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Garbage Golf!


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GARBAGE GOLF! “Course of Causes” is a cross-curricular 18+ hole mini golf course with public art sculptures (made from recycled materials) being the obstacles on the course. In addition to this student service learning, recycling & sustainability unit being in conjunction with Earth Day, each golf hole supported a different student selected cause spanning from local to global communities.

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Garbage Golf!

  1. 1. Welcome to Student Service Learning GARBAGE GOLF “Course of Causes” St. Louis Convention Center CHARACTERplus National Conference June 27, 2012 Presenter: Melissa Rhinehart Breakout Session: Room 103 1:45-3pm
  2. 2. GARBAGE GOLF! “Course of Causes” is a cross-curricular 18+ hole mini golf course with public art sculptures (made from recycled materials) being the obstacles on the course. In addition to this student service learning, recycling & sustainability unit being in conjunction with Earth Day, each golf hole supported a different student selected cause spanning from local to global communities. For example some students worked with local Community Services to raise awareness and funds for disabilities & ending homelessness, while others chose global organizations such as The Water Project, that builds wells for clean drinking water in Africa.
  3. 3. Missouri Service Learning Standards RECIPROCAL PARTNERSHIPS Service-learning involves a variety of partners, including youth, educators, families, community members, community-based organizations, and/or businesses
  4. 4. • Community partnerships were formed through guest speakers from chosen organizations, some in person, others via Skype & GoToMeeting. • Turf was donated to us by the Indianapolis Super Bowl Host Committee 1st & Green Program. • Putters were borrowed from a local business and other supplies were made possible through McDonald’s (MAC) Making Activities Count Grant.
  5. 5. GARBAGE GOLF A PUBLIC SCULPTURE Recycling & Sustainability Unit Z510: Arts for Exceptional Children: Gifted Indiana University Bloomington Summer 2011 Dr. Enid Zimmerman Melissa Rhinehart
  6. 6. LINK TO CURRICULUM Service-learning has clearly articulated learning goals
  7. 7.  Purpose:  To explore sustainability and recycling  To explore how artists can make public art utilizing recycling to contribute to a sustainable community through service learning
  8. 8. MEANINGFUL SERVICE Students identify, authenticate, and learn about a recognized community need. Student actions are reciprocal, valued by the community, and have real consequences while offering opportunities to apply newly acquired academic skills and knowledge.
  9. 9. Look at the following 5 slides of pictures & videos… *write your observations on post-it notes
  10. 10. Reference Map – 2008/9 Commercial Hazardous Waste Landfills *write your observations on post-it notes
  11. 11. Look at the following pictures… *write your observations on post-it notes
  12. 12. *write your observations on post-it notes
  13. 13.  Global  Planet 100: The Pacific Trash Vortex Explained (2:42) ▪  USA  Landfill video field trip (6:57) ▪  USA  Landfill Video (4min) ▪  Local  Clark & Floyd County, Indiana Landfill (1:03) ▪ *write your observations on post-it notes
  14. 14.  Now group your post it notes into categories on the board.  What themes did you come up with?  What could the problem be?
  15. 15.  Landfills affect life  Recycling is change  Objects can be manipulated and repurposed  Sustainability is endurance  Sustainable Communities grow and change
  16. 16. Comprehension: • Describe the conditions and surroundings of a landfill based on the pictures / videos • Discuss the problems with landfills •Explain how landfills affect life •Interpret the color coded map of the US hazardous waste landfills • Predict what our world will be like in 100 years without recycling •Restate the meaning of sustainability •Translate the meaning of the picture of the garbage inside the footprint •Compare the pros and cons of recycling
  17. 17.  How can materials be transformed into other objects to help solve real life problems? ▪ (ex. BP Oil Spill)  How can drawings be used in this process? -(Ex. Mechanical drawing / industrial designers/ CAD designers)
  18. 18.  What is the problem? Sustainability How can students impact global sustainability through service learning? Indiana State Standard: [] Standard 12 - Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. [ART.7.12.3 & 8.12.3] Identify ways one can become actively involved in supporting the arts in the community. [1-7] The arts are connected to other areas of life.
  19. 19. Landfills Improper disposal of objects Not enough recycling Lack of concern / opportunity Lack of consumption reduction & reuse Lack of education pollution Environmental Air / water contaminates lack of sustainable materials Health effects Lack of Funding for recycling economy government
  20. 20. Application: Make a graphic organizer or chart to brainstorm possible ways to help solve or alleviate the global landfill problem.
  21. 21. YOUTH VOICE & CHOICE Service-learning engages youth in generating ideas during the planning, implementation, and evaluation process
  22. 22. Education Reduce, Reuse, Recycle campaign Political change Landfills Sustainable Art Project Recycled Art Fair / Event Adopt a highway / waterway Composting
  23. 23.  Analysis:  Sort brainstorming categories into chart for solution finding  Assign each idea points based on questions  Tally the points for each idea to see which idea is the best to pursue
  24. 24. Will it take a long time to complete? Will it involve many people? Will it have a lasting impact? Can the event be repeated in the future? TALLY 1. Political Change 1 5 5 1 12 2. Education 3 4 3 5 15 3. Recycled / Sustainable Art event 5 5 4 5 19 4. Adopt a Highway 1 5 5 1 12
  25. 25. Researching Solutions Internet search Recycled / Sustainable Art event Adopt a Highway Political Change Can be used to educate public about Sustainability No -due to dangerous conditions, legalities & age restrictions Fieldtrips Louisville, KY To see public art Professionals Talks / workshops with visiting Professional Sculptors and Public Artists Parent Resources Send letters home to parents for parent Volunteers and donations Local Businesses / Community Contact local business Owners to Assess their level of sustainable practices & interest for involvement in our event No - due to time constraints of school year & bureaucracy
  26. 26.  What is something fun to do in the community?  Basketball, Skate park, Hayswood park, Paintball, Movies, Arcade, Golf Shores Fun Center – minigolf, riding bikes, swimming, shopping  What is something that people of all ages can do, indoors, incase of rain?  Basketball, Paintball, Movies, Arcade, Golf Shores Fun Center –mini golf, swimming (YMCA), shopping  What activities can we do in our gymnasium?  Basketball, Movies, indoor mini-golf  What activities could incorporate large scale art work, public works and sculptures?  Mini golf
  27. 27.  Books     Recycling Sustainability Paper mache sculptures Internet search, YouTube videos   (junkyard golf) (recipe, process and video)  ft (Paper mache mirrormaking video)  Fieldtrip to local mini golf course   Golf Shores Fun Center; Corydon, IN ▪ Consult Professionals  Talks with professional artists / industrial artists / engineers
  28. 28.  View Public and Community Art  Louisville, KY
  29. 29. •Look at 3-D Public Art road paintings (slide shows in upcoming slides) to inspire perspective painting for floor surfaces such as the mini golf floor
  30. 30. 
  31. 31. 
  32. 32.  Brainstorm a theme  Holes can have individual themes and be unified under the umbrella of mini golf and / or recycling / sustainability  OR  Students can decide to have a common theme for the entire course
  33. 33. Example Theme… All-weather miniature golf in Madison An indoor course at Vitense salutes the city True to the course's name, each hole pays tribute in some way to a beloved local site or event. Although the third hole is named for Oscar Mayer, it features not the mammoth facility on Mayer Avenue but rather a colossal hot dog -- with mustard, natch -that doubles as a slippery slide for the kiddies..
  34. 34. MEANINGFUL SERVICE Service-learning addresses issues that are personally relevant to participants
  35. 35. Endangered Artic Animals The Water Project Spina Bifida Breast Cancer Awareness Muscular Dystrophy Themes Drug Abuse / Suicide Prevention Ending Homelessness Autism Awareness Stop Diabetes Rachel’s Challenge
  36. 36. Missouri Service Learning Standards REFLECTON Service-learning reflection encourages participants to examine their preconceptions and assumptions in order to explore and understand their roles and responsibilities as citizens
  37. 37. Guest Speakers Students were given a “Listening Worksheet” to complete during Guest Speakers presentations. Guest speakers were especially important in this project to dispel any myths, stereotypes or misconceptions for students to more acurately represent their chosen cause / organization Speakers: American Cancer Society American Diabetes Association Kosair Children’s Hospital Animal Control / Humane Society Best Friend’s Animal Society Harrison Co Coroner Harrison Co Community Services Blue River Services Wild Life in Need Videos of Guest Speaker Presentations Are currently being edited & should be available soon at GARBAGEGOLF.COM
  38. 38. Missouri Service Learning Standards DIVERSITY Service-learning encourages participants to recognize and overcome stereotypes
  39. 39.  How will your design layout work?  What will your obstacles be?  Where / how will they be placed?  What recyclable materials can you use to create the obstacles?  How many paths will there be through, around, under or over the obstacles?  How will your obstacles effect par?
  40. 40.  Creative problem solving & engineering Moving parts
  41. 41.  Students exploring movable parts can reference Alexander Calder for his public art / sculptural mobiles…
  42. 42.  Limited as of this time to size of school gym  Need to measure usable space in order to a lot students a size “cap” on their creation
  43. 43. Missouri Service Learning Standards LINK TO CURRICULUM Service-learning helps participants learn how to transfer knowledge and skills from one setting to another
  44. 44. Synthesis: • Plan layout of mini golf boards (determining size and space requirements / restrictions) •Design your mini golf platform integrating math, art & language arts description of the process & recycled materials used for an educational display. •Plan advertising strategies for the mini golf event • Create an agenda demonstrating how all of the activities, events and Tee times will be integrated at the mini golf event • Design informational literature (brochure / newspaper) and / or presentation (PowerPoint / Movie Maker, etc…) to educate parents, patrons & participants about how this event helps impact local & global sustainability
  45. 45. Missouri Service Learning Standards Duration & Intensity Service-learning is conducted during concentrated blocks of time across a period of several weeks or months
  46. 46.   fo&cPath=2_163_405&products_id=1587 Particle board / Ply wood, tape & phone book paper for Papier-mâché will be provided, everything else will be built out of student collected recyclables
  47. 47. Breast Cancer Awareness
  48. 48. Missouri Service Learning Standards DIVERSITY Service-learning helps participants develop interpersonal skills in conflict resolution and group decision-making
  49. 49.
  50. 50. Missouri Service Learning Standards LINK TO CURRICULUM The process includes deliberate cross-curricular connections whereby students learn skills and content through varied modalities that meet academic standards and enables the transference of skills and content to new applications. The content informs the service and the service informs the content. Service-learning is aligned with the academic and/or programmatic curriculum
  51. 51. Art  [] Standard 13 - Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology. [K-HS] Compares and integrates ideas, activities and studies across disciplines.    [ART.7.13.2] Create an integrated product or performance and analyze how integration of disciplines enhances knowledge. [] Standard 12 - Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.  [ART.7.12.3] Identify ways one can become actively involved in supporting the arts in the community. [1-7] The arts are connected to other areas of life.  [] Standard 9 - Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.  [ART.8.9.2] Demonstrate appropriate use of different media, techniques, and processes to communicate themes and ideas in their work.  [7-8] Demonstrates sculpture techniques.  [7-8] Demonstrates painting techniques.  [7-8] Demonstrates printmaking techniques.
  52. 52.  Math   Scale drawing / proportions Probability / Averaging for calculating par  Geometry: slope, angle, trajectory ▪ Algebra and Functions ▪ 8.3.5  Identify and graph linear functions, and identify lines with positive and negative slope. (Core Standard)  8.3.6  Find the slope of a linear function given the equation and write the equation of a line given the slope and any point on the line (Core Standard) ▪ Geometry  8.4.1  Identify and describe basic properties of geometric shapes: altitudes, diagonals, angle bisectors, perpendicular bisectors, central angles, radii, diameters, and chords of circles. (Core Standard)  8.4.2  Perform simple constructions such as bisectors of segments and angles, copies of segments and angles, and perpendicular segments. Describe and justify the constructions. (Core Standard)
  53. 53. Science  Sustainability, recycling, environment ▪ Earth and Space Systems  8.2.7  Recognize that some of Earth’s resources are finite and describe how recycling, reducing consumption and the development of alternatives can reduce the rate of their depletion. Language Arts  Literacy (6-8.RT.4) ▪ Write a step-by-step process and explanation of your project for public display next to mini golf hole ▪ Create an informative brochure for your Education Station ▪ Public Speaking
  54. 54. Health  Many causes were health related topics such as Breast Cancer Awareness, Autism & Disability Awareness, Drug Abuse Awareness, Kosair Children's Hospital, Muscular Dystrophy, Rachel's Challenge (mental / social health,) Stop Diabetes, Spina Bifida Awareness, Suicide Prevention  Many of our guest speakers were on these health related topics Physical Education  the sport of golf, visual-spatial / hand-eye coordinaton skills  Benefits of physical activity through sports Social Studies & Economics     Discuss how artists, artwork, and art institutions can impact local and national economies Benefits of fundraising for society / social causes Factors involved in donations (why did some groups raise more money than others?) Where does the money go / what it is used for / get put back in local / national / global economies?
  55. 55. Public Display  18 Hole Garbage Golf Course will be presented to Parents, Community and Classmates to interact, play & explore process & educate about recycling / sustainability
  56. 56. MEANINGFUL SERVICE Service-learning leads to attainable and visible outcomes that are valued by those being served
  57. 57. Spina Bifida Awareness Suicide Prevention Autism Awareness The Water Project ASPCA Diabetes Awareness
  58. 58.
  59. 59. Public Display  Also…Articles about the process and event will be written and submitted to local newspapers, School Arts and Arts &Activities Magazines.
  60. 60. Missouri Service Learning Standards YOUTH VOICE & CHOICE Service-learning promotes acquisition of knowledge and skills to enhance youth leadership and decision-making
  61. 61. Ticket & T-Shirt Sales Donation Count Concession Stand Bake Sale Silent Auction & Raffle Items
  62. 62. Missouri Service Learning Standards REFLECTON Service-learning includes a variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants’ knowledge, skills, and/or attitudes
  63. 63.  Evaluation:  Formative  Observation of student progress  Student Interview Questions  Pre & Post Standards Based Surveys  Summative  Rubric  Critique the final product
  64. 64.  Golfball picture  xg=&h=398&w=530&sz=32&hl=en&start=0&zoom=1&tbnid=DFlxy_k1wDhFnM:&tbnh=119&tbnw=150&ei=60YNTpSPIOumsAKCj8muCg&prev=/search%3Fq%3Dgolf%2Bputt%26um%3D1%2 6hl%3Den%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=304&vpy=66&dur=1&hovh=194&hovw=259&tx=152&ty=111&page=1&ndsp=28&ved=1t:429,r:8,s:0 &biw=1280&bih=709  Reduce, Reuse, Recycle icon  ev=/search%3Fq%3Drecycle%2Blogo%26um%3D1%26hl%3Den%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=414&vpy=110&dur=1999&hovh=225&hovw=2 25&tx=116&ty=108&page=1&ndsp=29&ved=1t:429,r:2,s:0&biw=1280&bih=709  Putt Putt cover icon  g&prev=/search%3Fq%3Dgolf%2Bputt%26um%3D1%26hl%3Den%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=713&vpy=354&dur=4575&hovh=221&hovw= 228&tx=113&ty=143&page=3&ndsp=24&ved=1t:429,r:9,s:54&biw=1280&bih=709  9 hole mini golf picture  52&w=500&sz=24&hl=en&start=72&zoom=1&tbnid=c6q4sLZpM3BPAM:&tbnh=121&tbnw=171&ei=bRYNTs6vBqP20gGd7M29Dg&prev=/search%3Fq%3Dunique%2Bputt%2Bputt%2Bcourses %26um%3D1%26hl%3Den%26sa%3DN%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=979&vpy=265&dur=467&hovh=187&hovw=267&tx=157&ty=88&page= 4&ndsp=24&ved=1t:429,r:17,s:72&biw=1280&bih=709  Outside aerial view of golfcourse picture  lf%2Bcourses%26hl%3Den%26biw%3D1280%26bih%3D709%26gbv%3D2%26tbm%3Disch&itbs=1&iact=hc&vpx=796&vpy=417&dur=7930&hovh=188&hovw=268&tx=74&ty=105&page=9&n dsp=25&ved=1t:429,r:10,s:204&biw=1280&bih=709
  65. 65.  Horse Public Sculpture  sz=186&hl=en&start=0&zoom=1&tbnid=qrQlou8_wiWjDM:&tbnh=136&tbnw=187&ei=3F4NTuqBBIimsQLH_Y2XCg&prev=/search%3Fq%3DPublic%2Bsculpture%2BLouisville,%2BK Y%26um%3D1%26hl%3Den%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=667&vpy=91&dur=69&hovh=197&hovw=255&tx=157&ty=99&page=1&n dsp=24&ved=1t:429,r:3,s:0&biw=1280&bih=709  Hands Public Sculpture  m=1&tbnid=QUj7KsTgl6DoIM:&tbnh=136&tbnw=192&ei=3F4NTuqBBIimsQLH_Y2XCg&prev=/search%3Fq%3DPublic%2Bsculpture%2BLouisville,%2BKY%26um%3D1%26hl%3Den %26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=860&vpy=97&dur=1193&hovh=185&hovw=272&tx=54&ty=130&page=1&ndsp=24&ved=1t:429,r:4,s:0 &biw=1280&bih=709  Paper Mache Dog picture (finished & in progress)  rev=/search%3Fq%3Dstages%2Bof%2Bpaper%2Bmache%2Bsculptures%26um%3D1%26hl%3Den%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=34 2&vpy=380&dur=1666&hovh=194&hovw=259&tx=135&ty=127&page=1&ndsp=25&ved=1t:429,r:13,s:0&biw=1280&bih=709  g&prev=/search%3Fq%3Dpaper%2Bmache%2Bsculptures%26um%3D1%26hl%3Den%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=187&vpy=251& dur=6355&hovh=194&hovw=259&tx=127&ty=106&page=9&ndsp=19&ved=1t:429,r:7,s:167&biw=1280&bih=709  Book Cover “Paper Mache Animals”  QLlv_y9Cg&prev=/search%3Fq%3Dpaper%2Bmache%2Bsculptures%26um%3D1%26hl%3Den%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=697&v py=138&dur=471&hovh=225&hovw=225&tx=113&ty=136&page=10&ndsp=18&ved=1t:429,r:3,s:186&biw=1280&bih=709
  66. 66.  Whale picture  &usg=__xK9OsK815kUYaP96y4bbKvfFC0Q=&h=768&w=1024&sz=270&hl=en&start=48&zoom=1&tbnid=AZML8BtGTPxc2M:&tbnh=123&tbnw=162&ei=AEwNTpPyAYjgsQKB6ioCg&prev=/search%3Fq%3Dmini%2Bgolf%2Bsculptures%26um%3D1%26hl%3Den%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=rc&dur=490&page=3&n dsp=27&ved=1t:429,r:7,s:48&tx=98&ty=37&biw=1280&bih=709  Skull mini golf sculpture picture  DQ&prev=/search%3Fq%3Dmini%2Bgolf%2Bsculptures%26um%3D1%26hl%3Den%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&biw=1280&bih=709  Rabbit mini golf sculpture picture  dur=92&hovh=259&hovw=194&tx=96&ty=166&page=1&ndsp=24&ved=1t:429,r:14,s:0&biw=1280&bih=709  Phonebook picture  %3Fq%3Dphonebooks%26um%3D1%26hl%3Den%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=622&vpy=227&dur=631&hovh=246&hovw=205&tx =113&ty=92&page=1&ndsp=29&ved=1t:429,r:10,s:0&biw=1280&bih=709
  67. 67.  9 hole mini golf and windmill photos  z65B1Aw=&h=352&w=500&sz=24&hl=en&start=72&zoom=1&tbnid=c6q4sLZpM3BPAM:&tbnh=121&tbnw=171&ei=bRYNTs6vBqP20gGd7M29Dg&prev=/search%3Fq%3Duniq ue%2Bputt%2Bputt%2Bcourses%26um%3D1%26hl%3Den%26sa%3DN%26biw%3D1280%26bih%3D709%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=979&vpy=265&dur=4 67&hovh=187&hovw=267&tx=157&ty=88&page=4&ndsp=24&ved=1t:429,r:17,s:72&biw=1280&bih=709  Calder photo mobile  xander%2Bcalder%2Bmobile%2Bsculptures%26um%3D1%26hl%3Den%26biw%3D1212%26bih%3D739%26tbm%3Disch&um=1&itbs=1&iact=hc &vpx=763&vpy=257&dur=442&hovh=214&hovw=233&tx=112&ty=113&page=1&ndsp=23&ved=1t:429,r:9,s:0&biw=1212&bih=739  Calder sculpture  andingovation/pool/tags/film/page9/&usg=__xTCBFBa1f9PHw6BcEhKqqcsYRI=&h=500&w=431&sz=152&hl=en&start=0&sig2=qbeCOpXNWr0qkoEVuS7EA&zoom=1&tbnid=Y4nBcuvnYl4qQM:&tbnh=134&tbnw=116&ei=yDgfTtLOKsT10gGZ753FAw&prev=/search%3Fq%3Dalexander%2Bcalder% 2Bmobile%2Bsculptures%26um%3D1%26hl%3Den%26biw%3D1212%26bih%3D739%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=279&vpy=380 &dur=33&hovh=242&hovw=208&tx=115&ty=107&page=1&ndsp=23&ved=1t:429,r:12,s:0&biw=1212&bih=739
  68. 68.  10 reasons to recycle glass bottles   Top 10 reasons to Recycle   &zoom=1&tbnid=fTlkydUNIGjtlM:&tbnh=163&tbnw=205&ei=lQ4hTvilJYqEtgfDts2qAw&prev=/search%3Fq%3Dreasons%2Bto%2Brecycle%26um%3D1%26hl%3Den%26sa%3DN%26biw%3D1600%26 bih%3D809%26tbm%3Disch&um=1&itbs=1&iact=rc&dur=437&page=1&ndsp=31&ved=1t:429,r:0,s:0&tx=112&ty=64&biw=1600&bih=809 Dangers of Landfills to our Environment Dump truck picture   xtEdkHpHjE=&h=618&w=400&sz=74&hl=en&start=0&sig2=WMLaSDEWyyyBcYUCc_ywyg&zoom=1&tbnid=2pIljDqjsPJ0TM:&tbnh=163&tbnw=106&ei=lQ4hTvilJYqEtgfDts2qAw&prev=/search%3Fq% 3Dreasons%2Bto%2Brecycle%26um%3D1%26hl%3Den%26sa%3DN%26biw%3D1600%26bih%3D809%26tbm%3Disch&um=1&itbs=1&iact=rc&dur=305&page=1&ndsp=31&ved=1t:429,r:1,s:0&tx=46& ty=77&biw=1600&bih=809 10 reasons to recycle   4hTvilJYqEtgfDts2qAw&prev=/search%3Fq%3Dreasons%2Bto%2Brecycle%26um%3D1%26hl%3Den%26sa%3DN%26biw%3D1600%26bih%3D809%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=1257 &vpy=83&dur=325&hovh=163&hovw=125&tx=101&ty=112&page=1&ndsp=31&ved=1t:429,r:6,s:0&biw=1600&bih=809 0%26bih%3D809%26tbm%3Disch&um=1&itbs=1&iact=rc&dur=447&page=8&ndsp=28&ved=1t:429,r:24,s:194&tx=105&ty=104&biw=1600&bih=809 Footprint  h=380&w=400&sz=87&hl=en&start=0&sig2=jeTRByG2CoxLbsreBJiIA&zoom=1&tbnid=2a5zZQZOc0DexM:&tbnh=161&tbnw=169&ei=lQ4hTvilJYqEtgfDts2qAw&prev=/search%3Fq%3Dreasons%2Bto%2Brecycle%26um%3D1%26hl%3Den%26sa%3 DN%26biw%3D1600%26bih%3D809%26tbm%3Disch&um=1&itbs=1&iact=rc&dur=574&page=1&ndsp=31&ved=1t:429,r:16,s:0&tx=58&ty=49&biw=1600&bih=809
  69. 69.  Modern Sanitary Landfill   3 Reasons to Recycle   prev=/search%3Fq%3Dlandfills%26um%3D1%26hl%3Den%26biw%3D1600%26bih%3D809%26tbm%3Disch&um=1&itbs=1&iact=rc&dur=302&page=7&ndsp=28&ved=1t:429, r:8,s:166&tx=91&ty=67&biw=1600&bih=809 Landfill   CkUc933hc29s=&h=269&w=389&sz=17&hl=en&start=0&sig2=CwoPunYzo6OftQVkMCSocQ&zoom=1&tbnid=_ZV3fm9QuX9dxM:&tbnh=143&tbnw=207&ei=lQ4hTvilJYqEtgfD ts2qAw&prev=/search%3Fq%3Dreasons%2Bto%2Brecycle%26um%3D1%26hl%3Den%26sa%3DN%26biw%3D1600%26bih%3D809%26tbm%3Disch&um=1&itbs=1&iact=hc& vpx=189&vpy=280&dur=775&hovh=187&hovw=270&tx=179&ty=97&page=1&ndsp=31&ved=1t:429,r:8,s:0&biw=1600&bih=809 Hazardous Waste Landfill Map   h=147&tbnw=194&ei=IRkhTtSyFM2Etgeon9TEAw&prev=/search%3Fq%3Dlandfills%26um%3D1%26hl%3Den%26biw%3D1600%26bih%3D809%26tbm%3Disch&um=1&itbs= 1&iact=rc&dur=356&page=7&ndsp=28&ved=1t:429,r:0,s:166&tx=148&ty=30&biw=1600&bih=809 26bih%3D809%26tbm%3Disch&um=1&itbs=1&iact=hc&vpx=949&vpy=261&dur=338&hovh=168&hovw=241&tx=106&ty=117&page=7&ndsp=28&ved=1t:429,r:11,s:166&biw=1 600&bih=809 Did you know?  Den%26sa%3DN%26biw%3D1600%26bih%3D809%26tbm%3Disch&um=1&itbs=1&iact=rc&page=1&ndsp=31&ved=1t:429,r:3,s:0&tx=62&ty=131&biw=1600&bih=809