How to identify plastics

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IMPROVING THE ENVIRONMENT JUNIOR EDUCATION TOPICSPHOTOCOPIABLE 1 Photocopy or download from:SEE PAGE 7

How to identify plastics

Type Symbol Example Recyclable?

1 – PETFizzy drinks bottles, water bottles, mouthwash bottles

2 – HDPE Milk bottles, washing-up liquid bottles

3 – PVC Squash bottles, shampoo bottles

4 – LDPE Bread bags, frozen-food bags

5 – PP Margarine tubs

6 - PS Plastic cups and plates, yoghurt pots

7 – Other Tomato sauce bottles

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1. Do you know what composting is? Yes No Not sure

2. Do you already make compost at home? Yes No Not sure

3. What do you think can be put in a compost bin?

Yes No Not sureFruit and vegetable scraps Paper towels Weeds and garden cuttings Crisp packets Plastic bags Paper and cardboard Tin cans Grass clippings and leaves 4. Is making compost good for the environment?

Yes No Not sure

5. If we had a compost bin, would you help the school to make compost?

Yes No Not sure

School compost surveyComplete the survey below by ticking the box next to your answer.

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What can we compost?

Fruit scraps Uncooked vegetable scraps Crisp packets Paper towels Sweet wrappers Cooked food Cheese Shredded newspaper Bread Dead fl owers Plastic drinks bottles Yoghurt cartons Leaves Potato peelings Milk cartons Fizzy drinks cans Egg shells Meat scraps Bits of cardboard Tea bags Writing paper

In the box below is a list of items. Which ones can we put into the compost bin for worms to eat? Which ones will not compost?

• Write each item in the correct column below.

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Will compost Will not compost

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Compost heap food chain• You will need a set of 12 composting creature pictures (your teacher will hand these out).• Decide who eats what, and which group each creature belongs to.• Once you have decided, stick the pictures down in the relevant box.• You will get two points for each creature in the correct group.

The waste in the compost bin is fi rst eaten by this group of creatures

These creatures are then eaten by this group

Who are then eaten by this group

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Composting creaturesCut out the picture cards below and place them in the compost heap food chain

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The collection bin weighs grams (g)

Use the table below to record the amount of compostable waste in grams

Weekly total of all bins (g)

Wendell’s Waste Watchrecord table

Week number:

Bin Monday Tuesday Wednesday Thursday Friday Total

Eg. playground 450 675 250 385 250 2010g

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1. Write your weekly totals in the spaces provided below.

Total amount of compostable waste in week 1 = g Total amount of compostable waste in week 2 = g Total amount of compostable waste in week 3 = g Total amount of compostable waste in week 4 = g Total amount of compostable waste in week 5 = g

2. Calculate the weekly average of compost waste:

3. Multiply the average weekly total by the number of school weeks in a year (40). This will give you the amount of compostable waste in g the school can compost in one year:

Average weekly total x 40 weeks =

4. Change your weights from grams to kilograms (kg). (There are 1,000 grams in a kilogram.)

For example: 600 g = 6kg 8,500 g = 8.5kg

Our school will compost approximately kilograms (kg) of compost waste in one year.

Wendell’s Waste Watch Results

Top tipTo calculate the weekly average, add all the weekly totals together and divide by the number of weeks.For example: week 1 + week 2 + week 3 + week 4 + week 5

Total ÷ 5 = weekly average

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TOPICSeducation

TOPICSeducation

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Let’s get recycling

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Remember – to recycle you could:

• compost • use a paper bank • use a bottle bank • use a plastic bank

• use a can bank • use a clothing bank • put out a recycling box

For each item you land on, write the answers to the following questions in the box by the picture:

1. What is it made from? 2. Can it be recycled? If not it goes to the landfi ll. 3. If it can be recycled, how would you recycle it?

Let’s go on a journeyRecycling saves energy and means you can use your rubbish to make something new, rather than just throwing it in the bin. See if you can work out how glass or paper are made, and detail their journey using the sheet below.

The product I am looking at is:

Raw material: Where does the product come from?

Inputs:What do you need to do to the raw material to make it into the product?

QuestionCan this product be recycled?

Outputs:What is the result? Choose something made from the product.

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APRIL 2006 JUNIOR EDUCATION TOPICSPHOTOCOPIABLE IMPROVING THE ENVIRONMENT Photocopy or download from:

GLOSSARYImproving the environment

• Bus lane: A special traffi c lane in urban areas that is reserved exclusively for the use of public transport.

• Climate change: The long-term pattern of wind, rainfall, temperature and other features of day-to-day weather that changes gradually over many centuries.

• Compost: Decayed waste, such as fruit and vegetable scraps, which comes from living things. The broken-down mixture is added to soil to help plants grow.

• Congestion charge: A fee that motorists must pay to enter a certain urban area, such as central London. It is intended to discourage drivers from using roads where traffi c is usually very heavy.

• Cycle path: An identifi ed pathway, often alongside a busy road system, which is intended to provide a safe travelling environment for cyclists.

• Density of population: The number of people living in a particular region. In the United Kingdom, the average population density is about 250 people for each square kilometre.

• Environment: The surroundings in which people, plants or animals live, or in which people work.

• Global warming: The gradual process by which the Earth is slowly heating up. It is caused by too much carbon dioxide in the air.

• Greenfi eld site: Areas of the countryside that have not previously been built on.

• Park and ride: A system where motorists park away from a built-up area and take a bus from the car park to the city centre.

• Pollution: The process of spoiling the air, land or water with harmful substances.

• Recycling: The act of taking an old material and using it to make something new.

• Settlement: Any place that has been established for people to live and work. It can vary in size from a tiny hamlet to a huge city.

• Shopping mall: An area for pedestrians with large shops and stores and separate car parking. Shopping malls are often situated on the edge of towns and cities.

• Street furniture: Signposts, lampposts, benches, litter bins, and all objects like these that are added to our streets.

• Walking bus: A method used to walk children safely to school. Each day familiar adults, such as parents, walk along the same route so children can join them at a set place.

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How to identify plastics

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