Cb+ Composting Pdf
- 1. CB+ C mp sting “How do you change the world?” From the ground up! 1
- 3. Agenda • What is composting? • What is a CB+ Composter? • How to incorporate it into your school? • Future Composter 3
- 5. What is c mp sting? Earth + Composter 5
- 6. Composter 6
- 7. Composter 7
- 8. C mp sting C k B k 2 Parts Brown (brown = old living things) 1 Part Green (green = fresh) Composter 8
- 9. AVOIDADD Composter C mp sting C k B k Composter 9
- 10. 7. Remove CB+ soil a. Add two handfuls of CB+ Soil (ensures a harmonious, enzyme infused compost 5. Allow to compost until the next time compost is removed or compostable materials are added – or until the next time you desire to rotate 6. Drain CB+ Compost Tea into glass jar (cafeteria has plenty) CB+ Composting Cook Book ｷSteps 1-4 are the planting (cooking) (these are also the essential steps to composting,) ｷSteps 6&7 are the harvest ｷCompost is sweet because you get to eat before you cook… you get to reap the benefits before doing the work, after the initial planting season 4. Add 1 part Water 3. Rotate several times to increase Oxygen 2. Add 2 parts Carbon 1. Add 1 part Nitrogen (ie: kitchen scraps, green grass, wet) Remember: Don’t dump and run! Continue to steps 2-6 for optimal compost 8. Sieve your soil, let it stand for 4-8 weeks, feed your plants to grow food and make more compost Composter 10
- 11. How to use the soil! Empty from the back panel Sift it through the sieve You can also store it! Put on your plants Make a compost tea to make it go further! Composter 11
- 13. The returns….. improves the physical structure of soil Plants benefit Soil pH is improved degrade contaminants in soil Composter 13
- 14. Simple Solutions to Some Common Composting Challenges: "My pile smells." It's anaerobic (no oxygen). Aerobic (oxygen), or those microbes which require oxygen to survive, don't create odors. Once your pile is depleted of oxygen, the smelly cousins move in. What to do? Spin it!!!!!! Give it oxygen. "My pile won't heat up." Could be deficient in nitrogen, moisture, or oxygen. "There are flys coming out of my pile." If you're composting food scraps, mix them in well, rather than leaving them on the top. "Some of my compost looks ready, but some of it hasn't broken down." Not all materials decompose at the same rate. The woody, higher carbon things take longer. You can make a simple screen out of 1/2" galvanized mesh. Use the fine material and return the coarse for further decay. "I don't have many brown materials, but lots of greens like grass clippings and food scraps." Consider grasscycling, a form of mulching cut grass back into your lawn. Mulch garden beds with grass, or incorporate it into the soil a month or so before planting. Food scraps can be incorporated into the soil as well, or recycled in a worm bin Composter 14
- 15. Choosing Your Method HB - Composting with microbes in homemade bin CM - Composting with microbes in purchased bin NM - Composting with microbes without bin WC - Composting with worms MU- Mulching GC - Grasscycling SC - Sheet composting/direct land application DU - Digestion units OS - Moving organics off-site = = confusing 15
- 17. InYour School • Learn: • Issue: What happens if we don’t compost? • Solution: Train composting ambassadors and get the classroom to compost • Equip: • Tools to have an event to raise funds to get another comopster for your school • Share: • create an event and invite your community (parents, teacher students) • attend a local elementary school to teach them to do the same Composter 17
- 18. Project Based Learning • “A project based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology.” http://pblchecklist.4teachers.org/ Composter 18
- 19. Service Learning • “Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.” http://www.servicelearning.org/ Composter 19
- 21. Learn: Brainstorm • How could you teach there is an issue if we do not compost? Composter 21
- 22. Learn: Issue We analyze waste by material, such as paper and paperboard, yard trimmings, food scraps, and plastics, and by major product categories, which include durable goods (such as furniture), nondurable goods (such as paper or clothing), containers and packaging (such as milk cartons and plastic wrap), and other materials (such as food scraps). Materials in MSW Total MSW generation in 2006 was 251 million tons. Organic materials continue to be the largest com- ponent of MSW. Paper and paperboard products account for 34 percent, with yard trimmings and food scraps accounting for 25 percent. Plastics comprise 12 percent; metals make up 8 percent; and rubber, leather, and textiles account for 7 percent. Wood follows at 6 percent, and glass at 5 percent. Other mis- cellaneous wastes made up approximately 3 percent of the MSW generated in 2006. (See Figure 5.) Significant amounts of material from each category was recycled or composted in 2006. The highest recovery rates were achieved in yard trimmings, paper and paperboard products, and metal products. About 20 million tons of yard trimmings were composted, representing a five-fold increase since 1990. We recycled more than half the paper and paperboard we generated. Recycling these organic materials alone kept 25 percent of MSW out of landfills and combustion facilities. Recycling amounts and rates (recovery as a percent of generation) for all materials in 2006 are listed in Table 1. Figure 5. Total MSW Generation (by Material), 2006 251 Million Tons (Before Recycling) Paper 33.9% Metals 7.6% Plastics 11.7% Rubber, leather and textiles 7.3% Wood 5.5% Yard trimmings 12.9% Food scraps 12.4% Other 3.3% Glass 5.3% What is an issue that this graph shows? Composter 22
- 23. Learn: Issue • Landfills are filling up • Soil is Disappearing • Toxic fertilizer are being used Composter 23
- 24. Learn: Solution • How do you teach the solution? Composter 24
- 25. Learn: Solution • Fun: Game • Lecture (Guest speaker, powerpoint, worksheets) • Hand On: Actually composting Composter 25
- 26. Learn: Game ! ! "#$%&'!()%*+,!-++./*%! Game From A: Compost Game Adapted from: Paper, Rock, Sicissor Compost Evolution Objective: Students learn principles of composting in a game that involves physical activity and quick decision-making. • Active, all-engaging game -- fun way to get a group physically and mentally alert • Handy precursor to activities on teamwork and cooperation • A large group team variation of "Rock, Paper Scissors" Practice and Prep: • Get your entire group to play rock, paper, scissors with their entire group • Then say that composting happens in a cycle that makes soil, for this game there are going to 4 stages and the person who gets to the fourth stage first wins. o Organic matter o Compost o Soil o Organic Food Rules: • Everyone starts out as organic matter and you can only play someone that is at yoru level (organic matter can’t battle compost etc…) plays against one other person o If a person wins they become compost, if the person loses they stay as organic matter o If you are compost and you lose you become organic matter, if you are composot and you win you become soil o If ou are soil and you lose you become compost, if you are soil and you win you become organic food o The first person to become oranigc food wins Review: • What is the cycle of compost? • How does compost become soil? (air, green, brown, and water) • How does soil become organic matter? Organic Matter Winner: becomes compost Loser: stays organic matter Compost Winner: becomes soil Loser: becomes organic matter Soil Organic Food Composter 26
- 27. Equip: Project Based Learning • How to create an Earth+ Event • How to make an Earth+ presentation • How to make an Earth+ film • How to make a Photo Story • How to make Earth+ Printed Marketing Material • How to be a Social Marketer • How to Raise Funds for a Cause • How to get the Media Involved • How to make a lesson plan for an Elementary School • How to make an Earth+ Fame for all Ages • How to make Earth+ Alternative Marketing Composter 27
- 28. Equip: Example !"##$%&'()**)+,"*% % %% Earth+ Presentation a. Project Description b. Teacher Guide c. Forms d. Checklist Presentation Objective: Communicate Earth+ message through a computer generated presentation program. You will create a presentation has at least10 slides (no more than 15) that, will share why the audience is at the event, lesson, etc, share issue, explain the solution, and describe how and why someone can be part of the solution. This will be uploaded onto the green ambassador website for other groups to use. The presenting group will make the presentation, or use a presentation that already exists and use presentation skills to produce a successful event. It must be posted on the Green Ambassador Website. Knowledge: Students should be able to evaluate, take, and defend positions on issues regarding the personal responsibilities of citizens in America and Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Skills: PowerPoint Values: life-long learner a. WHO: you and your presentation team of Green Ambassadors b. WHAT: will create a Keynote PowerPoint or use one that has already been created to deliver an earth+ message (no more than 50MB) c. WHEN: for the earth+ event d. WHERE: on your high school campus and/or around the community e. Marketing Skills: Message, Market, Media f. WHY: to inform others about the solution and how they can be part of it, and their support will allow another school to also be part of the earth+ solution g. HOW: you must turn in all parts or you will receive a 0 for this assignment • Marketing organizational worksheet for making your presentation. (Presentation Form A) • Outline for your presentation (Presentation Form B) • Presentation with very few words (no copywriter material) • Rehearse your presentation • Perform your presentation • Upload it unto www.greenambassadors.org • Evaluate the process (Presentation Form C) Composter 28
- 29. Equip: Example! ! "#$%&'!()%*+,!-++./*%! Form C: Checklist for Effective Presentations to be used with Scoring Guide Teachers, please use the scoring rubric to determine the student’s grade for this project. Student check Mark X for complex Met Teacher Check Mark Star if Met (simple) All Presentation Forms A-C completed and turned in Uses correct spelling, grammar and strong vocabulary words, neat, creative, and clear Presentation is done in Power Point/Keynote and it has at least 10-15 slides. Uses correct information science in you printed marketing material Talking points are the back bone of the presentation Includes all correct contact information You speak clearly and act professionally manner Upload presentation onto greenambassador class website It includes more pictures than words Presentation clearly relates the message to the determined market Presentation clearly relates the mission to the determined market You demonstrate the earth+ solution with a hands-on activity appropriate for the audience Presentation pushed others to take part in the earth+ solution demonstrates positive incentives. #____/___ Complex Total Points #____/_____ Simple Composter 29
- 30. How do you grade it? !"##$%&'()**)+,"*% % %% Name: _______________________ Project Name: ____________________________ Ambassador Tool-Kit Created: ____________________________________________ Partners for the Project: ____________________________________________________ Teachers, to use this scoring guide, go through the checklist of each project. The checklist for each project is divided into complex and simple details. Make it clear to the students that they need to have all the complex and simple details to score a 3 (typically a B) but to score an A on this project they need to go above and beyond what was taught. In order for them to score a 2 the students understood all the simpler ideas but were confused with the application of the data. A 1 represents that the students did not only miss the more complex, but also the simple ideas presented in class. Scoring Guide Adapted for Green Ambassador Projects Score 4.0 You scored above and beyond in complex and simple ideas within the project and went above and beyond what was expected. 4 (full points) Score 3.5 You scored above and beyond in the simple portions, put partial success in the inferences of the complex applications. Score3.0 You had no major errors in the simple or complex ideas.3 (90% of points) Score 2.5 You had no major errors in the simple portion, put had problems and omissions in the more complex ideas. Score 2.0 You had no major errors in the simple details, but missed something’s regarding the more complex ideas and thoughts. 2 (80% of points) Score1.5 Partial knowledge of the simpler details and process and major errors or omissions of some of the more complex ideas and processes. Score1.0 You needed help, or some more help, in the understanding of the simpler details and the more complex ideas. 1 (70% of points) Score .5 With help, a partial understanding of some of the simpler details and process but not the more complex ideas and process 0 (0-50% of points) Score 0.0 Even with help, you did not understand the simple or complex ideas. Adapted From Marazon (2004 c.) By Marzaon and Associates. Your score turned into the point system. 4 = ______ Points 3.5 = ______ Points 3 = ______ Points 2.5 = ______ Points 2 = ______ Points 1.5 = ______ Points 1 = ______ Points .5 = ______ Points 0 =______ Points Composter 30
- 31. Equip: Service-Learning • Rehearse for your Earth+ Event • Host your earth+ event • Raises Funds for others to be Earth+ • Train other peers for them to be Earth+ Composter 31
- 32. Share • Attend a Local Elementary/Middle/HIgh School Class • Give a composter • Deliver the lesson • Inspire others to keep the cycle going Composter 32
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- 34. Future • Make and sell soil at farmers market • Make and sell compost tea at farmers market • Sell the composters • Get students to do scientific experiments with their compost • etc... Composter 34
- 35. Contact • Benjamin Reid = ben@ihavecb.com • Sara Laimon = sara_laimon@echsonline.org Composter Composter 35