Syllabus

Don’t Throw Make it Glow!!

Syllabus “DON’T THROW, MAKE IT GLOW!” 2015-1-RO01-KA219-015002_3

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Index Introduction Environmental Education I part Finland: Climate change Greece : Recycling and Sound pollution Italy: Recycling and Soil pollution Malta: Biodiversity Romania ; Recycle and protect nature

II part Finland : Metal recycling Greece: Paper recycling Italy : Plastic recycling Malta : Romania :Textile recycling III Part Photo Gallery Appendix Link to materials

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Introduction "Nature and education are similar, because education transforms man and, through this transformation, creates nature."* One of the greatest problems that the world is facing today is that of pollution, that is constantly changing our environment. All across the world, people are facing a lot of new and challenging environmental problems every day. Some of them are small and only affect a few ecosystems, but others are radically changing the landscape.

Current environmental problems such us climate changes, waste disposal, global warning, exploitation of natural resources make us vulnerable to disasters, now and in the future.

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

We produce waste at home, at school and in the surrounding environment. That is why it is important to learn from different European countries new methods to prevent waste generation, or to reuse it through organizing attracting activities. School is a privileged place to make available the requirements for a proper environmental education. We, as teachers, have the moral duty to shape our students' attitude and behaviour in terms of environment protection and then teach them how to create a better world through recycling. pag. 3

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That is why Romania, Greece, Malta, Italy, France and Finland decided to make a partnership whose main aim is to foster awareness among students, teachers, parents and local communities and to be more environmental conscious converting waste into useful objects.

This syllabus is the result of the first year of activities, a joint syllabus for an environmental course, to be taught in all partner schools. An exchange of good practices and the methods learned from each other, during the transnational learning/teaching/training activities, which took place in each partner country.

The first part is focused on environmental protection, structured on the components of air, water, soil, noise and climate change.

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

A clean environment makes us live a better life.

Thank you to everybody for the contribution in playing an active role in the preservation and transformation of Nature.

*Democrit

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Finland

Climate Change Table of contents The objectives of these lessons Lesson 1: What is climate change?

Lesson 2: Electricity, water consumption and consumption habits in households Lesson 3: Shop packages Lesson 4: Food and its effects on climate change Lesson 5: Food waste and cooperation with school canteen and homes Lesson 6-7: Effects of transport on climate change

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General living, food and transport cause greenhouse gas emissions in private households. By changing consumption habits it is possible to reduce greenhouse gas emissions significantly.

The objectives of these lessons: ∙ ∙ ∙ ∙ ∙ ∙

to give the learner a chance to experience life through sustainable development to encourage the learner to explore nature and the neighborhood to encourage the learner to act and make sustainable choices in his/her neighborhood to guide the learner to study how his/her actions affect the nature and the surroundings to motivate the learner to reflect how production and consumption can lead to contamination and destruction of the Eco system. And how this can be prevented. to guide the learner to understand the role of consumption in the use of resources in his/her own country and world wide

Lesson 1: What is climate change?

What is the atmosphere? What is it for?

The atmosphere is a 100 km thick layer of gas. It surrounds the Earth. The main gases are nitrogen and oxygen but it also consists of some carbon dioxide. The atmosphere is very important to Earth and its vegetation.

The atmosphere is divided into different layers. The lowest layer is on average a 10 km high troposphere. Other important layers are for example the ozone layer which protects Earth from radiation, and the ionosphere which reflects radio waves. Air flows take place frequently in the atmosphere and they cause weather phenomena such as winds, clouds and rains. Many different electric and optical phenomena such as Aurora Borealis, halos and rainbows take place in the atmosphere.

Atmosphere’s natural greenhouse effect The atmosphere functions the same way as a glass roof in a normal greenhouse. It lets the sun’s radiation through to the Earth’s surface, but at the same time it prevents the heat radiation sent by Earth to escape straight into space.

Due to choices made by mankind the greenhouse effect gains strength The mankind changes the consistency of the atmosphere all the time. By letting more greenhouse gases enter the atmosphere, we are strengthening the greenhouse effect and heating Earth.

The cheapest way to reduce greenhouse gas emissions is to save energy and increase energy efficiency. The whole world should favor renewable energy such as wind and solar

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power. Natural resources and materials should be recycled and used efficiently and reasonably to cut down on emissions.

Climate change Global warming has many unfavorable effects. The distribution of rain on Earth changes and the level of the sea rises.

The environmental changes caused by climate change can be seen explicitly in the artic areas. The glaciers have started to melt and retreat fast. According to a research by NASA (1998) the glaciers in Greenland are melting at record pace, one meter a year. Since the 1980’s the permafrost has also melted.Animals from the arctic areas such as polar bear, walrus and narwhal cannot survive without snow and ice. Many organisms have already started to move to the Polar Regions.The bursting of buds and bird migration take place earlier than normal.

Video: Climate Change in 100 seconds (in Finnish) Lenght of video: 1:40 min http://areena.yle.fi/1-3157445 Climate change in Finland Warmer winters are a direct threat to the Finnish ringed seals, Saimaa ringed seals and the Baltic sea ringed seals. Their pups are deprived of sheltered snowdrifts that protect them from icy winds.The endangered Saimaa ringed seal needs snow and ice. The seal gives birth to a pup in February/March in a snow nest. Seals make their nests in snowdrifts close to the shore.

This year Metsähallitus, the governing body for Finnish forests, decided to help seals with their nesting by bringing extra snow to Saimaa and constructing human-made snowdrifts. WWF, University of Eastern Finland and over hundred volunteers helped.Since 1993 the WWF has safe-guarded the Saimaa ringed seal. This safe-guarding is part of the Ringed Seal - LIFEproject funded by the European Commission. The project advances the protection of the Saimaa ringed seal and helps to achieve a favorable level of protection.

A Saimaa ringed seal pup

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© Juha Taskinen / WWF

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How less-snowed winters affect traditional winter sports It will be very difficult to take an interest in winter sports that are directly depended on snow and ice. This is a big problem especially in the southern parts of Finland. Cross-country skiing is more susceptible to climate-change than downhill-skiing. The importance of icing in the skating rinks grow. Jogging will become more popular as long as darkness and the slippery roads are not a hindrance.

Additional information: Video: Introduction on climate change Length of video: 2:24 min (language: English, Subtitles: Finnish) http://ilmasto-opas.fi/fi/ilmastonmuutos/videot-ja-visualisoinnit/-/artikkeli/45c18557-71f9-49a2895e-640fbfca5cd4/video-esittely-ilmastonmuutoksesta-kertoviin-tietoiskuihin.html Video: Carbon dioxide and the Greenhouse Effect (5th grade onwards) Length of video: 8:06 min (language: English, Subtitles: Finnish) http://ilmasto-opas.fi/fi/ilmastonmuutos/videot-ja-visualisoinnit/-/artikkeli/7ee76d15-1845-4c978e95-e25ff098673b/video-hiilidioksidi-ja-kasvihuoneilmio.html Bibliography: www.ilmasto-opas.fi fi.wikipedia.org/wiki/Ilmakehä

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LESSON 2: Electricity, water consumption and consumption habits in households Electricity and water consumption In Finland general living causes one third of all greenhouse gas emissions. Heating, water consumption and electricity have the most effect on climate change. With little effort and by adopting new habits, both water usage and electricity can be reduced by 10-30%.

Activity 1: Discuss, how you can make a difference to the electricity and water consumption levels in your home Consumption habits and excess consumption (overshoot) in households Mankind consumes almost twice as much natural resources than the Earth could really afford.

A greater population also produces more greenhouse gases emissions and thus has more effect on climate change.

Excess consumption or overshoot, however, is the number one cause for emissions and the decline of natural resources.

For example, an average U.S. or an Australian citizen produces in two days as much carbon dioxide emissions as a citizen from Malawi or Rwanda in a year. Therefore, even if population growth declines, emissions still need to be cut down.

∙

Consumers' decision to purchase, guide consumption. With their daily decisions, the environment conscious consumers can affect the sufficiency of natural resources and the ethicalness of the production. Different environment symbols help the consumers with their choises.

∙

Natural resources are used and, emissions and waste consumed throughout our whole life cycle: in acquiring material for different products, in the processing process, in consumption and in the disposal of the end product. Every step is possible to execute more sustainably, more eco efficiently and by minimizing transport.

Activity 2: Earth Overshoot day is spent on August 13th, 2016. Find out when your country's human ecological footprint exceeds the Earth's biocapasity (www.wwf.org) Activity 3: Talk about the following questions related to products and purchasing. pag. 9

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What is your opinion on the statement ”Bying and ownership does not make you happy?” Is this true?

What do you think is best in life?

What makes you happy and in a good mood?

What dispensable things do you have in your room?

What can you do to your own dispensable things?

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

Have you ever donated your own things? Where to?

How does it feel to give away your things?

What are the negatives to owning dispensable things?

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

∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙

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

Activity 5: Make a field trip to a recycling center or a flea market LESSON 3: Shop packages Activity 1: Discuss about shop packages and different alternatives for packing.

What bulk goods do your shops sell?

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

Is it easy and fast?

Does a customer have to queue to get bulk goods?

Which goods are difficult/impossible to sell in bulk?

Can goods be bought without packages? Think of examples.

Do the shops have unpacked toys? What?

What big/small packages do the shops have?

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

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

∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙

Activity 2: Package survey in neighborhood shops Make a survey with your group on different packages. Every group has their own product: detergents, cookies and biscuits, candy, toys etc. ∙ Which products have multiple packages? ∙

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Write down examples of unnecessary packages. Explain. ∙ Write down examples of reasonable and necessary packages. Explain. ∙ Write down examples of attractive packages. Do the contents correlate with the attractiveness? ∙ What materials have been used in the packages? ∙ What was the most used package material? ∙ Write down examples where packages have been made of multiple materials. Why is a package where multiple materials have been used more difficult to be disposed of than a package where clearly just one material is used? ∙ Which package materials are the easiest and the most difficult to be disposed of? ∙ Choose a package. What will happen to the package after the product has been bought. Will it go straight into garbage or into the sauna oven? Or perhaps you can give it a new life by using it again. ∙

LESSON 4: Food and its effects on climate change We all want to eat well. Food has to be delicious, but it will taste even better if it is not produced at the cost of wasting valuable natural resources, trampling on the rights of people or causing greenhouse gas emissions.

The choices we make as consumers have an impact on the amount of greenhouse gas emissions. Food plays an equally important role as general living or transport when it comes to measuring our carbon footprint. Our consuming habits can also affect the carbon footprint that is created when food products are made.

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

The primary sector of the economy plays the most significant part (30-40%) in causing climate effects. In the primary sector of the economy the products of animal origin such as meat and milk cause most climate effects. Vegetable options are more environmentally friendly. Pork is more environmentally friendly than beef but it still causes far more negative climate effects than vegetable options such as beans or peas.

At least 70 % of agricultural areas are used for the production of meat and other food of animal origin. Agriculture is also the biggest user of fresh water in the world. By making wise food choices there will be enough water both for people and to support various ecosystems.

People can also reduce food based emissions by gathering, fishing or growing food as opposed to buying all food from stores.

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

It more advisable to grow vegetables in fields rather than in greenhouses and to favor local and seasonal products. pag. 11

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You can reduce the negative environmental effects of food production in three easy ways: 1. Replace some of the meat with vegetables and fish.

2. Don’t throw food away 3. Choose food products that have been produced responsibly.

Activity 1: Search the fish guide of WWF (wwf.org.uk, Ten tips for buying seafood) a) Which species of fish in your area are fished in an ecologically friendly way? b) What do the MSC- and ASC-certifications mean? c) What fish can you find that have either the MSC- or the ASC- certification?

Activity 2: Have a discussion on the following topics: a) What kind of berries can you find in the forests of Europe? b) What berries are grown outside or in greenhouses? c) How can you use berries?

Activity 3: Find ways in which you can change your eating habits and help stop climate change. (wwf.org.uk) Lesson 5: Food waste and cooperation with school canteen and homes Vast amounts of edible food gets thrown away every year in Finland. On average, people throw away about 20 kilos of food per person every year. This means that food worth hundreds of millions of euros is wasted every year.

Wasting edible food is especially harmful for the environment because not only do you waste the food but also the energy that has been put into the production, transportation and the storage of the food.

In landfills food waste causes significant negative climate effects. By sorting the food waste the effect can be reduced but the greenhouse gases that have developed in the process of making the products are still there. These negative effects can, however, be reduces as well by choosing right sized packages, by not preparing too much food and by using leftovers to create new meals.

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

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Activity 2: Plan the menu of a vegetarian food day together with the school canteen. All the students in the school get to vote and the dish with most votes wins.

Sources: •

www.kuluttajavirasto.fi

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www.ekotassut.fi

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wwf.fi/ruokaopas

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Wwf.fi/kalaopas

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www.pieniatekoja.fi

•

Wwf.fi

Lessons 6-7: Effects of transport on climate change Transport is the third biggest environmental factor after food and general living so it is important how we move from one place to another.

In 2009, greenhouse gas emissions from domestic traffic in Finland were about 12,9 tons in carbon dioxide equivalent, which is about 20% of all greenhouse gas emissions in the country.

Private car use in Finnish traffic created about 45 % of these emissions. Public transport caused only a small part of the emissions and railroad traffic is low in emissions as well. Flying caused about 13% but it could result in more emissions indirectly.

In the beginning of the 20th century the average distance covered by a European person in a day was only one kilometer, whereas now it is 45-50 kilometers.

A significant part of emissions created by traffic on the road are caused by trips of just a few kilometers, which could be covered by public transport or lighter modes of transport such as walking or cycling. After a study made in 2004-2005, the percentage of private car use out of all modes of transport was 58% and public transport 8%. Walking, biking and other similar modes of transport formed 32%. The most environmentally friendly mode of long distance transport is railroad traffic.

Well functioning public transport makes trips between one's home, workplace, services and hobbies fluent. People can live close to each other and still have pleasant surroundings including parks and other green areas. Good examples of this kind of development in Europe are the cities of Amsterdam and Copenhagen. In Copenhagen the green waves of traffic lights are optimized for cyclists moving at 20km per hour, crossroads have been designed for cyclists and in certain places cyclists get to move first when the lights change.

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Transport based emissions can and should be reduced by good city planning, using public transport, walking and cycling, avoiding flying and private car use and by developing more efficient cars. Also carpooling as well as working from home can help.

Transport related emissions can be reduced in the following ways: 1) Reduce emissions caused by commuting Commuter traffic causes the majority of the emissions in Finland. Working from home or choosing cycling /walking in stead of driving or using public transport.

2) Travel by train Flying is the most harmful mode of transport. Its emissions are at least 15-times bigger than those of traveling by train.

3) Cycle instead of driving.

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

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

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

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

Activity 4: Come up with a way to challenge parents to reduce private car use and to promote cycling, walking and public transport.

Activity 5: First, come up with a plan to reduce your own carbon footprint caused by moving between places. Then put the plan into action and make it happen.

Activity 6: Have a debate on the topic "It is easy to reduce transport based emissions". One team supports the claim and the other team is against it.

Sources: •

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wwf.fi

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Greece

Recycling  Recycling is the process by which we partially or totally reused everything that is directly or indirectly the result of human activity and that in it’s current form is no longer useable to man.  In this process usually waste becomes raw materials from which we produce new goods.

In general the term 'waste' means anything that man considers useless like objects, foods and substances that we must get rid of. We divide waste into the following categories: Domestic Industrial Transport and energy Agricultural Household waste: Waste coming from the homes and some of those produced by shops and offices.

Effects of improper waste management: 1. Contamination of surface and ground water.

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

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

4. Public health is in danger.

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

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

Small appliances that make life easier (Air conditioners, lighting equipment, telecommunication devices etc.)

Sound and vision products IT equipment Electrical and electronic tools and toys Medical devices (+ drugs) Monitoring and controlling equipment Automatic dispensers Computers Vehicle exhaust catalysts Food (fertilizer) Paper Plastic Aluminum Glass Motor vehicle tires Batteries Bags Paper recycling Types of paper that is recycled: Cardboard - packing paper Magazine - illustration paper Paper - newsprint White photocopy paper, envelopes Benefits of recycling one ton of paper: 1. We save 17 trees.

2. About a half energy and water consumption is needed 3. We produce 70% less air pollution 4. We reduce scraps that end up in landfills.

5.Many employment vacancies are created.

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Recycling of glass Benefits of recycling of glass: 1. Raw materials are saved.

2. Decreasing waste.

3. Energy is saved.

4. For every tone of recycled glass we save 135 liters of oil 5. Glass can be recycled countless times.

6. We reduce air pollution by 20%.

7. We decrease water consumption by 50% Aluminum recycling Aluminium recycling benefits: 1. Saves 95% of energy to produce aluminum from raw materials.

2. Saves raw matterials.

3. Protects the environment.

4. New jobs are created.

5. Reduces the volume of waste.

With the electrical energy needed to produce a can we can: 1. Listen to the radio for four hours.

2. Watch TV for three hours.

3. Light a 60 Watts lamp for 5 hours.

4. Operate a refrigerator for 3 hours.

Recycling plastic Benefits of recycling plastics: 1. Reduces the volume of waste.

2. Saves raw materials and energy.

Recycling organic waste Organic waste: Organic waste is vegetable debris, which are fully biodegradable.

The biodegradable waste such as food waste or garden and crop waste, is recycled with the help of micro-organisms through composting (composting) or anaerobic digestion.

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Management of waste batteries Problems of uncontrolled disposal of batteries: Health problems in plant and animal organisms.

Reducing soil fertility.

Pollution of soil and water by toxic metals.

We propose in order to limit the problems caused from the disposal of old batteries: 1. Separate collection and processing of old batteries.

2. Battery production without heavy metals.

3. Use of rechargeable batteries.

4. Use of electrical power instead of batteries.

5. Use of appliances with solar or mechanical energy.

Management of old vehicles Problems from the disposal of old vehicles: 1. They occupy large tracts of land.

2. They cause aesthetic pollution of the environment.

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

Benefits of vehicle recycling 1. Saving raw materials.

2. Longer operating time of landfills.

3. Avoidance of environmental pollution.

Management of used tires Problems from the disposal of old tires: 1. The car tires thrown in landfills each year in the US are enough to encircle the earth three times.

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

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

4. It takes 50-80 years to decompose.

5. There is a risk of ignition.

6. Their burning greatly pollutes the atmosphere.

7. They assist in the development of pathogenic microorganism. pag. 18

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Ways of utilizating old tires: 1. Burning tires in special facilities. From a tire it can be produced enough electricity to heat a house for 24 hours.

2. Retreading and reuse of tires.

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

Management of used oils Problems from used oils: 1. Water Pollution. 1 liter of spent lubricants can contaminate one million liters of water.

2. Soil fertility reduction.

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

Ways of management of used lubricants 1. Filter and reuse of lubricants (regeneration).

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

Management of old electrical and electronic devices: The discarded electrical and electronic equipment:  Occupy a large space in landfills because of their size.  Pollute water or soil due to heavy metal content.

Benefits of recycling for Greece: 1. Saving money from the purchase of raw materials (paper, glass, metals ...).

2. Saving energy resources for the operation of industries.

3. Improvement of the National Economy.

Benefits for the environment: Less waste Less landfill Less rubbish lorries Less cutting of trees Less smog

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1st Worksheet GENERAL FOR RECYCLING

1. We remember that: Α

Β

Recycling is ...

We can recycle ...

We throw in the blue bins ...

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

We remember that: Α Today, after breakfast, we threw …….

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

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Β

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

2. We think: What we can recycle at home: In the kitchen

: In the bedroom

: In the living room:

In the bathroom

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: In the entrance:

4. We think and we answer: Where to dispose the following waste: Α Residues of meat Cans of soda

Β

Mobile battery Wrapping paper Our plastic toy car The glass bottle of water Our old clothes Compare your answers with those of our peers.

5. Write down which of these tips - prompts we follow in our daily lives: Useful tips for recycling & environmental protection: • We separate recyclable materials (paper, glass, plastic and metal) from other waste and we throw them in the special blue bins.

• We put small appliances and batteries in special recycling bins that are located in municipalities, public schools and electrical appliances stores.

• Massive electrical and electronic equipment for recycling is collected by municipalities, by licensed electrical and electronic waste transport companies like Free Recycle, or even electrical goods stores by buying a new device.

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• We prefer to buy products packaged in glass, which are more environmentally friendly compared to aluminum packaging or plastic.

• We select returnable bottles and packaging avoiding disposable wrapping.

• We make sure to utilise materials by reusing them or giving them to someone to whom they may be useful.

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

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

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

Picture a stone thrown into a still body of water. The rings of waves expand indefinitely. The same is true with sound. Irregular repeating sound waves create noise, while regular repeating waves produce musical notes.

When the vibrations are fast, you hear a high note. When the vibrations are slow, it creates a low note.

The sound waves move through mediums such as air and water before reaching our ears. Our ears vibrate in a similar way to the original source of the vibration, allowing us to hear many different sounds. pag. 23

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Dogs can hear sound at a higher frequency than humans, allowing them to hear noises that we can’t. Sound is used by many animals to detect danger, warning them of possible attacks before they happen.

Sound can’t travel through a vacuum (an area empty of matter). The speed of sound is around 767 miles per hour (1,230 kilometers per hour). The loud noise you create by cracking a whip occurs because the tip is moving so fast it breaks the speed of sound! When traveling through water, sound moves around four times faster than when it travels through air.

The scientific study of sound waves is known as acoustics. Although music can be hard to define, it is often described as a pleasing or meaningful arrangement of sounds. The sound of thunder is produced by rapidly heated air surrounding lightning which expands faster than the speed of sound.

The loudest sound on earth Krakatoa, an island in Indonesia, and erupted on August 27, 1883. The eruption completely annihilated the island, sent an enormous amount of debris 17 miles (27 km) high into the sky at half a mile per second. It also caused one of the most deadly and far-reaching tsunamis in history. In total, the eruption killed 36,000 people.

But the most amazing thing about the eruption was its sound. It made arguably the loudest sound on Earth in modern history. It was so loud that the shock wave extended far enough to rupture the eardrums of sailors 40 miles away. 100 miles away, the sound was still 172 dB, enough to permanently destroy someone’s ears or even kill them. Wherever you are, think of a place that’s about 100 miles (161 km) away. Now imagine something happening pag. 24

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

NOISE POLLUTION Sound is essential to our daily lives, but noise is not. Noise is generally used as an unwanted sound, or sound which produces unpleasant effects and discomfort on the ears.

Sound becomes unwanted when it either interferes with normal activities such as sleeping, conversation, or disrupts or diminishes one’s quality of life. Not all noise can be called noise pollution. If it does not happen reqularly, it may be termed as 'Nuisance'

Scientists also believe that it’s not only humans who are affected. For example, water animals are subjected to noise by submarines and big ships on the ocean, and chain-saw operations by timber companies also create extreme noise to animals in the forests.

Generally, noise is produced by household gadgets, big trucks, vehicles and motorbikes on the road, jet planes and helicopters hovering over cites, loud speakers etc.

Noise (or sound) is measured in the units of decibels and is denoted by the dB. Noise which is more than 115 dB is tolerant. The industrial limit of sound in the industries must be 75 dB according to the World Health Organization.

Noise is considered as environmental pollution, even though it is thought to have less damage on humans than water, air or land pollution. But people who are affected by severe noise pollution know that it is a massive issue that needs attention.

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Effects of noise pollution Generally, problems caused by noise pollution include stress related illnesses, speech interference, hearing loss, sleep disruption, and productivity.

The immediate and acute effect of noise pollution person, over a period of time, is impairment of hearing. Prolonged exposure to impulsive noise person will damage their eardrum, which may result in a permanent hearing impairment.

lost to a to a

Health effects of noise include anxiety and stress reaction and in extreme cases fright. The physiological manifestations are headaches, irritability and nervousness, feeling of fatigue and decreases work efficiency. For example, being pounded by the siren of fire fighters, police or ambulance in your city all night everyday leave people (especially elderly people) stresses and tired in the morning.

It is worth noting that these effects may not sound troubling, but the truth is, with time, the consequences can be very worrying.

Noise pollution prevention and control tips Below are a few things people and governments can do to make our communities and living laces quieter: Construction of soundproof rooms for noisy machines in industrial and manufacturing installations must be encouraged. This is also important for residential building—noisy machines should be installed far from sleeping and living rooms, like in a basement or garage.

Use of horns with jarring sounds, motorbikes with damaged exhaust pipes, noisy trucks to be banned.

Noise producing industries, airports, bus and transport terminals and railway stations to sighted far from where living places Community law enforcers should check the misuse of loudspeakers, worshipers, outdoor parties and discos, as well as public announcements systems.

Community laws must silence zones near schools / colleges, hospitals etc.

Vegetation (trees) along roads and in residential areas is a good way to reduce noise pollution as they absorb sound. sources http://www.sciencekidsathome.com/science_topics/index.html http://waitbutwhy.com/ http://www.eschooltoday.com/ pag. 26

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Worksheet Sound pollution WHAT IS THE SOUND? How would your favorite music be heard from a piano on the moon?

Sound is a traveling wave. But to do so, a transmission propagates in vacuum.

Sound travels in …………………

medium is needed. Sound doesn’t

Sound travels in …………….. like ……………..

You can try this in a water basin, in the bathtub or in the sea Sound travels in ……………….. like ……………….

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

The speed of sound is great, but a supersonic plane travels faster than sound. Can you assign images column to speed column?

90 kilometers per hour 1236 kilometers per hour 27 kilometers per hour 2900 kilometers per hour

An important characteristic of sound is its

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intensity, meaning how loudly a sound is heard.

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We use decibel (dB) to measure the intensity of sound. Can you place the sounds of the 3rd column in the second column in the right order?

10 dB pneumatic drill 20 dB spaceship that takes off 40 dB rustling of leaves 80 dB breathing 100 dB airplane that takes off 120 dB speach 140 dB traffic congestion 180 dB rock concert

NOISE POLLUTION How much noise can your ears withstand?

The human ear pain limit due to sound intensity is 120 dB. Sound over 120 dB is dangerous and can result in hearing impairment or deafness. Prolonged and constant exposure to sounds above 90 dB causes problems in hearing.

Taking the occation from the images above, discuss with your team what may be the source of the noise pollution. Then write down your thoughts below

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HEALTH EFFECTS The effects of noise pollution on our health are divided into physical and psychological. Physical we call the effects that can cause a physical injury and psychological those affecting the psychology and behavior. The following table lists some of these effects. Note (C) for physical and (W) for the psychological effects. Then think of ways in which these two types of impacts are linked.

hearing impairment, deafness cardiovascular diseases communication difficulties through speech easy fatigue memory and concentration ability problems reduced performance at work or school challenge of irritability, aggression impact on well-being sleep Disorders anxiety challenge

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

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

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ITALY

Table of contents

Lesson 1: Soil pollution Lesson 2: Waste and recycling Lesson 3: Alumin Lesson 4: Glass Lesson 5: Paper Lesson 6: Plastic Lesson 7: Textile

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Soil pollution

Causes...

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

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

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Seepage of sewage from an uncontrolled landfills landfills Discharge of industrial waste into the soil Percolation of contaminated water into the ground Losses from underground storage tanks Excessive use of pesticides, herbicides or fertilizers Ingress of solid waste EXAMPLES

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

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

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

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How to limit soil pollution Every day we contribute unaware to soil pollution with some eco crimes that should be corrected. But what are the good rules to follow.............?  Actively collecting waste.  Actively recycling of materials.  Using Preferably biodegradable containers. The 'accumulation of waste products, such as plastic, take many years or decades to decay.  Limiting the use of chemicals in agriculture and using only organic fertilizers. The products can be found in garden centers.  Fighting against air and water pollution, following a respectful eco style.  Encouraging the use of individual systems in total oxidation purification or other type of similar effectiveness plant, for the disposal of domestic sewage.  Preventing dispersion of unauthorized waste in the environment.  Respecting the laws for disposal of harmful and toxic waste.  Do not throw organic waste but retain them for compost. In this way, not only we will slow down the waste in landfills but will benefit from the health of the soil.

Lesson 2 Waste and recycling Nowadays the huge amount of waste we produce has created serious environmental problems.

The lack of satisfactory and suitable space for waste storage has caused the waste emergency, being the problem of waste disposal responsible for many episodes of pollution on the territory.

A huge ecological benefit may result from recycling materials such as glass, paper, aluminum, plastic and from the collection of hazardous waste as expired medicines and old batteries.

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AIMS: • to promote an ecological and social consciousness that leads to the respect for the common good • to make known the advantages of waste collection • to guide students to preserve the environment in which they live ACTIVITIES First step: analysis of the district area: study of district maps specifying (students home, services, roads, schools, etc.) guided tours in the district identification of the waste collection places Second step: effects produced by household waste on the environmental pollution video projection reading articles reading of legislation the tasks of the institutions preparation for the guided tour Third step: collection and analysis of recyclable materials Promotion of recycling Study of recyclable materials (chemical and physical features) Fourth step: production Organization of a workshop on glass, aluminum ,plastic ,cloth and paper recycling Realization of: posters, graphics, photos, videos Promote activities in the district, reaching the public with waste management information through newspapers, media announcements or through pamphlets.

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Lesson 3 ALUMINUM EDUCATIONAL AIMS: Learn about the origins of aluminum and its use since the ancient Romans and Greeks Learn about the chemical properties (symbol, electronic configuration ...)

Learn about the physical properties (ductility, malleability, plasticity, specific weight, Absence of magnetism, electrical, sound and thermal conductivity) • Learn about the biggest aluminum manufacturing countries • Learn about its use (transport, packaging, construction of windows, doors, consumer goods, optics etc) • Learn about the recycling process SKILLS: • • •

• • •

•

The students will be able to identify the different types of aluminum for recycling The students will be able to understand that those ones marked "Al" or "alus". (cans, coffee makers, screw caps, capsules of coffee ...) can be reused The students will be able to understand that those ones with the initials "T" and "F" are not collected with aluminum because they are "dangerous" as they contain chemical products (glues, herbicides, bactericides, solvents, acids, etc) The students will be able to understand that aluminum is necessary for producing other objects

COMPETENCES: • • • •

The students will able to describe physical-chemical properties of aluminum The students will be able to assess what can be done to reduce its use The students will be able to assess the different types of aluminum for recycling The students will be able create objects using cans and containers

SET AND TIME: The workshop will be held in three meetings lasting two hours each. The first four hours will deal with theories and workshops to study the physical and chemical properties of aluminum; the other two hours will be focused on practical and creative activities. Some lessons will be carried out in collaboration with Legambiente.

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Lesson 4

The glass Use and throw it away is a clever choice?

EDUCATIONAL AIMS: • Learn about the history of glass • Learn about the general characteristics of glass (composition and rate of aggregation) • Learn about the chemical –physical properties of glass (index of refraction) • Learn about mechanical properties of glass ( resistance and hardness)

SKILLS:  The students will be able to recognize all the general, chemical, physical, mechanical properties of glass  The students will be able to recognize the properties of glass in relation to the container/contents  The students will be able recognize the considerable ecological impact of glass in the environment  The students will be able recognize the general characteristics of glass for containers COMPETENCES: • The students will be able to describe the history of glass and the manufacturing process • The students will be able to assess (based on experience) how the index of refraction varies in relation to air/water/glass  The students will be able to assess characteristics of glass according to its use  The students will be able to produce objects with bottles of glass and glass containers.

SET AND TIME: The workshop will be held in three meetings lasting two hours each. The first four hours will deal with theories and workshops to study the properties of glass; the other two hours will be focused on practical and creative activities. pag. 36

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Lesson 5

Recycling Paper Educational Aims :  Learn about the paper composition  Learn about its origin and its history  Learn about other kinds of paper Skills  The students will be able to recognize the chemical and physical features of paper  The students will be able to recognize the mechanical, technological and aesthetical features of paper Competences  The students will be able to report about the history of paper with proper use of vocabulary  The students will be able to produce objects with different proper kinds of paper  Set and Time:  The lab will be held in three meetings lasting 2 hours each. The first 30 minutes of each will deal with theories , the other 90 minutes will be focused on practical activities Physical Specific weight Melting temperature Boiling temperature Specific heat Thermal conductivity

Mechanical Hardness Stress resistance Bending tensile twist cut resilience Fatigue resistance tearing resistance elongation resistance usage resistance

Technological Plasticity Ductility Malleability Extrudability fusibility

Electrical conductivity Corrosion resistance Crystallinity Withdrawal hygroscopic weight permeability

elasticity Heat conduct

weldability hardenability Workability by tools machines Aptitude for molding Aptitude for painting

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thickness opacity isotropy

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Aptitude for cutting bendability polishing printability sizing

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Lesson 6 PLASTICS EDUCATIONAL AIMS: • Learn about the history of plastics • Learn about different types of plastics • Learn about the most widespread plastics along with their common use • Learn about mechanical and chemical recycling process

SKILLS:  The students will be able to recognize the best plastic materials for recycling  The students will be able to understand technical and chemical properties of the recycled materials  The students will be able to identify the recycled objects made from different type of plastics COMPETENCES: • The students will be able to describe the history of plastics and the manufacturing process • The students will be able to assess what can be done to reduce the plastics use  The students will be able to assess what type of plastic material is more suitable for a certain use  The students will be able to produce objects with plastic bottles and plastic containers

SET AND TIME: The workshop will be held in three meetings lasting two hours each. The first four hours will deal with theories and workshops to study the properties of glass; the other two hours will be focused on practical and creative activities. Some lessons will be carried out in collaboration with Legambiente.

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Lesson 7

Textile The thread ……of the history Educational Aims • Learn about the history of textile and textile designers since the end of 1500 to present day • Learn about the history and characteristics of weaving • Know the properties and origin of various textiles • Know the characteristics of looms • Know the production process

Skills • The students will be able to recognize the general characteristics of various textiles • The students will be able to recognizing textile properties • The students will be able to recognize the general characteristics of looms Competences • The students will be able to describe the textile history and the production process • The students will be able to describe the natural and the synthetic textile characteristics • The students will be able to create objects with hand me down clothes Set and Time The workshop will be held in three meetings lasting two hours each. The first three hours will be deal with theories and workshops to study the characteristics of various textiles. The other two hours will be focused on practical and creative activities.

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Malta

Module on Biodiversity Lesson 1 Lesson 2

What is Biodiversity?

Biodiversity at a glance Biodiversity is More than just Species -Genetic Biodiversity -Ecological Biodiversity

Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Helping Biodiversity in your locality The Importance of Biodiversity Threats to Biodiversity Create Habitat in your School Yard – action plan Create Habitat in your School Yard - activity

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Biodiversity Education Aims  encourage young people to conserve and promote the biodiversity of our country.  help young people to acquire awareness they are not passive and powerless victims of wrong behavior of others, but can play an active role in the preservation and transformation of nature, and respect of animals when necessary.  know the biodiversity and establish a proper relationship with it. That means not only knowing the naturalistic values but also the role of the man who has exploited and unmanaged natural resources.  he biodiversity needs respect and we have the responsibility to teach young people to take care for our world. The biodiversity needs to be preserved so, just as our children don’t litter at home, they should act the same in our “global home” to help reversing some of the harmful effects we are doing to it.

Every individual should think that:    

xploitation of the biodiversity for your own purposes it is a real threat to humans and animals he biodiversity is not unlimited esources are not unlimited ankind is at risk

Through biodiversity education we will have to: 

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



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

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   

understand they cannot imagine people separate from biodiversity promote ecological and social awareness that leads to the respect for the common good raise awareness of the separate waste collection advantages promote the cooperation and respect of things, animals, nature and people

Activities     

Create habitat with biodiversity in your School Yard analysis of the district effects produced by domestic waste on environmental pollution on biodiversity collection and detailed analysis of recycling production Lesson 1 - Biodiversity

What is Biodiversity?

“Biodiversity” is a term that was coined by joining the words “biological” and “diversity”.

Biodiversity is the great variety of life: the plants and animals that live in the air, on the land, and in wetlands, rivers and seas. This includes diversity within species, between species and of ecosystems.

Biodiversity is vital to our well-being. The natural world is the fabric of the landscape and the places that we like to visit in the countryside. We greatly value the wildlife in our gardens and local parks too. Experiencing wild plants and animals reminds us of the changing seasons and the natural cycles of life. It also brings into focus our responsibility for the health of the environment.

Biodiversity is everywhere, both on land and in water. It includes all organisms, from microscopic bacteria to more complex plants and animals. Current inventories of species, though useful, remain incomplete and insufficient for providing an accurate picture of the extent and distribution of all components of biodiversity.

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

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Lesson 2 - Biodiversity Biodiversity is More than just Species Estimates have varied greatly about how many species there are alive on earth today.

Different scientists have estimated between 2 million and 100 million species, where only about 1.6 million species have actually been described. New species are being discovered and described every year, especially in the tropics. I was not long ago that whole new ecosystems on the deep-sea floor were discovered. An environment that was thought to be relatively empty was found to hold a diverse community of organisms living together around deep-sea vents, thousands of meters away from sunlight.

Unfortunately for nature, biodiversity is facing a great challenge due almost entirely to one strong competitor - humans. The rapid increase in global human population, has resulted in major threats to our natural environment and many of its species. Humans have applied skills to alter nature in such abrupt ways that many species have had no chance to adapt to the new conditions. Since no one knows exactly how many species there are, it is difficult to say how fast the extinction rate is. It has on the other hand, been estimated that between 5-10 species may disappear every DAY. (Some even say that this number is an understatement). This would add up to several thousand species every year.

Extinctions have been occurring naturally for as long as earth has existed. The most commonly mentioned mass extinction was when the dinosaurs died out approximately 65 million years ago. The difference nowadays is that the extinction rate during the 20th century seems to have gone several thousands of times faster than before. It is obvious that we do need land to grow crops on, and we do need construction material to build houses for people to live in and, of course, we need to find ways to feed all people of the world. The problem is just how we could do this without causing more disturbance on nature, and what the results may be if we ignore the conservation of nature trying to solve these problems.

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Genetic Biodiversity Genetic Biodiversity is the variation in genes that exists within a species. A helpful way to understand genetic diversity is to think about dogs. All dogs are part of the same species, but their genes can dictate whether they are Chihuahua or a Great Dane. There can be a lot of variation in genes – just think about all the colors, sizes, and shapes that make up the genetic diversity of dogs.

Example – biodiversity of dogs:

Example – biodiversity of apples and pears

Ecological Biodiversity Ecological Biodiversity is the diversity of ecosystems, natural communities and habitats. In essence, it’s the variety of ways that species interact with each other and their environment.

The forests of Maine differ from the forests of Colorado by the types of species found in both ecosystems, as well as the temperature and rainfall. These two seemingly similar ecosystems have a lot of differences that make them both special.

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

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Marine biodiversity

Forest biodiversity

Desert biodiversity

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Lesson 3 - Biodiversity Helping Biodiversity in your locality Conserving biodiversity is one of the most important issues of the 21st century. It is key to achieving sustainable development and intimately connected to environmental issues such as climate change, pollution and disposal of waste.

We live in a country relatively rich in biodiversity. This diversity of native and endemic species and their habitats constitute Malta’s natural capital. Such diversity is important as it maintains the functioning of a healthy natural environment and also provides us with multiple benefits in the form of life-supporting services, which are essential for our wellbeing and for the productivity of various economic sectors. Biodiversity in fact underpins sustainable development and is important for reaching goals of green growth Lesson 4 Biodiversity The Importance of Biodiversity As we know, several species are only found in specific areas, or ecosystems. We do not find many rainforest trees in the desert for example. Some species are adapted to specific temperature ranges or need a minimum amount of rainfall every year to survive. Other species may live their whole lives on land except when it is time to mate. Frogs and toads, for example, lay eggs that need water to develop.

Species may also be restricted to an environment because of other species, either because of competition that allows the stronger competitor to occupy the space or by intricate relationships whereby one or more species are dependent on the presence of another species. So it is important to realize that in nature there is often a reason why things are found where they are and that every habitat is a network of species. These species have generally, in turn, evolved to be dependent on each other but also on the specific conditions found in that environment for survival.

If an area is suddenly destroyed or even disturbed, the chance is often very small that all species will have time to find a refuge within reasonable distance to survive. Another very pag. 47

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important aspect of this that the biological diversity also includes things we may not necessarily like such as wasps, venomous snakes, sharks, poison ivy and ticks. Some may say, "I can do without those things but I agree that we should help the pandas and dolphins".

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

Plants and animals are essential to life. They provide food, medicines, and the materials to create clothing, homes and furnishings. Plants assist with flood control, prevent soil erosion, and filter pollutants from water and air.

Decreasing the genetic diversity could ultimately also lead to a decreased ability of species to adapt to future environmental and pollution problems. Already several animal and plant species are used as bio-indicators of pollution. The conservation of species and genetic variation today may help us to keep a better eye on environmental health tomorrow.

Another more prominent economical reason to care for biodiversity is to ensure a sustainable food source in the future. The clearing of land to give space to agriculture or cattle removes large habitats and with them species of both plants and animals. The use of mangroves, for example, as building material, removes a necessary nursery ground for marine fish and thus, the food source for a local community. The mangroves also serve as a natural barrier for sediment that instead gets washed out to sea and may cause destruction to coral reefs.

Many of our most important medications also come from nature. Every year researchers find new natural compounds that can help us treat diseases or be used as pesticides etc.

To summarize, biodiversity is important because :           

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

Biodiversity indicate the health of ecosystem.

Biodiversity is in part a functioning of climate.

Biodiversity provides services like: Air quality and purity, Climate and seasons, Water purification, Pollination and seed dispersal, Prevention of erosion.

Biodiversity also act as a store house of germplasm of commercially important plants Biodiversity also support in drug discovery for modern diseases.

Most of the drugs/medicines which are now in commercial trade are derived directly or indirectly from biological resources.

Many industrial materials are deriving from biological sources. These include building materials, fibbers, dyes, rubber and oil.

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

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

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

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Lesson 5 - Biodiversity Threats to Biodiversity The major threat to biodiversity is extinction. Any type of plant or animal can die out, meaning that in its absence, all of the ecosystems that it inhabited (the chains of which it was a link) must change or risk dying out themselves. Humans acts affect biodiversity. 

Habitat destruction

Civilisation’s never-ending need for energy and raw materials leads to the destruction of natural habitats in order to extract minerals or clear land for farming. This displaces a lot of animal species and destroys whatever cannot run away from this invasion. » Habitat loss occurs when natural habitats are modified for human needs. » Habitat size and number of species are systematically related. » Major reasons for habitat destruction are: Large scale industrial and commercial activities, Mining, Cattle rearing, Commercial fishing, Plantation cropping & Agriculture, Dam construction and Encroaching. 

Overkill

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

Introduced species

The biodiversity of a place developped together with the plans and animals of the region. If you introduce an animal that did not evolve along with the natural surroundings, it could have terrible effects on the other species in the area. » Large barriers such as mountains, or seas support diversity in the area surrounded by these barriers. » species that breach the natural barriers that would normally keep them away. » Invasions therefore can reduce diversity. 

Overpopulation

Humans are reproducing at a rapid rate that is becoming difficult for the environment to support. Since our presence is supported by nature, the environment is finding it hard to keep up with the rate at which the human population is growing. pag. 49

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At some point of time your parents have definitely mentioned that too much of any one thing is bad for you. Biodiversity means maintaining the balance of nature so that no one thing can become too powerful and therefore bad for everyone else. Unfortunately many humans think it is their right to exploit nature without any restriction. Just like nature keeps itself in check, we must do all we can to make sure that we do not harm the balance of nature. » Population will reach 9 billion during the 21st century » Increase in population leads to over exploitation of resources » Forest area will be reduced in the future » Population increase ultimately cause pollution increase » Population explosion thus form the prime factor biodiversity depletion 

Climate change » Global warming is one of the major threat to global biodiversity. » Climate change also affects migratory animals and birds. » Biodiversity in polar and mountain region are more vulnerable to climate changes.

Direct drivers of biodiversity loss include pollution, overexploitation, land degradation, fragmentation and soil erosion, anthropogenic climate change and biological invasions.

Indirect drivers of biodiversity loss are socio-cultural factors which result in the inefficient use of natural resources, such as lifestyle and consumer choices.

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

The most striking answer to this question would probably be, "to survive as a species ourselves". The only way the human species is going to survive is a careful and sustainable use of the Earth's resources.

Lesson 6 - Biodiversity Create Habitat in your School Yard – action plan Several and even most of the species on Earth are older than humans and it is our duty to help preserve as much of this diversity as we can. We also have a responsibility for generations to come. By removing habitats and species for short-term economical reasons we are reducing the value of what we leave behind to future generations.

What can we do in our school for example?

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Lesson 7 - Biodiversity Create Habitat in your School Yard - activity Idea 1 : Building a pond in the school yard with frogs and water plants.

Idea 2 : Buying an aquarium with different fishes and putting it in a classroom.

Do you have other ideas ?

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ROMANIA

RECYCLE AND PROTECT NATURE “The whole universe is one family” Pachauri "Nature and education are similar, because education transforms man and, through this transformation, creates nature." Democrit PRESENTATION NOTE Scoala Gimnaziala Nr.7 is the coordinator of a European project ERASMUS + “Don’t Throw, Make It Glow!” with participation of schools from Finland, Greece, Italy and Malta. One of the activities planned within this project is to develop a trans disciplinary course focused on environmental protection, structured on the components of AIR, WATER, SOIL, NOISE and CLIMATE CHANGE. Our school team deals with "Pollution and water protection". The course offers trans disciplinary knowledge of several subjects: physics, chemistry, biology, technology, including foreign languages and IT. This course will be implemented in the next school year in all participating schools, with the possibility to be used in future, even after the project finishes.

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

At the same time, contemporary society has become one of consumption, sometimes exaggerated, by any food, goods of personal use, fuels, high standard of living, in short, more energy! Most students, and not only, believe that industrial pollution is a problem against which we have no responsibility. Wrong! Number 1 factor of environmental degradation is one of the 21st

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

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

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

KEY COMPETENCES Key competences

Description

Learning activities involving students at the participatory level, encouraging Communication expression of their views, in an assertive critic and argued way; students’ in mother tongue involvement in team activities is the premise of development of interpersonal communication skills and networking.

Communication in foreign languages

Competences in mathematics, science and technology Digital competences

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The fact that in the project students from more countries participate, English being the communication language and there are used documentation and information sources from international sites, contributes to the development of the communication competences in foreign languages.

The topics suggested involve the integrated development of mathematical skills, science, technology, doubled with the development of learning skills which mean:  Learning to learn  Learning to do Identifying, selecting, processing and presentation of contents are sequences that can be optimized by involving ICT: PPT, databases, internet, email, forums, educational platforms etc.

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Interpersonal, intercultural, social and civic competences

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

Entrepreneurshi p competences

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

Cultural awareness and expression

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

GENERAL COMPETENCES 1. Identification of environmental data, correlation and their exploitation in different contexts 2. Solving problems and problem situations, using concepts and methods from different areas of knowledge 3. Personal development through communication and cooperation 4. Use of information technology and communication 5. Participation in decision-making and solving community problems, by showing an active and responsible social behavior SPECIFIC COMPETENCES 1.1 Forming documentation skills 1.2 The observation and investigation of physical and chemical phenomena of everyday life, using specific tools of physics, chemistry and biology 1.3 Forming the skill of using computers for data processing and analysis of experimental sites devoted to the natural sciences 2.1.Making interdisciplinary transfers to explain the consequences of the phenomena studied Organization approaches of knowledge and explanation of facts, events, processes in real life by using specific concepts 2.2. Organization of knowledge approaches and explanation of facts, events, processes in real life by using specific concepts

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3.1. Assertive communication and cooperation with others in solving theoretical and / or practical problems within different groups 3.2. Supporting own views through comments made on the phenomena studied 4.1. Using ICT to stimulate creativity and innovation 4.2. Forming an developing skills of using word processing MS WORD 4.3. Getting used to PowerPoint 5.1. Forming a critical attitude towards the negative consequences of social development, and developing interest in environmental protection 5.2. Identifying polluting factors in the local community 5.3. Evaluating the environmental protection nearby school LEARNING ACTIVITIES  Direct observation of the natural phenomena, experiments and drawing of conclusions;  Following the phases: hypothesis - approach - findings - conclusions;  Carrying out simple experiments in the lab or at home using various objects of everyday life;  Analysis of empirical observations and information from scientific sources;  Making practical activities in groups of students;  Study tours;  Debate the impact of certain environmental technologies, based on the phenomena studied; • Debate subjects such as pollution, waste, etc, 3Rs strategy; • Making Power-point presentations, working in teams; • Realizing an aquarium; • Making a decorative/informative corner from recyclable materials VALUES AND ATTITUDES Motivation for applying knowledge in a responsible way towards humans; Acquiring responsible behaviour toward humans and nature; Developing a critical spirit, positive vision and tolerance; Flexibility in thinking, curiosity about the new; Interest in applying knowledge in everyday life; Interest in the new achievements of science and civilization; Willingness to consider hypotheses as statements to be checked

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CONTENTS

ABOUT WATER ( 7 classes) Water and its properties - water cycle in nature: rain, snow, frost, hail, rainbow; Water - life support: source of minerals, energy source (drinking water, mineral water, plain water and spring water) - arranging an aquarium; Drinking water and heating supply in our city - visit the water plant; Obtaining energy from the water - the construction and operation of hydropower; Water pollution: general and practical issues, internationally and locally; What can we do to reduce water consumption and pollution?

Exhibition of works created by students as themes in this module; Trip to the arboretum and Comana nature reservation, visiting Neajlov River Delta.

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

Evaluation of information and documentation activities in the media, internet, bibliography; Evaluation activities performed in the classroom and practical topics on working teams; Team projects (experimental work, essays, PPT presentations) Evaluation of student portfolios The evaluation procedures used will be qualitative, will target the involvement, participation and student achievement, aiming to motivate them to study this course

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BIBLIOGRAPHY  Big Book of Experiments - DeAGOSTINI, Litera Internaţional, 1999  Illustrated Scientific Encyclopedia, Aquila, Oradea, 2000  Mysteres and Science Wonders, Aquila, Oradea, 1993  Magazines: “World Tree” , “Terra”, “Evrika!”, ”Health”  I want to know more, 1001 questions and answers, Bucureşti,Teora, 2007  Andrews G, Knighton K, 100 Scientific Experiments, Oradea, Aquila, 2005  Breckenridge J., Mandell M., 365 Super Scientific Experiments with Usual Materials, Oradea, Aquila, 2007  ***Illustrated Chemistry Dictionary (2002), Aquila93.  *** Illustrated Physics Dictionary (2002), Aquila93.  ***Forces of Nature. Children Encyclopedy (2007), Aquila93 ***Internet: www.e-scoala.ro www.efizica.ro www.fizica.com http://school.discovery.com www.physicslab.com

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PART II Some examples of Recycling activities

Metal recycling in Finland Recycling metal has long traditions in Finland. We produce approximately 0.5% of all the steel in the world and 20% of our steel is extracted from scrap metal. Carbon dioxide emissions can be cut down by using scrap iron and steel. This also helps to save natural resources.

In Europe EuRIC brings together European and National recycling associations from several countries. Recycled ferrous metals are used for high quality steel and non-ferrous metals can be used in cars, airplanes, food cans, electric equipment etc.

Using recycled materials helps battle climate change by reducing the energy that is needed for extraction, production and transport of raw materials. Using recycled materials means a change in the way of thinking; what was considered waste is now seen as a resource.

Even though recycling scrap metal is usually economically and environmentally advisable, it is even more useful to try to prevent creating scrap metal altogether.

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Recycling in Greece

RECYCLING PAPER

Paper is a material made from wood pulp or other vegetable fibers through an industrial process, usually in thin sheets and it is used as a surface for something to be written or printed, for wall decoration, etc. The difference between paper and cardboard is related to their weight. Paper is lighter, weighing less than 224 grams, while cardboard "weighs" more than 224 grams. pag. 9

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There are four categories of paper: PRINTING: journalism, typography, writing PACKING: cardboard boxes, wrapping paper sacks, waterproof CARDBOARD: thin, thick, paperboard TOILET PAPER: toilet paper, paper towels, handkerchiefs, napkins The main paper-producing countries in the world are those that have the largest forest areas. These countries are positioned in the Northern Hemisphere and are as follows: Canada and the USA in America, Finland and Sweden in Europe and Japan in Asia.

THE CONCEPT OF RECYCLING From one ton of recycled paper we use: • We save about 40-50% of energy and water.

• Air pollution is reduced by 70-75% • Less marine pollution is caused in water by 30-40% • 17 to 20 trees are saved, • The volume of garbage arriving in landfills is significantly reduced.

What do we gain when we recycle?

According to the European Council for the Recovery of Paper the goal of the European Union is that by 2010 we recycle 66% of the paper we use.

Newer data that come out of the 2006 Report on paper about recycling issues, give us hope for the future as: • 58.2 million tonnes of paper were recycled in 2006, ie 9.8% more than in 2004.

• 63.4% of paper in Europe was recycled in 2006, ie more than in Asia or America.

What we should know: Every year we consume more than 800,000 tons of paper.

30 years ago this number was the half.

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

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

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

It takes a full month for a piece of paper to decompose. pag. 10

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To produce 600,000 tons of paper every year we cut 12 million. trees and we consume, energy and water will be sufficient for the needs of one million households.

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

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

About 19% of the total consumption of paper is not recycled, such as cigarettes and chocolates, paper upholstery, juice and milk packaging because they contain other packing materials (plastic and possibly aluminum, etc.), toilet paper or paper containing food residues etc.

The paper products that can be recycled are newspapers, cardboard, packaging, stationery, magazines, catalogs, greeting cards, wrapping paper, etc.

Practical instructions for paper recycling in schools We should bear in mind the following: 1. The quality and color of the finished paper resulting from recycling may not be better than the paper originally used. For this reason, we must make sure to find good quality paper.

2. Good result will come from: photocopy and printing paper Folders and pads Notebooks In contrast, in the recycling process we should avoid using paper containing adhesives or significant amount of newspapers, advertising plasticized and a number of other

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and liquid colours acids, such as magazines, leaflets, egg tabs papers.

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Bibliography: Fraidaki Mary Somakos Leonidas (2006), "Paper Recycling" ECOS-Ouverture, (1997), «Paper and cardboard collection in terms of recycling," Network MED CARTESIO, Turin.

Bambiniotis, C., (1998), "Dictionary of Modern Greek Language" Lemma Paper, p. 1962, Center Lexicology Ltd., Athens.

Mantania, C., (2008), "Pulp and Paper" Module for the course "CHEMICAL TECHNOLOGY WOOD" http://users.teilar.gr/~mantanis/Ximiki.htm site, access date, April 22, 2008 .

Encyclopedia "Structure" (2005), Lemma Paper, Volume 30, pp. 480, Publications STRUCTURE SA, Athens.

Alexopoulos, D. (2007), «Paper», http://www.ert.gr/nature/anakiklosi/xarti.htm website access April 24, 2008.

Bakker, J., Elias, J., Hill, H., Riley, J., Waterhouse, M., (2006), "Paper", p.p. 11, Murdoch Books. pictures: from google.gr

Paper recycling WORK SHEET 1. You are at your office and you decide to tidy it up. a. Write down which objects initially you initially think to throw away.

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

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

Kitchen paper roll Cardboard Carbon Books and newspapers Boxes of pizzas Baking sheets Remainings of food Wrapping paper 3. We learned that: Every year there are consumed more than _____________ tons of paper.

30 years ago this figure was ___________.

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

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

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

You need a ____________ to decompose a piece of paper.

To produce 600,000 tons of paper annually _________ trees are cut and energy and water are consumed that would be sufficient for the needs of one million households.

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

Recycling one ton of paper saves up to ______ oil. pag. 13

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4. We prefer – we avoid: Write your thoughts on whether you could follow the instructions below: We prefer: Products from recycled paper that have the following logos:

Paper from certified sustainable timber Paper that does not come from trees (tree free) but from other raw materials (cotton, hemp, flax, seaweed, etc.)

Paper that has not been bleached with chlorine We avoid: Products with unnecessary packaging (whether foodstuff or other items such as paper, cosmetics, etc.)

Paper packaging that has wax coating or we prefer plastic and glass returnable bottles We try to: Prefer eggs packed in paper rather than plastic flats.

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

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

PROPOSALS FOR PAPER RECYCLING How to make from newspapers and magazine pages, 1. decoratives bowls 2. platters 3. placemats pag. 14

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4. glass mats 5. wall clocks etc. by wrapping paper strips into a single coil.

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

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

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

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

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

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

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

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Mask papier Masse (flour glue).

The materials you will need are: balloons paper strips flour and water paper glue watercolor paint Cardboard sequins glitter plumage and whatever else you can think of decorating a mask pag. 16

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What to do: Inflate a balloon (small in size) Start the papier Mache process, by covering the balloon with strips of paper using flour glue.

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

Allow to dry until the paper hardens enough.

Puncture the balloon, deflate and remove from your mold.

You now have a balloon mold.

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

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

Allow to dry thoroughly.

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

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

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Paper Vases

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CRAFTS FROM EGG PAPER FLATS

Source: soulouposeto.gr

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WORKSHEET You are in front of your parents’ old weekly newspaper. Your first reaction is: You see a paper hundicraft: a wreath, a pencil case, a frame ...

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

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

From what you have heard and about seen about recycling ,will you follow experts’ advice; Do you think you gain something from your participation in the program? Are you more aware and knowledgeable about what is happening around you?

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A. to throw it awa7y.

B. To cut and keep the articles that interest you, and to get rid of the remaining sheets.

C. To collect it in order to sell them in a paper collection company.

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

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Our research Separate collection of waste Waste service Solid urban waste

Solid urban waste has to be stored in proper bins , kept in closed plastic bags, ONLY from 7 p.m. To 7 a.m.  Warning 1. Do not leave waste when the bin is full and the lid can't be closed; 2. Do not leave waste outside the bin ; Do not store inside the bin big size waste , exhausted batteries,medicine after their expiry date, plastic keepers,glasses, paper and carton,metal stuff, branches and plants soil, building materials, liquids etc REMIND : rubbish is a resource if we separate, otherwise will increase our dumps IT's strictly forbidden to store paper and carton on rainy days or leave them on the ground pag. 22

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Paper and Carton here are some infos about the way to collect paper and carton, some percentage on their common daily waste , the benefits and the savings of recycling ,some datas on paper collection in a town like Randazzo, some saving advices and some curiosities.

PERCENTAGES …of paper waste   

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

In Italy paper and carton represent around the 30% of the total amount of waste .

Every year everybody throws away an amount of paper sufficient to cover 5 tennis courts.

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

Just to save 3 20 ms high trees we have to collect a ton of paper.If we could recycle just the 20% of the paper we throw away we would save around 4-5 millions of trees, 2-5 billlions of KW/h of energy and around 280 - 440 billions of litres of water. It's so important to promote recycling informing factories ,producers, traders and families..

Not all kind of paper can be recycled ,for example waxed paper and dirty , or linked to other mate rials ( tetrapak, carbon paper, sandpaper,plastic paper).

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Real ecological paper is produced without cutting any tree. Some companies are moving on that way and started to sell three kinds of ecological paper:one made by some seaweed ,another by corn , another one by vegetable waste.

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

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

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

Clean the glass containers before collecting them in a storage bag ; REmove the bottle tops ( metal ones can be recycled apart).

Recycling Glass production is very expensive in energy and raw materilas.Its separate collection is really important as it allows to limit the quarry mining activity , to reduce the waste , the need of new dumps and the use of increasing amounts of fuel . .Recycling a ton of used glass can save until 136 litres of oil instead of throwing away millions of glass empty containers we use only a few minutes.

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

Little things to do in order to save glass  if you buy food and drink in glass containers, it's better in “returnable”containers ;  Returnable containers are very respectful towards the environment.Bottles can be sterilized and re-used also 50 times, saving also a lot of energy.  Collect glass bottles and containers in proper bags ; collected glass is washed, broken into pieces ,separated according to its colour and sent to glass industries where it's melted and re-used for new containers.

Plastic

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

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

Recycling Plastic is distinguished into different kinds: most commons are:

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    

P.P. Polipropilene: glasses, yogurt containers, stickers, bottles are made of this.

P.V.C. Cloruro di polivinile. The most dangerous kind is used in biomedical applications and building materials. Uncorrect waste storage can cause cancer and acid rains.

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

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

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

Little things to do to save plastic    

buy food and drinks in glass containers, better the returnable ones; don't buy plastic bottles, dishes and cutlery but re-usable ones; do not use plastic bags for your shopping but cotton and jute ones choose products with less packing:

Big size waste and durable goods

They are Pieces of Furniture, domestic appliances, tires, This stuff mustn't be abandoned along the roads, the rivers or in fields Fridges, for example, contain dangerous substances so it's necessary to deliver them to The City collection centre .

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Exhausted batteries

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

“Discharge the batteries where you buy new ones” City hall slogan about batteries recycling PAY ATTENTION! NEVER THROW BATTERIES IN THE WASTE BINS City hall administration delivered special containers to collect batteries to the dealers The Yellow ones all around can be still used Batteries are Dangerous as they may contain mercury,lead and cadmium, powerful poisons for our environment and our health.Button batteries are made of mercury for one third. A single gram of mercury can poison 200 quintals of food and 11000li 1000 litres of water. So uncorrect storage of batteries in wrong waste containers can cause big problems.

If we deliver exhausted batteries in proper containers they will be made inert in cement keepers which will be set in apposite dumps. pag. 27

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In the containers we can deliver . 

batteries for flashlights,remote,controls,mobiles,etc



Little things to do to save batteries 

use rechargeable ones not containing mercury



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



Car batteries

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

In fact  Lead is totally recovered  Plastics like polipropilene of the body and the polietilene mixture of the membranes;  the waste of lead fusion is inert and can be used as building material; take notice : Abandoning batteries in unproper places ( near a dustbin or along a road) is illegal and punished...

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Medicines out of the expiring date They are stored in Proper containers ( white) and by the City Collection centre They are chemical synthetic products and when not used they have to be collected properly as their active ingredients can be dangerous.In dumps , mixed to common rubbish, they can provoke toxic exhalations and can pollute the liquid at the bottom of the dumps itself. Moreover the presence of antibiotics in the rubbish can promote the selection of resistant virus.A correct storage of medicine waste is through thermodistruction or keeping it inert in hermetic containers.

Other dangerous waste can't be delivered in common wastebins They are stored in  Red proper containers  City collection centre  They are

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

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

Plastic Recycling The PLASTIC and a widespread material in our daily life. It is produced in the laboratory using mostly oil and minimally other elements such as carbon, cellulose and natural gas.

Its qualities: Lightness Versatility Resistance to microorganisms Compatibility with food (in some cases) It can be used: industry in transport in packaging types: Thermoset - The only ones that would be reused thermoplastic elastomers The Thermoset: You are obtained with a hot-forming process that, for the same product, can be repeated several times, without altering the original characteristics. This makes them easier to recycle. The thermosets are:         pag. 30

LDPE - Low Density Polyethylene HDPE - High Density Polyethylene PET - Polietilenereftalato (eg. For foodstuffs Bottles) PVC - polyvinyl chloride (eg. Pipes, electrical insulation) PP - Polypropylene (eg. Syringes) PE - Polyethylene (eg. Grocery bags and frozen) PC - Polycarbonate PS - Polystyrene (eg. Plastic cups)

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What can we put in the plastic box?

Only products with the symbol

What can we DO NOT put in the plastic box?

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Plastic recycling

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Glass Recycling

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ABOUT TEXTILE RECYCLING IN ROMANIA Textile waste called in time as MTS (Secondary Textiles), MR (recyclable materials) and MTR (Reusable Textiles) come primarily from textile manufacturing processes (spinning, yarn preparatory, weaving, knitting, chemical finishing), manufacturing, processing in other industries (chemical fiber plants or units processing the textiles) or as a result of physical and moral wear after some time of using textiles.

According to the Council for Textile Recycling, textile waste can be classified as either preconsumer or post-consumer waste. Pre-consumer textile waste consists of “by-product materials from the textile, fibber and cotton industries” and post-consumer waste is “any type of garment or household article made from manufactured textiles that the owner no longer needs and decides to discard”.

The waste resulting in the manufacturing processes for textile subsectors, (resulting from spinning phases, yarn waste from spinning mills, mills, knitting, weaving heads and strips from cutting mills, patches from cutting phases, etc.) can be reintroduced into the manufacturing process and can be used to obtain vicuna yarn, unwoven textiles, cotton upholstery for furniture and cars, insulating materials, geotextiles, etc. Recoverable waste may be subject to cutting operations, unweaving and defiberizing in order to salvage fibers from them. Further, by working with appropriate classic/unconventional traditional technologies, these fibers can be used to make protective clothing, technical textiles and thermal and phonetic insulating materials, building materials, textile composites (automotive, naval, construction industry), geotextiles, agro textiles, products for environmental protection. It is estimated that in each year 750,000 tons of this waste is recycled into new raw materials for the automotive, furniture, mattress, coarse yarn, home furnishings, paper and other industries. Through the efforts of this industry approximately 75 percent of the pre-consumer textile waste that is generated is diverted from our landfills and recycled.

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Because today, clothing not only responds to practical needs; fashion has become a form of self-expression and the sheer volume and variety of textile products available on the market have reached unprecedented levels. The textile industry is a $1 trillion worldwide business.

But textiles are not used just for clothes - they are use also in households, hospitals, workplaces, shops, constructions, vehicles etc., in the form of cleaning materials, interior textiles, packings, leisure equipment, protective equipment and so on. All this type of article, made of some manufactured textile that the owner no longer needs and decides to discard can be given to charities but more typically are disposed of into the trash and end up in municipal landfills. The main reasons for what the garments are discarded are: lower quality, new fashion trend or clothes were bought for one specific occasion.

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Part III PHOTO GALLERY

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Appendix Link to materials

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

https://www.youtube.com/channel/UCdbARmexkX-BH-qiaykrKUA Don’t Throw make it glow:Youtube channel

Website http://donotthrowmakeitgl.wix.com/thrgl YOUTUBE CHANNEL is donotthrowmakeitglow and the password ThrowGlow Uda Alluminio : https://twinspace.etwinning.net/10796/materials/files

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