Natural Resources Commission, Lincoln
402/471-2081
NEVADA
Department of Conservation & Natural Resources
702/687-4360
NEW HAMPSHIRE
Fish & Game Department
136
603/271-3503
NEW JERSEY
Department of Environment Protection
609/292-2965
NEW MEXICO
Energy, Minerals, & Natural Resources Department, Santa Fe
505/827-5950
NEW YORK
Department of Environmental Conservation, Albany
518/457-5690
NORTH CAROLINA
Wildlife Resources Commission, Raleigh
919/733-3391
Cooperative Fish & Wildlife Research Unit, North Carolina State Univ., Raleigh
919/515-2631
NORTH DAKOTA
Institute for Ecological Studies, University of North Dakota, Grand Forks
701/777-4215
State Game & Fish Department, Bismarck
701/328-6300
OHIO
Department of Natural Resources, Columbus
614/265-6565
Ohio Cooperative Fish & Wildlife Research Unit, The Ohio State Univ., Columbus
1735 Neil Ave., 43210-1293
OKLAHOMA
Department of Wildlife Conservation, Oklahoma City
405/521-3851
Oklahoma Cooperative Fish & Wildlife Research Unit, Oklahoma State University,
Stillwater, 74078-0611
OREGON
Department of Fish & Wildlife, Portland
503/229-5
Oregon Cooperative Fish & Wildlife Research Unit, Oregon State Univ., Corvallis
541/737-1938
137
PENNSYLVANIA
Department of Environmental Resources, Harrisburg
717/783-2300
Pennsylvania Cooperative Fish & Wildlife Research Unit, Pennsylvania State
University, University Park, 16802-1100
RHODE ISLAND
Department of Environmental Management, Providence
401/277-2080
SOUTH CAROLINA
Department of Natural Resources, Columbia
803/734-3888
South Carolina Cooperative Fish & Wildlife Research Unit, Clemson University,
Clemson
803/656-0168
SOUTH DAKOTA
Department of Environment & Natural Resources, Pierre
605/773-3151
South Dakota Cooperative Fish & Wildlife Research Unit, South Dakota State
University, Brookings
605/688-6121
TENNESSEE
Department of Environment & Conservation, Nashville
615/532-0109
Wildlife Resources Agency, Nashville
615/781-6500
Tennessee Cooperative Fishery Research Unit, Tennessee Tech Univ., Cookesville
615/372-3032
TEXAS
Parks & Wildlife Department, Austin
512/389-4800
Texas Cooperative Fish & Wildlife Research Unit, Texas Tech University, Lubbock
806/742-2851
UTAH
State Department of Natural Resources, Salt Lake City
801/538-7200
138
Utah Cooperative Fish & Wildlife Research Unit, Utah State University, Logan
801/797-2509
VERMONT
Agency of Natural Resources, Waterbury
802/241-3600
Vermont Cooperative Fish & Wildlife Research Unit, University of Vermont, Burlington
802/656-3011
VIRGINIA
Department of Game & Inland Fisheries, Richmond
804/367-1000
Virginia Cooperative Fish & Wildlife Research Unit, Virginia Polytechnic Institute &
State University, Blacksburg
540/231-5927
WASHINGTON
Department of Fish & Wildlife, Olympia
360/902-2200
Department of Natural Resources, Olympia
360/902-1000
Washington Cooperative Fish & Wildlife Research Unit, University of Washington,
Seattle
206/543-6475
WEST VIRGINIA
Division of Natural Resources, Charleston
304/558-2754
West Virginia Cooperative Fish & Wildlife Research Unit, West Virginia University,
Morgantown
304/293-3794
WISCONSIN
Department of Natural Resources, Madison
608/266-2621
Wisconsin Cooperative Wildlife Research Unit, University of Wisconsin, Madison
608/263-4519
Wisconsin Cooperative Fishery Research Unit, University of Wisconsin, Stevens Point
715/346-2178
WYOMING
139
Game & Fish Department, Cheyenne

307/777-4600
Wyoming Cooperative Fish & Wildlife Research Unit, University of Wyoming, Laramie
307/766-5415
COOPERATIVE EXTENSION SERVICE

Contact your county office for fact sheets on topics related to turf and landscape
management. Or, access your state office telephone number through the website:
http://farmboys.com/resources/ext_serv/ext_serv.htm.
U.S. FISH & WILDLIFE SERVICE REGIONAL OFFICES

This agency serves to protect and conserve wildlife resources—both game and
nongame species. The Service is divided into seven regions to provide information and
technical assistance about habit needs of wildlife in your area , as well as the native
plants needed to support them. For lots of information, access the website for the Fish
& Wildlife Service at http://www.fws.gov .
REGION 1: Portland, OR 503/231-6118
California, Hawaii, Idaho, Nevada, Oregon, Washington and the Pacific
Islands
REGION 2: Albuquerque, NM 505/248-6282
Arizona, New Mexico, Oklahoma, and Texas
REGION 3: Fort Snelling, MN 612/725-3563
Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, and
Wisconsin
REGION 4: Atlanta, GA 404/679-4000
Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi,
North Carolina, South Carolina, Tennessee, and the territories of Puerto
Rico and the U.S. Virgin Islands
REGION 5: Hadley, MA 413/253-8300
Connecticut, Delaware, Maine, Maryland, Massachusetts, New
Hampshire, New Jersey, New York, Pennsylvania, Rhode Island,
Vermont, Virginia, and West Virginia
REGION 6: Denver, CO 303/236-7920
Colorado, Kansas, Montana, Nebraska, North Dakota, South Dakota,
Utah, and Wyoming
REGION 7: Anchorage, AK 907/786-3542
Alaska
140
ENVIRONMENTAL PROTECTION AGENCY (EPA) REGIONAL OFFICES

Functions of the EPA include setting and enforcing environmental standards;
conducting research on the causes, effects, and control of environmental problems;
and assisting states and local governments. There are 10 geographical regions. For
lots of information, access the website at http://www.epa.gov .
REGION 1: Boston, MA 617/565-3400
Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and
Vermont
REGION 2: New York, NY 212/637-5000
New Jersey, New York, and the territories of Puerto Rico and the U.S.
Virgin Islands
REGION 3: Philadelphia, PA 215/597-9814
Delaware, Maryland, Pennsylvania, Virginia, West Virginia and the
District of Columbia
REGION 4: Atlanta, GA 404/347-4728
Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South
Carolina, and Tennessee
REGION 5: Chicago, IL 312/886-3000
Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin
REGION 6: Dallas, TX 214/665-2100
Arkansas, Louisiana, New Mexico, Oklahoma, and Texas
REGION 7: Kansas City, KS 913/551-7006
Iowa, Kansas, Missouri, and Nebraska
REGION 8: Denver, CO 303/293-1616
Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming
REGION 9: San Francisco, CA 415/744-1001
Arizona, California, Hawaii, Nevada and the territories of Guam and
American Samoa
REGION 10: Seattle, WA 206/553-1234
Alaska, Idaho, Oregon, and Washington
PROFESSIONAL ORGANIZATIONS
Professional organizations can provide support, education, and additional resources
regarding environmental issues.
141
Audubon International
46 Rarick Road
Selkirk, NY 12158
518/767-9051
http://www.audubonintl.org
This is a not-for-profit environmental organization dedicated to sustainable
resource management and environmental conservation through education,
research, and public involvement. The organization promotes ecologically sound
land management, habitat restoration, and natural resource conservation. See the
Introduction and Appendix B for information about the Audubon Cooperative
Sanctuary Programs for Schools.
Golf Course Superintendents Association of America

1421 Research Park Drive
Lawrence, KS 66049
800/472/7878
http://www.gcsaa.org
GCSAA is a professional association for the people who manage and maintain golf
courses. Services include scholarships for students planning careers in golf course
management or turf grass science. Website links include Golf Courses and the
Environment, Green Waste Recycling, Recycling, Water Conservation, and Facts
About Golf Course Pesticides.
Information booklets include the following:
Golf and the Environment
A 20-page technical summary describing the environmental benefits of turf
grasses.
PG1644 $3.00 each: 20+ copies, $2.00 each.
Golf Courses Benefit People and Wildlife
A quick overview of the environmental benefits of turf grasses.
PG1643 No Charge; 25+ copies, $.50 each.
Golf and Wildlife
A 20-page research summary highlighting the interactions between golf courses
and wildlife.
PG1642 $3.00 each: 20+ copies, $2.00 each.
National Fish & Wildlife Foundation

National Office
1120 Connecticut Ave., NW, Suite 900
142
Washington, DC 20036
202/857-0162
http://www.nfwf.org
The National Fish and Wildlife Foundation is a nonprofit charitable organization
dedicated to the conservation and management of fish, wildlife, and plant
resources, and the habitats on which they depend. Among its goals are species
conservation, habitat protection, environmental education, natural resources
management, habitat and ecosystem rehabilitation and restoration
Regional Offices
Intermountain West Region (CO, MT, UT, WY) Pacific Northwest Region (AK, ID, OR, WA)
National Fish and Wildlife Foundation National Fish and Wildlife Foundation
1120 Connecticut Avenue, NW, Suite 900 1120 Connecticut Avenue, NW, Suite 900
Washington, DC 20036 Washington, DC 20036
202-857-0166, Fax 202-857-0162 503-702-0245
Directors: Tom Kelsch and Whitney Tilt Director: Krystyna Wolniakowski
Southeast Region Office
Mid-Atlantic Region (DE, DC, MD, PA, VA, WV)
(AL, FL, GA, KY, NC, SC, TN)
National Fish and Wildlife Foundation
1120 Connecticut Avenue, NW, Suite 900
1875 Century Boulevard, Suite 200
Atlanta, GA 30345
202-857-0166, Fax 202-857-0162
404-679-7099, Fax 404-679-7141
Director: Gary Kania
Director: Peter Stangel, Ph.D.
Midwest/Mississippi River Valley Region Southwest Region Office
(AR, IA, IN, IL, KS, LA, MI, MN,
(AZ, CA, HI, NM, NV)
MO, MS, NE, ND, OH, SD, WI)
28 2nd Street, 6th Floor
1120 Connecticut Avenue, NW, Suite 900
San Francisco, CA 94105
415-778-0999, Fax 415-778-0998
202-857-0166, Fax 202-857-0162
Director: Eric Hammerling
Director: Moira McDonald
Northeast Region Offices Texas-Oklahoma Region Office

(CT, ME, MA, NH, NJ, NY, RI, VT) National Fish and Wildlife Foundation
National Fish and Wildlife Foundation 3838 Oak Lawn Avenue, Suite 1112
1120 Connecticut Avenue, NW, Suite 900 Dallas, TX 75219
Washington, DC 20036 214-219-1432, Fax 214-219-1445
202-857-0166, Fax 202-857-0162 Development Assistant: Jennifer Murphy
Director: Cinda Jones
Professional Lawn Care Association of America

1000 Johnson Ferry Road, NE
Suite C-135
Marietta, GA 30068-2112
800/458-3466
143
http://www.plcaa.org
This organization represents lawn and landscape companies, industry suppliers,
and grounds managers. Members produce educational materials, including
research findings, videos, and books. The organization can identify a local member
who can meet with your students.
United States Golf Association

P.O. Box 708
Far Hills, NJ 07931
908/234-2300
http://www.usga.org/green/
This organization supports research and has developed a cooperative program with
the National Fish and Wildlife Foundation—Wildlife Links. The program funds
innovative research, management, and education projects that will help golf
courses become an important part of the conservation landscape. The objectives of
Wildlife Links are to:
1. Facilitate research on wildlife issues of importance to the golf industry;
2. Provide scientifically-credible information on wildlife management to the golf
industry;
3. Deve lop wildlife conservation education materials for the golf industry and
golfers; and
4. Implement wildlife monitoring programs that will improve management of golf
courses.
144
Environmental Issues Appendix D
Appendix D. Resources: References
Field Guides
Field guides identify plants, trees and shrubs, birds, mammals, reptiles and
amphibians, wildflowers, and insects:
American Bird Conservancy: All the Birds of North America
Audubon Society Field Guides
Golden Field Guides
National Geographic Society Field Guides
Peterson Field Guides
Stokes Field Guides
Plant Identification Keys

Keys lead to the identification of plants by leaf, winter twig, and flower.
Watts, M. T. (1991). Tree finder. Rochester, NY: Nature Study Guild.
A small field manual for the identification of trees by their leaves.
Watts, M. T., & Watts, T. (1970). Winter tree finder. Rochester, NY: Nature Study Guild.
A small field guide for identifying deciduous trees in winter.
Watts, M. T. (1970). Flower finder. Rochester, NY: Nature Study Guild.
A small field guide to the identification of spring wild flowers and flower families.
Books
Dodson, R. G. (2000). Managing wildlife habitat on golf courses. Chelsea, MI: Ann
Arbor Press. (ISBN 1-57504-028-X)
This book provides a practical framework for environmentally sensitive land
management practices. It has been a major reference for the content used in these
lessons.
Harker, D. S., Evans, S., Evans, M., & Harker, K. (1993). Landscape restoration
handbook. Boca Raton, FL. Lewis Publishers. (ISBN 0-87371-952-2)
A comprehensive listing of plant communities for ecosystems in different regions of
the country.
145
Environmental Issues Appendix D
Video
Professional Lawn Care Association of America Education and Research Foundation.
(1989). The value of turf for today and the future (11 min.). Marietta, GA: Corporate
Video.
A report on research completed at several universities regarding the impact of
fertilizer and pesticides on turf. Includes Best Management Practices for prevention
of water pollution from runoff and leachate.
146
Environmental Issues Appendix E
Appendix E. Laws, Regulations, Executive Orders,

and Federal Funding Sources
Accessible at http://www.epa.gov
Environment
National Environmental Policy Act of 1969
Establishes policy, sets goals, and provides means for carrying out the policy.
Federal Insecticide, Fungicide, and Rodenticide Act, 1972
The Resource Conservation and Recovery Act, 1976
Wildlife and Habitat

Endangered Species Act, 1973
Provides a program for the conservation of threatened and endangered plants and
animals and the habitats in which they are found.
Fish and Wildlife Act of 1956 and Fish and Wildlife Conservation Act
Partners for Fish and Wildlife Habitat Restoration Program provides technical and
financial assistance to private landowners interested in voluntarily restoring or
otherwise improving native habitats for fish and wildlife on their lands.
Migratory Bird Treaty Act and Migratory Bird Conservation Act
Wildlife Restoration Act
Provides funding to states for land or water adaptable as feeding, resting, or
breading places for wildlife.
Water
Safe Drinking Water Act Amendments of 1986 and 1996
Several programs specifically address the protection of ground water since it serves
as a source of drinking water for 95% of the population in rural areas and
approximately half of the nation’s population.
Protection of Wetlands, Executive Order
The Clean Water Act, 1977
Waste
http://www.epa.gov/osw
147
Environmental Issues Appendix E
Office of Solid Waste addresses such issues as composting (including publications

on six uses and downloadable files on yard waste and grass clippings), landfilling,
disposal, and jobs through recycling.
Solid Waste Disposal Act as amended by the Hazardous and Solid Waste
Amendments of 1984
Acquisition, Recycling, and Waste Prevention, Executive Order
148
Environmental Issues Appendix F
Appendix F. A Scoring Rubric: Blank Page 2
WHAT I DID ______________________________ HOW WELL I DID IT_______________

Performance 1 2 3 4_____
1.
_________________________________________________________________________________
2.
_________________________________________________________________________________
3.
_________________________________________________________________________________
4.
_________________________________________________________________________________
5.
_________________________________________________________________________________
6.
_________________________________________________________________________________
149

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Unit II Environmental Issues: Waste Management Lesson 12

Lesson 12. What Goes Around Comes Around

magnification Science as Inquiry:

carbon dioxide, and water As a result of their

percolation of water through the soil, and/or it can Standards for

valuable resource. Understand

• Gather supplies. The composted plant material can be Develop a disposition

all possibilities. Lead the response to “An apple core in Standards 8:

container. An apple core in a compost pile becomes a --natural resources

• Design a simple compost project for the school. (See

STUDENT FACT SHEET Student____________________Date_______

THE CARBON CYCLE

A chlorophyll-containing green plant is called a producer because it produces food for

STUDENT SHEET Student____________________Date_______

TRACING THE CARBON CYCLES

1. Write the definitions.

A SCORING RUBRIC Name__________________________Date________

LESSON TITLE: What Goes Around Comes Around

The purpose of this lesson was to ____________________________________________

The method we used was to __________________________________________________

The information I learned can be applied to ___________________________________

1. Participated in class discussions. Minimal Partial Full Excellent

2. Completed the student sheet Minimal Completed Completed Completed

3. Participated in reflection on the No 1 response 1 re sponse 2 or

Lesson 13. Making the Most of It

essential elements: nutrients, such as carbon, Design and conduct

For each student --Human beings live

Ø chicken wire, wire fencing, or snow fencing Communicate the

Ø hammer and wire pliers for securing stakes and As a result of

For each student --nature of scientific

maintain it properly. With or without a structure, the Use visualization and

Principle: Extend their

STUDENT SHEET Name____________________________Date______

1. Write the definitions.

essential element: ________________________________________________________________

2. The basic construction of a compost pile is simple: alternate layers of organic

3. Gather the following supplies:

MICROBE CAFETERIA continued

4. Construct the compost site:

• Measure a circle 4 feet in diameter, and

• Use wire or plastic fasteners to fasten the

4’ Cylinder Compost Bin

• Sprinkle with water.

• Repeat the layering and sprinkling with

• Leave a dish-like impression in the top

A SCORING RUBRIC Name__________________________Date________

LESSON TITLE: Making the Most of It

The purpose of this lesson was to ____________________________________________

The method we used was to __________________________________________________

The information I learned can be applied to ___________________________________

WHAT I DID: Making the Most of It __ HOW WELL I DID IT

1. Participated in class Minimal Partial Full Excellent

2. Participated in site Minimal Partial Full Excellent

3. Completed the student sheets Minimal Completed Completed Completed

4. Participated in reflection on the No 1 response 1 response 2 or

Lesson 14. The Great Percolation Race

Materials Needed Communicate and

• four 2-liter plastic bottles Communicate the

B of columns Science in Personal

• local soil As a result of

• “A Scoring Rubric” (2 pages) Understand

• Gather supplies. The composted plant material can be Apply a variety of

STUDENT SHEET Group________________________Date_________

STUDENT FACT SHEET Student______________Date_

STUDENT SHEET Student______________Date_

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Name______________________Date

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Group________________Date_

STUDENT SHEET Group________________Date_

STUDENT SHEET Group________________Date_

A SCORING RUBRIC Name__________________Date

WHAT I DID ________________ HOW WELL I DID IT_