WASTE REDUCTION

AND RECYCLING
P r o j e c t To o l k i t
Campus Curbside Recycling

Generation Earth Program

Generation Earth is a Los Angeles County Department of Public Works environmental education program presented
by TreePeople. Our goal is to educate and empower youth in Los Angeles County to be an active part of the solution
to environmental concerns in their community. We offer do-it-yourself environmental projects that help youth make a
positive difference at school, at home, and out in the world. Our programs are built to support the needs of teachers,
students, schools and community youth groups.

Generation Earth Project Guides

Generation Earth Project Toolkits are designed to assist teachers and students in the completion of an environmental
project. These guides provide the instructions, tools and support materials needed for students to learn about important
environmental subjects, and to take steps necessary to complete projects that will positively impact the community.

What is Waste Reduction?

There is no such thing as throwing an item “away.” It all must go somewhere.
Being disposed into landfills with our massive amounts of trash are recyclable
materials and other reusable resources. The U.S. EPA estimates that 75% of
what we throw away is actually recyclable.1 Instead of landfilling “trash” we
could be recycling and reusing these materials as much as possible.
Waste reduction is more than recycling. It also involves stopping waste where
it starts by using less items with a lot of packaging, or that are not reusable
or recyclable in the first place. The end result is money saved, resources
conserved.

Waste in Los Angeles

Waste is a vital issue in Los Angeles County. Every day, each person disposes
of approximately 5.0 pounds of trash. In 2015, the 10 million residents,
businesses and manufacturers in L.A. County sent over 9 million tons of trash
to the landfill.2 We generate enough trash to fill the Rose Bowl in just 4 days!
These resources are generally transported to one of 10 solid waste landfills
around Los Angeles County. What does that mean for you? It costs money to
dispose of all this waste, valuable open space is used to create landfills to
store the waste, and waste pollutes the environment.

Generation Earth • Waste Reduction and Recycling Project Toolkit 2

 The Steps!
1. Check This Out
Students explore the subject of waste by
working in teams to learn a specific topic
related to waste reduction and share what
History of Waste in California they have learned through the creation of an
infographic.
In 1989, Assembly Bill 939 (AB 939) was passed.
Also known as the California Integrated Waste 2. Site Assessment and Waste Audit
Management Act, AB 939 required a diversion rate
Using a map of the site, students indicate
of 50% of all solid waste through source reduction,
where there are specific waste-collection
recycling and composting activities by January 1,
elements on campus. They continue the
2000.3 In 2012, California adopted AB341 and SB1018
process by conducting a Waste Audit to
which required that any business or public entity that
identify the different types of waste found.
generates over 4 cubic yards of waste per week must
implement a recycling system. Additionally, AB341 3. Get More Information
set a new goal of a state-wide diversion rate of 75% The site assessment and waste audit are just
by 2020.4 AB1826 was signed in 2014, requiring part of the waste picture at a site. Students
businesses, including local jurisdictions, to recycle add more information by conducting
their organic waste. In 2016, SB1383 established an interview with key site stakeholders,
targets to achieve a 50 percent reduction level of the including the Principal, local Recycling
statewide disposal of organic waste from the 2014 Coordinator, Waste Hauler Contract Manager,
level by 2020 and a 75 percent reduction by 2025. and more.
Waste at School 4. Choose a Project
California school districts dispose of large amounts Using the site assessment, waste audits
of waste. This waste represents a significant loss of and interview information, students use a
natural resources and school district funds, as well dichotomous project tree to determine which
as a potential threat to student/staff health and the recycling project is most appropriate. They
environment. The cafeteria is one of the largest areas will answer specific questions that lead
on campus where waste is produced. Food, trays, cups, through a process of elimination to reveal
cans, and straws are just a few of the items that can specific choices for recycling.
be found after each meal served. Classrooms and
offices use tons of paper products each year. These 5. Finalize Your Plan & Get Permission
materials, in the form of paper, cardboard, envelopes If it is determined that a campus curbside
and file folders are expensive and costly. In planning recycling program is the chosen project,
a campus waste reduction program, it is important to students answer specific questions and make
create goals that are realistic and progressive. It is decisions that build a plan to share with key
vital to establish a good working relationship among stakeholders, including those that provide
students, staff, facilities managers and waste haulers final permission for the project.
to ensure opportunities for program expansion
through purchasing power, new ideas and information. 6. Make It Happen
Once permission is given, students follow the
Campus Recycling Project Toolkit steps given to make the project happen!
This toolkit explores the waste on a typical school
7. Evaluation
campus – from what can be found in the trash cans
after each meal served, to classrooms and school Students complete their project by answering
offices. This exploration will help your group reduce questions that serve to evaluate the process
waste on campus by creating goals, relationships with and offer next steps for potentially taking on
key stakeholders and offering a variety of options to additional waste reducing projects.
reduce waste on campus, including curbside recycling 8. Resources
of paper, bottles and cans.
Some resources are provided for materials
and support.

Generation Earth • Waste Reduction and Recycling Project Toolkit 3

CHECK THIS OUT
Students explore the subject of waste by working in teams to
learn a specific topic related to waste reduction and share what Materials
they have learned through the creation of an infographic.
• Topic Sheets (pages 5 - 9)
• Poster paper or dry erase
Procedure board – 1 per group
1. Divide students into six working groups. Groups should be as • Markers – 1 set per group
close to equal in size as possible.
2. Pass out a different topic sheet to each group.
3. Each group has 15 minutes to:
• Learn and discuss the topic
• Use poster paper and markers to create an infographic
answering the questions listed on the topic sheet
4. Each group shares and explains their infographic with the
rest of the class.
5. As a class, discuss the need for waste reduction, at home and
in the community.

Generation Earth • Waste Reduction and Recycling Project Toolkit 4

 Piles of Paper

Start Here!
Score! Two points! You’re
doing your homework and
make a mistake in the first
paragraph. So, you crumple
the piece of paper and toss
it in the trash. Did you think
about the tree that the
paper came from?

Create an Infographic
that answers the
following questions: • Trees are harvested and sent to mills and processed into
• How are paper products lumber. The wood waste is sent on to paper mills, where it is
created? manufactured into lunch bags, notebooks, paper, magazines,
napkins, towels, and the list goes on and on.
• Why is it an issue?
• Making paper from raw materials (trees) requires large
• How much of this paper amounts of water and energy. Pulp and paper manufacturing
is wasted in Los Angeles uses more water to produce a ton of a product than any other
County? industry,5 and is the third largest industrial consumer of
• What is something that energy worldwide.6 It takes 390 gallons of oil to produce one
can be done on campus to ton of paper.
reduce paper waste? • The average American uses seven trees and 680 pounds of
paper per year.7 Paper products make up about one third of
the total waste being produced in the United States.8
• Paper made from waste paper is called “post-consumer”
recycled paper because it has been used and recycled instead
of being landfilled. New paper made from recycled paper
instead of trees creates 35% less water pollution and 74%
less air pollution, and 75% less energy is used.9
• To reduce the amount of paper going to landfills, the first
step is to find sustainable alternatives to paper products such
as using a reusable canvas bag instead of paper, using cloth
napkins instead of paper, purchasing post-consumer products
or buying items in bulk to reduce packaging waste. Lastly,
collect paper products for recycling.

Generation Earth • Waste Reduction and Recycling Project Toolkit 5

 The Problem with
Plastic
Start Here!
When your grandparents
were growing up, plastics
weren’t a big part of their
lives. Today, plastics are
used for everything from
milk jugs and soda bottles
to bicycle helmets and auto
parts.

Create an Infographic
that answers the
following questions: • Plastics are made from oil, a non-renewable natural resource
• How are plastic products limited in supply.
created?
• Manufacturing plastic requires large quantities of water
• Why is it an issue? and energy resources. Plastic manufacturing also produces
harmful chemicals that if not properly treated may pollute
• What is the problem with our water and air systems.
plastic waste?
• 69% of plastic bottles don’t get recycled.10 In Los Angeles,
• What is something that 10 metric tons of plastic, from bags, to bottles and straws are
can be done to reduce carried to the Pacific Ocean every day.11
plastic waste?
• Plastics do not easily decompose. Even those designed to
degrade break down into smaller pieces when exposed to
sunlight; therefore, they generally do not decompose when
disposed of in landfills.12
• Purchasing products with less packaging prevents plastic
from becoming litter on the streets and in the ocean. Marine
animals sometimes mistake six-pack rings, plastic bags and
other plastic items floating in the ocean as food.
• By recycling plastic, it can be used to make other plastic
products such as water bottles and food containers into cloth
shopping bags and t-shirts. By collecting these products for
recycling and then buying new products made from recycled
goods, we are fully participating in the recycling process.

Generation Earth • Waste Reduction and Recycling Project Toolkit 6

 Pollution Going
Down the Drain
Start Here!
The rectangular openings
or “catch basins” at the end
of your street are more
important than you may
realize. Street gutters drain
water off the streets through
catch basins and storm
drains. These openings lead
to flood control channels
that, in turn, carry the water
directly to the ocean. With
it goes everything that the
water picks up as it travels
through streets and into the
ocean. • In urban environments, most rainfall hits our streets and runs
across pavement, through gutters, and into storm drains. This
Create an Infographic water is called urban runoff.
that answers the • Storm drains help prevent urban flooding by carrying large
following questions: volumes of urban runoff through concrete flood channels to
• What is stormwater? the ocean. This water is carried directly to the ocean without
treatment.
• Why is it an issue?
• Urban runoff is a significant source of ocean pollution.
• How is motor oil part of Litter, dog waste, cigarette butts, fast food packaging, plastic
the issue? shopping bags, pesticides, leaking motor oil – anything on the
ground – can end up washed into gutters and carried to the
• What is something that ocean.
can be done to reduce the
effect of urban runoff? • One gallon of used motor oil, poured into the gutter or
dripping from a car, can potentially contaminate up to one
million gallons of ocean water.13 In 2010, 120 million gallons
of motor oil were sold in California. Approximately 69% of
the oil was recycled, with the remaining oil being improperly
disposed of down storm drains, into lakes and streams, or
thrown in the garbage.14
• Eliminating the use of harmful pesticides and fertilizers on
plants that will be washed into the street, recycling motor
oil, and picking up trash are just some of the ways to prevent
polluted urban runoff from reaching the ocean.

Generation Earth • Waste Reduction and Recycling Project Toolkit 7

 There is No
“Away”
Start Here!
When we throw things
“away”, they don’t vanish into
thin air. When our items
are tossed into the garbage,
they are sent to a landfill.
A landfill is a carefully
engineered structure,
designed to be the final
option for disposing waste.

Create an Infographic
that answers the
following questions: • Built like a tomb, it is lined on the bottom and sides with
thick layers of plastic and clay. As garbage is dumped, it is
• What is leachate?
covered with layers of soil, foam, plastic or crushed glass to
• Why is it an issue? prevent litter, as well as water, soil, and air pollution. This also
• Why is methane an issue? prevents trash from breaking down by minimizing oxygen and
moisture levels inside.
• What can be done to
reduce the items that are • Leachate is the toxic fluid that it is formed in landfills when
landfilled? moisture from rain mixes with plastics, chemicals, and other
hazardous wastes. This poisonous liquid trickles down to the
bottom where it is pumped out and treated. If the plastic
liner should fail or be punctured, the leachate could leak into
the soil and underground water system, creating a health risk.

• Another issue is methane. When tiny bacteria break down

food, paper, clothing, wood, yard waste, or pet waste, gasses
are produced and escape into the air. Most of this gas is
methane, a greenhouse gas that is 64 times more potent than
carbon dioxide.15 Landfills are the third largest source of man-
made greenhouse gas emissions.

• Reducing the amount of items that go to a landfill reduces

the risks associated with them. This includes recycling,
composting, and collecting household hazardous waste for
proper disposal.

Generation Earth • Waste Reduction and Recycling Project Toolkit 8

 Don’t Trash the
Neighborhood
Start Here!
Ever take a walk in your
neighborhood and see
abandoned furniture,
tires, appliances or other
unwanted items dumped in
alleys, vacant lots, and other
open spaces? Dumping
these items is not only
ugly; it’s unsafe and illegal!
People caught illegally
dumping trash or unwanted
items may be subject to a
$10,000 fine and six months
in jail.16
• Properly disposing of large items requires the payment of
disposal fees to a recycling facility or landfill. Some residents,
Create an Infographic contractors and waste haulers leave their stuff where ever
that answers the they want rather than pay these fees. This is illegal.
following questions: • Los Angeles County and local cities spend millions of tax
• What is illegal dumping? dollars to clean up trash and unwanted items left in alleys
and streets.
• Why is it an issue?
• Illegally dumped trash and unwanted items can attract
• Why is E-waste an issue? insects and rodents creating health and safety concerns.
Rodents can spread disease, chew through wiring, and
• What is something that otherwise harm the environment and human health.
can be done to prevent
illegal dumping? • Televisions, computers, and other electronic waste (e-waste)
have cathode ray tubes, which contain lead. E-waste items
are hazardous waste to the environment. E-waste should
be donated, properly recycled or disposed of by a certified
hazardous waste hauler.
• People caught dumping illegally can be fined up to $10,000
and jailed for six months. However, it is often difficult for
local law enforcement agents to catch these criminals.
Citizens who want to help prevent illegal dumping can call
law enforcement agencies and report these offenses.
• Periodic neighborhood cleanup projects may discourage
illegal dumping. It is believed that illegal dumping is less
likely to happen in clean, watched neighborhoods than in
areas that continuously have large volumes of trash in streets,
sidewalks and in alleys.

Generation Earth • Waste Reduction and Recycling Project Toolkit 9

 Recycling Means
Business
Start Here!
Since most of the trash the
average person generates
every day is a disposable
item made from materials
that can be pulped, melted,
or mixed again into a new
item, thus put back into the
cycle of use or “recycled”,
facilities to process these
types of waste were created.

Create an Infographic
that answers the • Materials Recovery Facilities, or MRF’s for short, are the
following questions: recycling factories our items go to when they are picked up
• What is a MRF? as part of a curbside recycling program. They use high-tech
machinery to identify and sort out materials so that they can
• How do they work? be bundled into a “bale” of high-quality material that is sold
to manufacturers to create new materials.
• What can be an issue?
• In a MRF, a waste sorting line uses technology like magnets,
• What is something that optical sorting computers that “see” types of material,
can be done to support tumblers that sift them out by weight and shape, compressed
MRFs? air that blows materials off the line, and vacuums that suck
up plastic film. Some even remove labels!
• This technology continues to improve allowing for more
items to be recovered. For example, a machine was created
for milk cartons and juice boxes. It melts off the plastic
coating, separates the paper from aluminum foil layers inside,
recovering all three materials. Now, over 50% of MRF’s are
using this machine.17
• The use of technology helps in the sorting and recovery
process. However, when materials are dirty and non-
recyclable items are included, it contaminates the system.
• Rinsing food and liquids from recyclables, and ensuring only
recyclable items are included means more efficiency for the
MRF’s and cheaper service fees to the public.

Generation Earth • Waste Reduction and Recycling Project Toolkit 10

SITE ASSESSMENT &
WASTE AUDIT
Using a map of the site, students indicate where there are
specific waste-collection elements on campus. They continue Materials
the process by conducting a Waste Audit to identify the different
types of waste found. • Site Assessment
Guidelines
(page 12)
Procedure • Waste Audit Tally Sheet
1. Plan to divide into working groups when mapping and (page 13)
auditing the site. • Pencil
2. Create a map of the site doing the following: • Gloves
• Use an existing map, removing any unnecessary • Map of site
information.
• Download a map of the site from on-line.
• Create your own map using a large sheet of paper.
3. Make sure each group has a map, Site Assessment Guidelines,
Waste Audit Tally Sheet, gloves, and pencil.
4. Have students follow the instructions to locate specific
waste-collection elements and mark them on the map. Then, Helpful Hint
conduct the audit identifying and tallying the type of waste
collected. Break the site maps into
different parts of the campus
5. Familiarize students with the areas they are observing and for each group.
demonstrate how to gather the data, if necessary.
6. Back in the classroom, have groups report on their findings.
7. Create a combined tally of all that was found, representing
the site as a whole.

Generation Earth • Waste Reduction and Recycling Project Toolkit 11

Site Assessment Guidelines
Look for and add the following letter symbols to your site map:

OUTSIDE INSIDE
• Trash can X If possible, indicate on your map which
classrooms/offices have the following:
• Recycle bin R
Indicate whether it is • Trash can X
for paper, plastic and/or
glass bottles, aluminum cans
or all types of recyclables • Recycle bin R
Indicate which items
can be recycled inside
• Compost bin/Area C
• Ink Cartridge bin IC
• Food waste bin F
• Battery bin B
• Trash dumpster TD
Indicate if there is cardboard
and other recyclables inside, • Food waste bin F
and how full it is

• Recycling dumpster RD
Indicate if there is only
cardboard inside, or other
recyclables as well

ALSO INDICATE:
• If any other collection/waste reduction is happening on campus and where.
• If there are any signs or instructions written on or around the bins.
• If any recycling bins are stand-alone or next to a garbage can.

Generation Earth • Waste Reduction and Recycling Project Toolkit 12

Waste Audit Tally Sheet
Name(s) Date

Location

1. Put on gloves before checking trash cans.

2. Under each column keep a tally of how many of each item is found. Place additional items
under “other.”
• Items marked with * indicate that these items may or may not be recyclable with your waste
hauler.
3. Take note:
• Are garbage cans contaminated with recyclables?
• Are recycling bins/dumpsters contaminated with garbage?

Trash Items Quantity Notes

Plastic Wrappers/
Foil Wrappers
Chip/Snack Bags

Straws

Napkins

Plastic bags*

Other

Curbside
Recyclables
Glass bottles/jars

Metal/alum. cans

Plastic bottles

Clean paper/
cardboard products
Styrofoam Products*

Beverage cartons/
Juice boxes
Hard plastic food
containers
Food soiled paper
trays/boxes*
Other

Generation Earth • Waste Reduction and Recycling Project Toolkit 13

E-Waste Items Quantity Notes
Cell Phones

Electronic toys

TV/Computers

Other

Hazardous
Waste
Batteries

Cleaning Products

Nail polish/Beauty
products
Paint

Ink Cartridges

Other

Compostables
/Green Waste
Food Scraps*

Grass clippings/
Landscape waste
Other

Food to
Donate
Unopened
packaged food
Whole produce

Other

Other
Reuseable books /
items
Textiles, clothes
and shoes
Other

Generation Earth • Waste Reduction and Recycling Project Toolkit 14

GET MORE INFORMATION
The waste audits and site assessment are just part of the waste
picture at a site. It is important to find out more information by Materials
interviewing key site stakeholders. In this case, stakeholders are
people who may affect or be affected by the recycling program. • Interview questions for
each group (pages 16 -
22)
Procedure • Pencil/pen
1. Set up interview opportunities with the suggested
stakeholders. Feel free to add/subtract interviewees
depending on the site.
• Principal
• Local/City Recycling Coordinator
Helpful Hints
• Waste Hauler Contract Manager
Check with the Principal
• On-site Maintenance/Plant Manager for the names and contact
• Office Manager information for the Waste
Hauler Contract Manager
• Cafeteria Manager/Food Service Manager and others.
• Teachers
2. Divide students into groups to conduct the interviews. In some cases, plant
3. Once interviews are complete, have groups share what they personnel have been
learned. separating, collecting, and
redeeming CRV containers.
This may be a good way to
promote recycling, but it
doesn’t provide the schools
with an accurate measure
of what is being recycled
on their campuses. Also,
it provides no incentives
to students and misses an
opportunity for education
and behavior change.

Generation Earth • Waste Reduction and Recycling Project Toolkit 15

 Waste Reduction Interview
Name(s) Date

Principal

1. Has there previously been a recycling program on campus? If so, what were the successes and failures?

2. Which company or companies currently haul campus waste?

3. Do they offer recycling services?

a. If no, could we switch to a company that recycles if it would save the school money?

b. If yes, how much does it cost per month for garbage vs recycling?

4. What recycling program would you like to see on campus, given the right help/structure and free or funded
resources?

5. Would you consider launching or improving a campus recycling program, if our group creates and presents a
complete plan?

Generation Earth • Waste Reduction and Recycling Project Toolkit 16

 Waste Reduction Interview
Name(s) Date

Local/City Recycling Coordinator

Visit www.lacsd.org/solidwaste/swfacilities/recyclecontact/recyclingcontacts.asp for a list of County Recycling
contacts to find your City’s Coordinator.

1. Are there currently any programs in place or local partners to support or increase school recycling?

2. Are there any available resources like incentives, speakers, partners, free bins or signs to help schools increase
recycling?

Generation Earth • Waste Reduction and Recycling Project Toolkit 17

 Waste Reduction Interview
Name(s) Date

Waste Hauler Contract Manager

1. Are the waste and recycling materials you collect separated at your facility?
• Do recyclables need to be in a separate dumpster/bin for collection?

2. What materials can you recycle?

• Beverage cartons? Styrofoam? Paper trays with food residue?
• Plastic bags? Plastic forks? Napkins?

3. What percentage contamination rate of non-recyclable materials in the recycling bin is too high to accept for
recycling?

4. Can you offer any small bins, dumpsters or resources to the school to help increase the waste diversion rate?
• If yes, what would any associated costs be?

5. If we increased the recycling rate on campus, what savings could be extended to the school?

6. What is the difference between the service/hauling cost for landfill material vs. recycling?

7. What services do you provide for food waste/yard waste?

8. What is the #1 contaminant to your recycling waste stream?

9. Where does our waste go after it is hauled away?

• Materials Recovery Facility?
• Transfer Station?
• Waste to Energy Plant?
• Landfill? Is it mixed with waste from other schools or other businesses first?

Generation Earth • Waste Reduction and Recycling Project Toolkit 18

 Waste Reduction Interview
Name(s) Date

On-site Maintenance/Plant Manager

1. What are any current recycling programs you manage or are engaged with on campus?

2. Does anyone collect bottles and cans from the waste stream currently?
• If yes, would bins specifically for recycling or just bottles and cans placed around the campus be helpful?

3. Do you have a special collection for any hazardous waste such as paint, light bulbs, chemicals, and cleaners?
• If yes, What items?
Where are they collected?
Where do they go when disposed?
Who is in charge of their disposal?
• If no, Could we help you create a hazardous waste collection program?

4. What is done with green waste such as grass clippings?

• Would you consider using a compost program for green waste and/or food scraps?

5. What size and color bags do we currently use on campus for waste bins? Recycling bins?

6. What is the waste and recycling collection schedule on campus currently? Weekly? Daily? Time?

7. If our group were to start or expand on the campus recycling program, would the maintenance team be able
to help with the collection of the recyclables from bin and disposal into the right dumpster?
• What help would you need from students, teachers, and parents to maintain the recycling program?

8. Are there any garbage cans on campus that can be removed to focus the garbage output to fewer areas?
• If so, can any of these be turned into recycling bins and placed next to another garbage can?

Generation Earth • Waste Reduction and Recycling Project Toolkit 19

 Waste Reduction Interview
Name(s) Date

Cafeteria Manager/Food Service Manager

1. What is the current disposal system for boxes, food cans, plastic containers and food waste for recycling?

• If none, would you consider starting a cafeteria kitchen waste recycling program with us?

2. Is food prepared on site or delivered pre-made to the campus?

3. Is there a compost program for cafeteria food preparation scraps?

If no, would you consider letting us help start one?

4. Is there leftover food that could be donated to a charity from any food preparation in the kitchen or any
unserved food?

5. What kind of food served from the cafeteria could be shared or donated instead of thrown away?

6. What resources and assistance would you need from us to start or improve a food share or donation program?

Generation Earth • Waste Reduction and Recycling Project Toolkit 20

 Waste Reduction Interview
Name(s) Date

Office Manager

1. Does the office currently collect recyclables such as ink cartridges, batteries and paper?
• If yes, what items?

Where are they collected?

Where do they go when disposed?

Who is in charge of their disposal?

• If no, would you consider a special recycling program in the office?

2. In the office, does the staff currently print on one or both sides of paper?

Generation Earth • Waste Reduction and Recycling Project Toolkit 21

 Waste Reduction Interview
Name(s) Date

Teachers

1. Are you currently working on any recycling projects with your class?
• If yes, please share what you are doing.

2. Would you be willing to have a recycling bin in your classroom?

3. How would your class like to help or participate in a multi-classroom or cafeteria recycling program?
• Promotion?
• Auditing/tracking?
• Contests?
• Collection?

4. Is there a lot of food waste from your classroom that could be used to feed others in need?
• If yes, would you be willing to participate in a classroom food share table and donation project.

Generation Earth • Waste Reduction and Recycling Project Toolkit 22

CHOOSE A PROJECT
Using the site assessment, waste audits and interview
information, determine with the group what they would like to
achieve at their site using a project tree. Materials
• Site assessments
Procedure • Waste Audit Tally Sheets
1. Share with the class that they can try to recycle all they can, • Interview answers
and that there are a variety of recycling projects to choose
from. They include: • Project Tree (pages 24 - 25)
• Campus recycling program for bottles, cans, plastic and
paper
• Cafeteria Food Waste Rescue
• Household Hazardous Waste Collection
Helpful Hints
• E-Waste Collection Review the Project Tree
ahead of time to understand
• Community Swap how it flows.
• Textile Collection
• Alternative Recycling
• Resource Reduction
• Composting Project Guides
• Litter Abatement and Campus Cleanup • Food Waste Rescue:
2. Explain to the group that choosing the right project requires Unwanted produce
answering some key questions first: collection program.
• How long do they want the project to last? • Household Hazardous
Waste: Collection event.
— 1 day to 3 months: a short term project that has an end
date. • Textile Collection:
Permanent or ongoing
— Ongoing: a long-term project that is designed to textile collection.
continue beyond the school year. • E-Waste Drive: E-waste
• Who is the audience? The main participants of the collection event.
recycling project will be: • Community Swap: Goods
— Student body exchange event.
— Facilities and office staff • Resource Reduction:
Community educational
— Community members campaign.
3. Continue the process by answering these and more questions • Compost: On-site
while working through the Project Tree. Use what was composting program.
learned from the site assessment, waste audit and interviews
to answer questions that will lead to a suggested project.
4. If the suggested project is curbside recycling of cans, bottles,
plastic and/or paper, then continue using this Project Toolkit.
Otherwise, get the appropriate Project Toolkit from your
Generation Earth Teacher Facilitator.

Generation Earth • Waste Reduction and Recycling Project Toolkit 23

 Go to the
Resource
Does your
YES Section for
school have a
Alternative
safe disposal
Recycling
plan for
options
household
hazardous NO
waste? Use the
Household
Hazardous
Waste
FACILITIES & Project
OFFICE STAFF Toolkit

STUDENT BODY (next page)

Who would
you like
to create Use the
COMMUNITY Food Waste
change for? Is there YES
campus Rescue Project
food waste Toolkit
that can be Use the
donated? NO Food Waste
ONGOING YES Rescue Project
Are there
Toolkit
nearby fruit
trees with
extra fruit? NO
H
START
How long
will your
Do you
want the
project last? community to
HERE! Use the E-waste Project Toolkit YES take action?
or the Community Swap Project
Toolkit or the Textile Recycling
Project Toolkit NO

NOT
ONGOING Use the
Resource
Reduction
Project Toolkit
Use the
Textile
Do you YES Recycling
need to or E-Waste
raise funds Project Use the
to support Toolkits Community
your group Swap
or other NO YES Project
Do you
projects? want the Toolkit
community
to take
NO Use the
action?
Litter
Abatement
Project
Toolkit

Generation Earth • Waste Reduction and Recycling Project Toolkit 24

 Use this
YES Curbside
Can you Recycling Ask your
switch Project Teacher
haulers Toolkit Facilitator
and save about local
the school NO YES buy back
money by Is there
NO room on programs
Does your recycling?
STUDENT campus
current
BODY for one
waste hauler NO
recycle? or more Go to the
dumpsters Resource
for Section for
YES recycling? Alternative
Recycling
options
Does your
hauler
separate
recyclables Use this
from the Curbside
trash after Recycling
they pick NO Project
it up? Is there NO Toolkit
a current Use the
YES campus Food Waste
program YES Is there Rescue Project
in place? YES
a lot of Toolkit
Would you campus
like to start food waste
a separate that can be NO Does your hauler
paper recycling donated? have a food
program to waste recycling
reduce paper program?
YES
contamination? Use this
Project Toolkit to
NO
YES NO start a Cafeteria
Waste Station with
compost Is there a
Use this Go to the school or
Project Resource Section YES community
Toolkit to Use this
for Alternative garden that
start a Paper Project Toolkit to
Recycling options could compost?
Recycling start a Cafeteria
Project (talk to Waste Station with
your Teacher compost and the NO
Facilitator) Compost Project
Toolkit
Use the Compost Do you have
YES room to
Project Toolkit, and
request a worm maintain a
Go to the Resource NO worm bin?
bin from Smart
Gardening (see Section for Alternative
Resource section) Recycling options

Generation Earth • Waste Reduction and Recycling Project Toolkit 25

FINALIZE YOUR PLAN AND
GET PERMISSION
Now that it has been determined that a campus curbside
recycling program is the chosen project, answer specific Materials
questions to build a plan to share with key stakeholders.
• Waste Audit Tally results
• Completed Site Maps
Procedure • Interview results
1. Answer the questions to help build a plan.
2. Plan how to use the waste audit quantities, site maps and the
interview results, to support the plan.
3. Once students have all the steps thought out and created
Helpful Hints
the plan, have them create a presentation for all the key Before the presentation have
stakeholders including the Principal, Plant Manager, Teachers, students:
and parents or any other important stakeholders.
• Practice!
4. Hold the presentation and get the permission needed to get
started. • Be prepared to answer
questions
• Know what the roles are
of all stakeholders

QUESTIONS
How will a campus recycling program help the
school? Cost Per Cubic Yard
To show how the campus recycling program can help the school, To determine the current
start by determining the campus’s current cost per cubic yard cost per cubic yard for
disposing waste, obtain
for disposing of waste in the landfill, and the projected costs a copy of the monthly
or revenue from your project. Be sure to highlight how your service fees bill from the
program can: principal.
• Cut the school’s garbage costs. • Multiply the number
• Generate additional revenues for the school. of garbage containers
by the size of the
• Provide opportunities for school recognition and awards. container in cubic yards
collected during the
• Reduce campus litter and the amount of space taken up by billing cycle. Repeat for
garbage cans. recycling containers.
• Divide the total
disposal cost during
the billing cycle by
the total number of
cubic yards of material
collected during the
billing cycle.

Generation Earth • Waste Reduction and Recycling Project Toolkit 26

 What is the scope of the project?
Determine which of the following is included as part of the
proposed program:
Plant A Seed - Let It • Indoor
Grow — Classroom recycling
Sometimes if the recycling — Multi-classroom recycling
program doesn’t have the
necessary support it needs — Office recycling
from key stakeholders to be
sustainable in the long run, • Outdoor/campus-wide
it’s best to start small and let — Cafeteria recycling
it grow.
— Entire campus/facility
— Other:

What materials are to be collected for recycling?

Determine the type of materials that will be collected and
recycled. Some things to consider:
• The easiest and most effective campus-wide waste reduction
program collects all the different types of materials your
waste hauler can recycle.
• While collecting only bottles and cans can earn some
money for the school/club, it misses the opportunity to
divert important items like paper, cardboard, or beverage
cartons from the landfill, as well as the opportunity to raise
awareness about the types of items that can be recycled.

Where will the bins be located?

Depending on the scope of the program, indicate on the map
where proposed bins will be located. Consider:
• A garbage can against a wall or in a corner where there is
room for a recycling bin to be placed next to it.
• Convenient areas where there is a lot of foot traffic.
• Within the cafeteria, or other eating area as a “cafeteria
recycling station.” See page 32 for more information.
• Areas that can be seen and identified easily as you approach,
such as near the teacher’s desk.
— Avoid placing bins right next to a door where signs may
be ignored or people are distracted while throwing things
away.

Generation Earth • Waste Reduction and Recycling Project Toolkit 27

 What bins will be used?
Depending on whether they are used for indoor or outdoor use
will help determine what type of bins can be used.
• Outside
— Must be a weather appropriate / wind resistant container
— Recycle bins should have lids, so they must be opened to
use. This ensures they don’t collect unnecessary trash
— A size that fits assigned locations, and will not overflow if
used frequently

• Inside
— Can be cardboard boxes, milk carton crates or similar
creative reuse containers if bins cannot be donated or
purchased.
— Try to keep bins uniform across campus, either by color, size
and shape, or same type of item used (i.e. ALL are made
from decorated cardboard boxes, or ALL are made from
baskets, etc.)

What bags are needed to line the bins?

Depending on the materials you are collecting, size of the bin,
and collection method, you may need to use clear plastic bags
called liners for the recycling bins. Liners come in different
thicknesses and sizes. Ask your Generation Earth Teacher
Facilitator to help you decide which liner is right for your
project.
District Resources • Purchase liners that are thick enough to not break easily. We
LAUSD recommend 1.5 mils thick or more
To begin a recycling program • Liners should be a clear bag that is long enough to wrap
at your school, have your around the lid, extend to the bottom when full, and wide
Principal reach out to OEHS enough to wrap around the whole edge of the opening
and request services from
the contracted waste hauler, • Coordinate with your on-site Maintenance/Plant Manager and
including free bins, dumpsters, Principal for purchasing, storing and using these bags
and assistance with all
elements of setting up a
successful waste reduction How much will it cost?
plan. wastemanagement@
lausd-oehs.org Depending on the school district or situation, will depend on
(213) 241-3199. what you can get at no cost or what will require funding to get
started. Consider the following supplies that may be needed:
Other School Districts
To begin a recycling program
• Classroom Bins
at your school, have your • Curbside/outside Bins
Principal contact your
Administration for policy and • Waste bags
resources available. • Signage (paper, markers, lamination)

Generation Earth • Waste Reduction and Recycling Project Toolkit 28

What is the collection plan?
Create a collection schedule and procedures for a weekly and/or monthly collection.

• Collection Schedule
If your student recycling team members are responsible for the collection of recyclable
materials, create a schedule including:
— Time and location of pickup
— Location of where the items will be stored and delivered or picked up
• Collection Procedures
Create procedures for how the recycled items will be collected, including:
— Bag replacement and area cleanup
— How items will be collected and transported
— Tracking progress for quantity of items recycled
— Determine if some of the recycled items must be delivered to an off-campus location, and if
so, who will deliver them and when.
• Collection Plan Ideas
The following are ideas to consider when coming up with a collection plan:
— Transport classroom recyclables to bins or dumpsters at the same time after school each week.
— Ask teachers to leave their recycling bins outside of the classroom on designated days to be
picked up after school. Bins can be returned to classrooms by janitors.
— Have an Eco-Club dedicate one meeting per month to recycling.
— Check with the Plant Manager to see if the campus maintenance crew can assist in the
recycling plan. If yes, make sure all maintenance staff members understand the procedure
for replacing bags, keeping the bins in the correct location, and transferring the recyclables
to the right dumpster or storage area.
— Create a dedicated recycling team to collect recyclables and/or compost during lunch break every
day. Recruit volunteers to assist weekly, and offer service or credit hours for volunteering.

How will the recycling program be promoted?

Determine how the program will be promoted to ensure everyone who is involved with using the
bins will be informed of the changes and how to properly recycle, including which items to recycle:
• Signs
To keep contamination of recycling bins down and help serve as a reminder to the audience,
use signage. When using signs, consider the following:
— Create a visual cue at each of the recycling bins to attract attention.
— Ensure they are easy to read in 2 seconds – large, clear, and limited in word count.
— Make them color coded (blue for recycling, green for compost, black for landfill).
— Utilize pictures of the items that go in the container along with text.
— If necessary, use multiple languages.
— Make them fun.

Generation Earth • Waste Reduction and Recycling Project Toolkit 29

 • Other Media
Promotion A great way to remind your audience is by using more than
Contact your Teacher just signs, consider:
Facilitator for help with — Morning announcements — School newspaper
setting up a cafeteria waste
monitor system. — Awareness posters — Social media
Plan to be part of a back-to- — Classroom guest speakers — Assemblies
school assembly to share the
recycling plan and guidelines — Youtube videos
each new school year. — Contests, relay races, recycling olympics
— Recycling station volunteer monitors in the cafeteria

Who will help?

Sometime a project that seems overwhelming can be supported
by outside partners to help. Consider the following:
• Local non-profits that facilitate educational assemblies.
• Local businesses that can sponsor signs, bins, or bags.
• Contests that will reward your school or club for exemplary
waste reduction results.
• Grants for resources.
• Parents that can help with collection and more.
• Ask your Generation Earth Teacher Facilitator for guidance
and other resources.

What is the sustainability plan?

To keep the program going next year and beyond, determine
what can be put in place to ensure that others will continue to
recycle? Consider:
• Talk with the Plant Manager or others in decision –making
positions about how this can happen.
• Create a plan to ensure the future of the program when
students leave the school, or if teachers, plant managers, or
the principal leave the school.
• Write a toolkit with instructions for new students and staff,
and create a recruitment plan for future students to continue
the recycling team. Include ideas for program growth.
• Utilize strong multi-level partnerships with all stakeholders
involved. Hold meetings throughout the planning process.
Make sure all parties involved are excited to continue to
support the program.

Generation Earth • Waste Reduction and Recycling Project Toolkit 30

MAKE IT HAPPEN!
Once you have permission, it is time to make the project happen!
Use the plan created and the following steps to get started.

Procedure
Materials
1. Using the Plan as a guide, work with the students to create a • Recycling Plan
task list to accomplish the steps listed below. • Calendar
2. Using the task list created, have students organize the tasks, • Paper
grouping similar tasks together. • Pencil/pen
3. Work with students to put the tasks in order of when they • Other supplies depending
need to be completed and using a calendar, create a timeline. on the plan
4. Have students assign themselves tasks to complete following
the timeline.

STEPS
Gather Supplies
• Bins
• Promotional posters and signs
• Clear plastic garbage liners
• Gloves

Place Bins and Signs

• Place bins in strategic locations.
– Use bin liners.
• Display the recycling signage.
– Signs should be easy to see from 10 feet away, placed over
the bin or close to the lid.

Generation Earth • Waste Reduction and Recycling Project Toolkit 31

Cafeteria Recycling Station
• If in a cafeteria or eating area with a lot of traffic, create one or more main stations for sorting
lunch waste. The easier it is for participants to sort and recycle their waste, the higher the
participation rate.
— Recruit a team of monitors to assist at the stations every day for at least 1 month.
— Station should include a table for setting down trays while separating items and possibly
stacking trays for reducing space needed in bags and dumpsters.
— Provide a bucket for pouring leftover milk and beverages into before recycling the container.
— Station should include a recycling bin with a liner and lid.
— If composting, use a container small enough to carry because food is heavy!
— If including a food donation program into your cafeteria waste station, provide a cooler or
table for food collection.
— Lastly, include a garbage can, and any other containers you might need for Alternative
Recycling projects (See resources section).
• For composting you will need a container small enough to carry away for disposal because
food is heavy!
• Display the recycling signage.
— Signs should be easy to see from 10 feet away, and placed over the bin.
• Line the inside of the bins with the liners.

Sample cafeteria recycling station: liquids bucket, recycling,

landfill, compost, and food donations.

Generation Earth • Waste Reduction and Recycling Project Toolkit 32

Conduct an Awareness Campaign
• Spread the word and get everyone educated and on board!
• For the best results, promote the recycling program in the same week that the bins and signs
are placed.
• Conduct classroom visits or an assembly sharing the program and the items to be recycled.
—Create a game by challenging students to determine which items are trash and which are
recyclable. Provide prizes.
• Conduct a poster contest.
—Challenge students to create posters that teach which items are trash and which are
recyclable, why recycling is important, and the importance of conserving resources.
—Hang posters near the recycling bins and vending machines.
• Keep reinforcing the message for a few weeks at the beginning of the launch.
• Remember to redo the campaign at the beginning of each school year.

Follow Collection Schedule and Plan

• Make the collection process as easy as possible.
—The easier it is, the greater the chances the project will be maintained.
—Adjust the schedule /plan as necessary.
• Rinse out bins as necessary if odor occurs or residue is left.
—Wash the bins lightly with water and eco-safe cleaner.
—Place the bins outside to air dry with the lid open.

Track Progress
• Keep a log of your progress!
—How many bags of recycling and compost were created?
—How many fewer garbage dumpsters or bags were created?
—If possible, track the weight (ask the Generation Earth Teacher Facilitator for help calculating
the weight using number of bags or bins full).
• Create a chart to visually track your results.
—Display the results where everyone on campus can see.
• Keep track of areas/bins that are not working.
—Contaminated bins with trash or trash cans that have a lot of recyclables.
—Make adjustments to location and/or signage and try again.

Generation Earth • Waste Reduction and Recycling Project Toolkit 33

Reward and Recognize
• Organize a school-wide recycling contest to reward people for recycling, reducing waste, or
helping to collect recyclables.
• Clearly promote the contest timeline, reward, rules, and reason.
• Ask local businesses for prize donations.
• Apply to compete in Battle of the Schools, Generation Earth’s yearly waste reduction
competition.
• Be proud of your work- submit a story about your project to the local newspaper. Submit your
results weekly/monthly to Generation Earth and your school principal.
• Invite school district, city, or state public officials to attend a recognition ceremony.
• Tell the Generation Earth staff about your completed projects! Take pictures and tell us your
project’s story.

Generation Earth • Waste Reduction and Recycling Project Toolkit 34

EVALUATION
Once students have their recycling program running, have them
answer the following questions to evaluate their project and
introduce some possible next steps.

QUESTIONS What’s Next?

1. What was the most successful part of the project? Another Project Toolkit
Are you interested in another
project toolkit? Consider:
• E-Waste Collection
Event
2. What was the least successful?
• Composting
• Ink Cartridge Collection
• Food Rescue Projects

3. What would you do differently next time? Battle of the Schools

Now that the school is
recycling, consider competing
in the Generation Earth
Battle of the Schools
competition.
• Talk to your Generation
Earth Facilitator for
more information.

Generation Earth • Waste Reduction and Recycling Project Toolkit 35

RESOURCES
CALIFORNIA STATE RECYCLING ASSISTANCE
• CalRecycle http://www.calrecycle.ca.gov

Free Materials
GRANTS / FUNDING LA Shares is a local non-
profit materials reuse
• EPA: http://www2.epa.gov/education/environmental- program that takes donations
education-ee-grants of goods and materials
from local businesses and
• California Office of Environmental Education: http://www. redistributes them free of
cde.ca.gov/pd/ca/sc/oeeintrod.asp charge to schools and non-
profits. www.lashares.org

• Roots and Shoots Mini Grant: https://www.rootsandshoots.

org/minigrant

PARTNERS
• EPA https://www.epa.gov/education Environmental
Information
• California Department of Education has the California
Regional Environmental Education Community (CREEC) www.cleanla.com
Network: http://creec.org

• Los Angeles Conservation Corps assists schools and

teachers in implementing programs on their campuses
http://lacorps.org/ or at 213-725-6158

SIGNAGE
• http://www.printablesigns.net/category/recycle

• http://www.recyclereminders.com/Recycling-Signs/Free-
Recycling-Signs.aspx.

Generation Earth • Waste Reduction and Recycling Project Toolkit 36

ALTERNATIVE RECYCLING PROJECT OPTIONS
• Terracycle: Collect normally unrecyclable packaging and other items such as markers, chips
bags and granola bar wrappers to be recycled or upcycled into new products.
—Set up an account and follow the steps at https://www.terracycle.com/en-US/

• Planet Green Ink Cartridge, Batteries and Portable E-waste Recycling: planetgreenrecycle.com
—Raise funds by collecting and mailing in e-waste and used ink cartridges.

• CFL Light Bulb Recycling Information: http://dpw.lacounty.gov/epd/hhw/uwaste_disposal_

CFLs.cfm

• Trash for Teaching, Upcycling & Creative Reuse Projects: http://www.t4t.org/

• Re-Book It: Used book donation through The Last Bookstore.

—Raises funds through the sale of each book for libraries, charities, hospitals and schools.
877-877-4080 http://rebookit.org/about.html

• Other Materials Donation Listing: http://www.calrecycle.ca.gov/reuse/links/Art.htm

REFERENCES
1. https://www.dosomething.org/us/facts/11-facts-about-recycling
2. https://dpw.lacounty.gov/epd/swims/showdoc.aspx?id=6531&hp=yes&type=pdf
3. http://www.calrecycle.ca.gov/laws/legislation/calhist/1985to1989.htm
4. http://www.calrecycle.ca.gov/Recycle/Commercial/FAQ.htm
5. http://cua6.urban.csuohio.edu/~sanda/syl/envpol/materials/GREEN%20FACTS.pdf
6. http://energy.gov/eere/amo/forest-products-industry-profile
7. http://www.bc.edu/offices/sustainability/what-you-can-do/know-facts.html
8. http://clui.org/newsletter/spring-2009/examining-waste-stream
9. https://www.wm.com/location/california/ventura-county/west-hills/recycle/facts.jsp
10. https://www.epa.gov/sites/production/files/2015-09/documents/changng_wste_stream.pdf
11. http://www.biologicaldiversity.org/campaigns/ocean_plastics/
12. http://science.howstuffworks.com/science-vs-myth/everyday-myths/how-long-does-it-take-
for-plastics-to-biodegrade.htm
13. http://ladpw.org/epd/ea/usedoil/oil_whyrecycle.cfm
14. http://www.calrecycle.ca.gov/usedoil/info/
15. http://www.global-warming-forecasts.com/methane-carbon-dioxide.php
16. http://dpw.lacounty.gov/epd/illdump/penalty.cfm
17. http://www.earth911.com/inspire/programs-initiatives/carton-recycling-access-reaches-50-
across-u-s/

Generation Earth • Waste Reduction and Recycling Project Toolkit 37