www.epa.gov/osw 
“My habits will change due to this environmental day because I know that when I p

makes a lot of work for someone else to clean up.” 

—Matt, 7th grade 

“It was nice for me to know that I was making a difference in this world. I could se

good example for the little ones.” 

—Aaron, 7th grade 

“Ordinary people can do a lot to help the environment, and when people work tog

they can do anything.” 

—Lee, 7th grade 

“I learned how to be more creative and how to be more open to other people's ide

—Ben, 7th grade 

“We should do more things like this environmental day to show the rest of the natio

the world that this is a real issue.” 

—J, 7th grade 

Special Thanks 

Special thanks to the following people for participating in the development of this guide: Ana C

of the City of San Diego Environmental Services Department and other planners associated wit

San Diego event; and Principals Len Ference, Mechanicsburg Middle School, and Dennis Quee

Kingsview Middle Schools, and all of the middle school teachers. 

Photos courtesy of Mechanicsburg (PA) Middle School and Kingsview (MD) Middle School. 
Contents


About This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

“What Is a “Make a Difference Day”? . . . . . . . . . . . . . . . .3

Why Teach Kids About Waste Reduction 

and Resource Conservation? . . . . . . . . . . . . . . . . . . . . . .3

Planning a “Make a Difference Day” . . . . . . . . . . . . . . . .4

“Make a Difference Day” Activities . . . . . . . . . . . . . . . . .12

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Appendix: Sample Schedule . . . . . . . . . . . . . . . . . . . . . .29

"The kids had a great time. They loved it. I heard kids say, ‘This is the 

best day we had in school all year.'" 

—Len Ference, principal, Mechanicsburg Middle School 

1
About This Guide 

For Communities and 

Youth Groups 

Activities in this guide can 

be easily adapted by community and youth groups in 

planning a volunteer day 

or service-learning experience for young people. 

Engaging people in handson activities to protect the 

environment is beneficial 

no matter what the venue. 

The U.S. Environmental 

Protection Agency 

(EPA) developed this 

guide to provide 

advice, ideas, and 

inspiration to teachers, 

school administrators, 

and others for planning 

a hands-on environmental day at school. 

Many of the tips and ideas in this guide come from 

“Make a Difference Day” events supported by EPA. EPA 

launched its “Make a Difference” campaign in October 2003 

at an Environmental Symposium for middle and high school 

students held by the City of San Diego Environmental Services 

Department and the San Diego County Office of Education. EPA 

also supported Environmental Challenge days in May 2004 and 

May 2005 at Mechanicsburg Middle School in Mechanicsburg, 

Pennsylvania. EPA also assisted Kingsview Middle School in 

Germantown, Maryland, with the school’s “It’s a Green Day at 

Kingsview” event, held in April 2005. EPA hopes that schools 

across the country will embrace the ideas presented here and 

involve their students in environmental studies and activities. 

Students apply mulch to trees on campus. 

Send Us Your Success Story 

After you plan and successfully run a “Make a Difference Day” of your 

own, e-mail EPA about your event! We will post success stories on our 

Web site so everyone can share in the good news! Send to 

<www.rcc-challenge@epa.gov>. 

"Kids LOVED the hands-on activities. They want to DO." 

—Mechanicsburg teacher 

2
What Is a “Make a Difference Day”?


A “Make a Difference Day” involves hands-on activities that 

engage students in learning about reducing waste, reusing 

materials instead of throwing them away, recycling, composting, and conserving natural resources and energy. Whether 

it involves conducting a "waste-free lunch" or building art 

sculptures out of cans, bottles, and other recyclable trash, 

a “Make a Difference Day” engages students in a variety of 

environmental activities. These activities help foster an appreciation for the environment and life-long environmental stewardship. 

Your “Make a Difference Day” can include other environmental topics as well, such as water quality, biodiversity, 

or ecosystems. Depending on the location and nature of your 

school, you might want to include stream cleanups, 

trail maintenance, or other environmental activities. 

Why Teach Kids About Waste 

Reduction and Resource 

Conservation? 

Waste reduction activities (which include preventing waste, reusing, and recycling) can: 

• Prevent pollution created by manufacturing 

new products, or products made from 

virgin materials. 

• Save energy in manufacturing, transportation, and disposal of products. 

• Decrease greenhouse gas emissions, which 

contribute to global climate change. 

• Conserve natural resources, such as timber, 

water, metals, and fossil fuels. 

• Reduce the need for landfilling and 

"Some of the things people 

throw out still have uses. 

We learned what we can do 

with those things." 

—York, Grade 7 

“Even though you're young, 

you can still do stuff that 

makes a difference." 

—Lauren, Grade 7, on what she 

learned and could teach others. 

Students pick up litter from school grounds. 

incineration, which are expensive to 

operate and maintain. 

• Protect and expand U.S. manufacturing 

jobs and increase U.S. competitiveness. 

• Help sustain the environment for 

future generations. 

"Most kids want to make a difference. 

They are motivated when they see the 

possibility." 

—Mechanicsburg teacher 

3
Planning a “Make a Difference Day” Benefits of a “Make a Difference Day” 

Advance planning is essential to running a smooth, pro- Planning a “Make a Difference Day” has

ductive “Make a Difference Day.” Based on suggestions many benefits for your school, students,

from previous “Make a Difference Days,” EPA recom- teachers, and the local community. It can:

mends the following basic planning activities. You can • Help foster a sense of personal responsi- conduct these activities in the order that is appropriate bility and an appreciation for the envi- to you depending on your school’s needs and priorities,

or it might make sense to conduct several of these activ- ronment at a young age.

ities simultaneously. Use the checklist at the back of this • Show students that they can make a difsection to make sure you’ve covered all the bases. ference in the environment at home, at

school, and in the community. 

Organize a team and committees. • Teach students specific, easy actions they 

can do that lead to regional, national, or A “Make a Difference Day” needs a team leader, such global environmental results. as a principal or a lead teacher, who organizes and

oversees all planning and operations. The team leader in turn needs teacher volunteers to help coordinate

the event and brainstorm, plan, and run activities. The team should plan to meet every one to three weeks,

and each person should be willing to spend anywhere from one to 10 extra hours per week on planning,

depending on the number of months you have to plan, the number of students involved, and the nature of

the activities.

Form committees within the team to take charge of specific tasks, such as:

• Setting an agenda or schedule of activities for Words of Wisdom
 the event

To help plan Mechanicsburg's Environmental • Securing materials donations (e.g., tools) and Challenge Day, the principal (team leader) asked ensuring their return for teacher volunteers. A team of science, art, 

• Soliciting financial contributions family/consumer science, and physical educa-

• Making necessary purchases (e.g., plants tional/environmental club teachers came forfor gardening) ward. The principal also involved three retired 

teachers who had an interest in environmental • Engaging parents and volunteers issues. At Kingsview, the committee approached 

• Inviting and confirming speakers/presenters individuals outside of the school—those they 

• Ensuring event receives local media attention knew had environmental expertise, such as representatives from local and state agencies. 

Set goals for event and determine measures of success. 

Setting specific goals for the event will help keep all 

planning and brainstorming on target and will 

ensure that all members of the team are working 

toward the same outcome. This is one of the first 

activities that should be conducted when organizing 

a “Make a Difference Day.” 

Students learn about pond management. 

4
Because teachers and schools are held accountable for Student Reflections complying with specific state and/or national standards of 

learning, and because classroom curricula are already Mechanicsburg Middle School students 

planned around these standards, the goals for your “Make answered the following questions after para Difference Day” should also align with these standards. ticipating in Environmental Challenge Day 

The activities and experiences that the students participate 2005: 

in during the event should directly support the concepts, 

lessons, or goals set for their grade range based on the • Explain what our school should do to be 

state and/or national standards and your school’s grade- a leader in environmental conservation. 

specific curricula. • Using the 4 R's (reduce, reuse, recycle, 

"The goal of our youth environmental 

outreach program is to teach students 

how they can individually and collectively make an impact on the quality 

of the environment—air, water, and 

land."—Ana Carvalho, City of San Diego 

Environmental Services Department 

rebuy), how can you make your home 

more environmentally friendly? 

Measuring the success of your event is a way of measuring 

whether your goals were met. Ideally, you should conduct 

a pre-assessment as well as a post-assessment, to deter-

• What is the most important thing you 

learned during this Environmental 

Challenge? 

• Explain how your habits will change 

because of your Environmental 

Challenge experience. 

• What changes would you like to see in 

your community that will help conserve 

and protect the environment? 

• After today's experience, what changes 

would you suggest being made to the 

learning experience for next year? 

mine how much students learned about environmental issues, how their appreciation of the environment 

has changed, and how their behaviors have changed or will change. Quantifying results in some way will 

not only help you improve your program for future years, it will help explain and justify the benefits of the 

event to others and the need for the required time and budget for the event. The success of the event will 

help sell the event, and may even help obtain grants or donations in the future. 

Determine grade level and how many students will participate. 

Among the first tasks of the team leader or the team should be determining the grade level and number of 

students to be involved. You can start off small by conducting “Make a Difference Day” activities within individual classrooms (we recommend consulting with EPA’s The Quest for Less for relevant classroom activities), 

or you can plan for a single grade or a school-wide effort. It all depends on the number of teachers on your 

“We wanted the activities at “It’s a Green Day at Kingsview” to reinforce 

the work students did in class. We reviewed the curricula and decided the 

event aligned well with the 8th grade science classes. Students studied the 

themes in class before the event and then had the opportunity to experience what they discussed.” 

—Dennis Queen, principal, Kingsview Middle School 

5
team, the level of effort you wish to undertake, 

and the resources available for the event. Part 

of the decision about how many students and 

grades should be included might be dictated by 

the financial budget for the event. Keep financial constraints in mind when setting goals and 

brainstorming activities. 

Select a date and be sure you have 

enough lead time. 

Early in the planning process, select a date 

that allows for three to five months of lead 

time to plan and organize the event. San Diego 

planned its event in about three months. Mechanicsburg spent four to five months but would recommend 

even more time. Kingsview started planning in the fall for its spring event. 

Brainstorm activities for the event. 

Gather the team together to brainstorm activities for your 

event. (You might even want 

to include some students in the planning and brainstorm- Words of Wisdom 

ing.) The ideas presented in this guide are intended as a In Mechanicsburg and at Kingsview, the 

springboard, or jumping off point, for discussion and con- teams met in person regularly to plan and 

sideration by the team. You also might want to consider discuss the event. The city of San Diego 

unique possibilities that might be available at your school worked closely with county planners in planor in your community (e.g., an onsite environmental center ning the event. 

or wooded trails; an inner city location close to a residential neighborhood). Activities may be hands-on (e.g., art projects) or informational (e.g., environmental 

career sessions). 

Designate a notetaker and keep notes on every idea that is mentioned; later, you can weed through the list 

of ideas to identify the strongest ones. 

Students show off their solid waste management plan science project. 

"Our goal for the event was to actively engage our kids in a hands-on 

experience so they would have an appreciation for the environment, 

think of what they could do on a daily basis to help the environment, and 

give them ownership of the campus and the school. 

"We succeeded in this goal. We still have groups who want to finish the 

projects they started on our Environmental Challenge day: painting, 

planting, cleanup, weeding. They voluntarily approached us and asked 

that they be allowed to finish." 

—Len Ference, principal, Mechanicsburg Middle School 

6
Select activities, develop a preliminary 

agenda, and assign responsibilities. 

Review your list of activities based on potential for 

pre-event preparation, resource and staffing requirements, and whether they meet your goal. 

Be sure to plan how you will structure the day: How 

long will each activity last? Where will each activity be 

located? How many activities will each student participate in during the day? How many students can reasonably and safely participate in each activity? When 

will students sign up for activities? 

Also determine who is going to lead each activity and whether parents or others are needed to assist. 

For example, you might want to send a note home with students or through the parent-teacher association 

asking for parent volunteers to assist with a gardening activity. Perhaps you want to contact your local 

Master Gardeners or Master Composters or bring in a nearby environmental nonprofit group to lead an 

activity in which they specialize. You might also want to assess what community partnerships you have 

already established and could draw on for financial or other support. 

See appendix on page 29 for a sample schedule. 

Determine materials, tools, and financial 

resources needed for 

each activity. 

As you refine and finalize your activity list for the day, 

determine what materials and tools are needed for 

each activity (e.g., garden shovels for composting, 

art supplies for trash sculpture). Then identify whether 

you have any of the supplies already, whether you 

can borrow any from parents or local businesses. 

Tally any financial support received to date and calculate the cost of what you will need to buy. If funds 

fall short, consider holding bake sales or other 

fundraising events or soliciting funding support from 

local businesses. You might also ask students to 

bring common supplies to the event (e.g., clearly 

marked gardening tools). 

Plan for first aid 

The school nurse should set up a first-aid station if 

kids are working outside on a hot day and have 

supplies and staff available to deal with and prevent dehydration, heat exhaustion, or other injuries. All 

staff involved in the event should be aware of students' 

special medical needs. 

"We assessed the event based 

on teachers’ evaluations and 

direct feedback from students, 

especially during a discussion 

session held by EPA." 

—Ana Carvalho, City of San Diego 

Environmental Services Department 

Students prepare their tools for a day of green gardening 

and beautification. 

7
Provide time and/or place for students to refill 

water bottles several times during outdoor physical activities. 

Address publicity needs. 

Let your community know what you are doing! Be 

sure to follow protocol for public relations established by your school district. Suggested activities 

include: 

• Publishing an article about the event in your 

school newspaper or other school- or districtwide publications. 

• Issuing a press release to your local media 

(both print and broadcast), and even the 

statewide media. 

• Posting information on your school’s Web site. 

Other miscellaneous planning needs: 

“Getting the word out to the 

community is essential. Not only will 

it increase interest in the event, 

but it can help take the strain off 

the planning team. By publicizing 

the “It’s a Green Day at 

Kingsview” in the local paper, volunteers approached us, asking to 

participate.” 

—Dennis Queen, principal, Kingsview 

Middle School 

Depending on the nature of your event, you may need to consider the following additional planning steps: 

• Preparing name tags 

• Preparing certificates and goodie bags for students (e.g., water bottles) 

• Securing parental permission, if necessary 

• Preparing a map for participants 

Students prepare to apply mulch to wooded hiking trails on campus. 

8
Words of Wisdom 

Mechanicsburg Middle School spent 

about $1,100 in school funds on its 

Environmental Challenge Day. 

Without donations from local businesses, Principal Len Ference estimates the cost would have been 

closer to $3,000. 

Students plant a “green” garden. 

"We had no problem getting volunteers. We involved the parentteacher organization and sent e-mails to parents to get donations 

and tools. Our office contacted local businesses, who were happy 

to get involved and donate tools, flowers, etc. We have partnerships with a lot of them already. Next year, we hope to do more 

recognition and promotion of the businesses that help us, to help 

keep them involved." 

—Len Ference, principal, Mechanicsburg Middle School 

9
Planning Checklist


In addition to following the initial planning steps outlined in this guide, use this checklist to ensure 

that you’ve considered or implemented these important planning activities: 

❑ Identify a team leader. 

❑ Solicit teacher volunteers. 

❑ Form committees for each specific task. 

❑ Set educational goals and measures of success for event. 

❑ Determine grade level and how many students will participate in event. 

❑ Select a date and location for the event. 

❑ Brainstorm activities for event. 

❑ Designate a notetaker for all meetings regarding the event. 

❑ Select activities for event. 

❑ Set an agenda or schedule for event. 

❑ Assign teachers/volunteers to each activity. 

❑ Give the event a name. 

❑ Inform staff and students of event. 

❑ Determine specific material needs for each activity (donation and purchase). 

❑ Determine specific tools necessary for each activity (donation and purchase). 

❑ Contact local businesses for donations or financial contributions. 

❑ Send letter home to parents for volunteers or donations. 

❑ Encourage the PTA, Master Gardeners/Composters, or other relevant organizations or local 

government entities to participate as volunteers or provide expertise, donations, or financial 

contributions. 

❑ Assess available funding versus needs. 

❑ Engage a speaker/presenter for the event. 

❑ Invite special guests (e.g., mayor, governor). 

❑ Follow public relations procedures to gain publicity (e.g., write press release). 

❑ Prepare a map for all participants. 

10
❑ Determine how activities will operate during the day (timing, periods). 

❑ Allow students to choose activities. 

❑ Schedule students for activities/provide an agenda/schedule to students and teachers. 

❑ Plan for inclement weather. 

❑ Prepare students for the day (e.g., discuss scheduling, timing). 

❑ Send letter home to parents with clothing/supplies needed for event (e.g., shoes, no sandals; 

water bottle). 

❑ Prepare name tags, if necessary. 

❑ Prepare certificates and/or goodie bags for students. 

❑ Secure any necessary parental permission. 

❑ Prepare first aid station for outdoor activities, including ready access to water. 

❑ Consider methods for assessing learning after event (e.g., students fill out reflection sheet). 

11
“Make a Difference Day” Activities


The following pages provide a few sample activities to consider for your “Make a Difference Day.” Each 

activity includes a description, objectives, materials needed, and steps to consider when planning the exercise. Feel free to improvise or add additional lessons or themes to make your day a success! 

*Be sure to check EPA’s Quest for Less for other relevant activities (see Resources). 

Index of Activities 

Waste-Free Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 

Waste-Free Lunch Poster Contest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 

Recycled Art Sculpture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 

Swap Shop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 

Environmental Expressions Contest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 

Outdoor Composting

RecycleMania

Science Fair Fun

12
Waste-Free Lunch 

Activity Description 

Hold a waste-free lunch on your “Make a Difference Day.” Order EPA’s free Waste-Free 

Lunch poster listed in the Resources section of this guide to educate students, parents, teachers, and administrative staff about planning and packing a waste-free lunch. Students will 

bring in lunches from home and measure the amount of waste they create. This activity will 

help students realize ways in which they can reduce waste in their daily lives. 

Objectives 

• To show students how to reduce their individual impact on the environment, using their 

lunches as an example. 

• To help students learn more about reusing, recycling, and composting materials. 

Materials Needed 

• Packed lunches brought from home. 

• Measurement worksheet (see the Waste-Free Lunch Poster in the Resources section). 

Activity Checklist 

❑ Be sure that the school has access to a recycling and composting program and find out 

what materials can be recycled or composted. 

• If a recycling program is not available at your school or in your community, contact 

your state, municipal, or county solid waste management agency to find out what 

you can do to get a recycling program started in your community, or have a onetime collection event at your school. 

❑ Plan a waste-free lunch as part of “Make a Difference Day” by working with the planning team to educate parents about waste-free lunches. 

• Send a letter home to parents explaining waste-free lunches and asking them to help 

students bring in lunches from home on “Make a Difference Day” and a pre- determined day prior to “Make a Difference Day.” 

❑ On the pre-selected day prior to “Make a Difference Day” have students bring in a regular lunch from home. After lunch, have students make a detailed record of the items left 

over. Note whether they are recycled, composted, reused, or thrown away. These items 

can be recorded on the measurement worksheet found on the Waste-Free Lunch poster 

or a similar measurement sheet can be created. 

• Once the items have been recorded, help students place the recyclable or compostable items in the proper receptacles. 

❑ After the lunch items have been recorded, have students brainstorm ways to replace 

the items they threw away in their lunch with items that can be reused, recycled, 

or composted. 

Activities


13
❑ On “Make a Difference Day” have students bring in a lunch that they consider to be 

waste-free. Students should again take measurements of items in their lunch that can 

be reused, recycled, composted, or thrown away. 

❑ Have students compare the number of items that they threw away prior to “Make a 

Difference Day” to the number of items they threw away on that day. The goal is to 

have the majority of the items from the waste-free lunches be reusable, recyclable, 

or compostable. 

Activities


14
Waste-Free Lunch Poster Contest 

Activity Description 

Students will work with their art teacher during class or after school to design and make 

posters illustrating waste reduction, and specifically promoting the waste-free lunch that will 

take place during “Make a Difference Day.” This event could also be used to kick off a 

school composting program. 

Objectives 

• To show students the importance of waste reduction in their everyday lives, using lunchtime as an example. 

• To allow students to consider ways to communicate the importance of waste reduction to 

their classmates through art work and creativity. 

Materials Needed 

• Poster board 

• Art supplies (markers, crayons, paint, erasers, scissors, construction paper, glue, glitter) 

Activity Checklist 

❑ Work within the planning team to determine guidelines for the poster contest before 

announcing it to students. Whether created by the full team or perhaps just the art 

teacher, guidelines will help students stay on topic and will also provide them with due 

dates, allowable materials, and judging criteria. 

• Be sure to consider when students will work on the contest (e.g., during art class, 

during home-room, after school). 

• Determine who will judge the contest and how the winners will be notified (e.g., during morning announcements, at lunch on “Make a Difference Day”). 

• Create a plan for where the winning posters will be on display (e.g., in the cafeteria, 

throughout school hallways). 

Activities


Waste-Free Lunch Poster Contest entries. 

15
❑ Ask students to keep a journal for a full day to note which of their everyday activities 

generate waste. In particular, ask your students to log the types of waste they generate 

at lunch. 

❑ Using their daily logs, discuss ways to reduce waste throughout the day. Refer to the 

resources section for helpful Web sites to visit. 

❑ Once students have a better idea of how to reduce waste, ask them to brainstorm ways 

to illustrate what they’ve learned. Remember to refer them to the guidelines of the poster 

contest to see if there are any themes or topics they should cover. 

❑ Now that students know how to reduce waste at lunch, they can begin making their 

posters! Using available materials, students should spend time drawing/painting/illustrating what they think is the best way to remind people to reduce waste during lunch. They 

can illustrate actions, objects, or anything they think will make an impact and help their 

friends and classmates learn about waste reduction. 

❑ Judges will determine winners based on the judging criteria and students will be notified. 

Activities


16
Students create a “trashy” Statue of Liberty. 

Recycled Art Sculpture 

Activity Description 

Students will work in teams during art 

class or after school under supervision to 

make sculptures using recyclable materials or materials that would otherwise be 

thrown away. This activity illustrates creative uses for materials that have reached 

the end of their “useful” life. 

Objectives 

• To illustrate to students the importance of waste reduction in their 

everyday lives. 

• To allow students to consider ways to 

communicate the importance of waste 

reduction to their classmates through 

art work and creativity. 

Materials Needed 

• Various recyclable materials and/or 

non-recyclable materials such as: 

plastic bottles and containers, 

aluminum cans, wood, paper, newspaper, 

magazines, hangers, wire, 

or cloth. 

• Glue, paint, markers, rulers, and other art supplies. 

• Hammers, nails, screws, pliers, screw drivers, wire cutters, dremel tool. 

• Try to avoid sharp objects and glass. 

Activity Checklist 

❑ Work with the planning team to determine where the sculptures will be displayed once 

they are completed. 

❑ Prior to “Make a Difference Day,” ask students to bring in clean recyclables or reusable 

items and/or collect clean recyclables from school. 

❑ On “Make a Difference Day,” have students split into teams. 

❑ Teams should use the collected materials to create a sculpture about waste reduction. 

They should work together to help connect or attach materials to one another. Students 

should be instructed to make a sculpture that will either stand or hang easily. 

Activities


17
❑ Once the sculptures are 

complete, each team 

should give their sculptures a name and should 

write a brief paragraph 

describing its meaning, 

what materials were 

used, and what they 

hope students will 

learn from their work. 

❑ Students should weigh 

their sculptures to see 

how much waste they 

diverted from the 

waste stream. 

❑ Display the sculptures and 

descriptions around the school after the “Make a Difference Day” to remind students of 

the importance of waste reduction and the creativity of reuse and recycling. 

❑ Check with local malls, post offices, grocery stores, banks, libraries, and other community locations to see if they would like to display the art sculptures. 

Students show off their “trash sculpture”.... 

Activities 

...and “trash pizza.” 

18
Swap Shop 

Activity Description 

Students will bring in, collect, and organize items (e.g., clothing, toys, books) that they no 

longer want or use and will swap with one another for different items. This activity illustrates 

the ease and effectiveness of extending an item’s useful life, by simply allowing others to 

reuse the items. 

Objectives 

• To illustrate to students the importance and ease of reuse and recycling in their everyday 

lives. 

• To allow students to consider ways to reuse items they may no longer want or need, 

instead of throwing them away. 

• To illustrate to students that sometimes items they no longer use can be used by others. 

Materials Needed 

• Various items that students would enjoy swapping, including clothes, toys, books, and 

CDs. Instruct students not to bring large appliances, broken items, dirty or badly worn 

clothes, books with missing pages, puzzle pieces, etc. 

Activity Checklist 

❑ Work with the planning team to determine when students should start collecting items to 

bring in, how many students should be in the shop at a time, and how the swapping will 

take place (i.e., guidelines for swapping). Consider allowing students who donate something to visit the shop first to take what they like, then open it up to everyone. 

❑ Work with the planning team to determine where items will be stored prior to the “Make 

a Difference Day.” 

❑ Plan for where remaining items will go: To a charity? Back home with the students who 

brought them? Make sure everyone knows this and agrees. 

❑ Assign students and volunteers to help organize items prior to the “Make a Difference 

Day.” Be sure to weigh the items that are brought in so students can measure how 

reusing materials helps reduce the amount of waste going in the waste stream. 

❑ On the “Make a Difference Day,” have students and volunteers help set up the “shop,” 

so that items will be on display. Start swapping! 

. 

Activities


19
Activities


Outdoor Composting 

*EPA’s Quest for Less offers a variety of composting activities, including indoor composting 

and worm bins. Choose the activity that is right for your students. 

Activity Description 

Students will learn about composting and will have an opportunity to create a compost bin 

for the school. This activity illustrates ways to reduce waste by reusing outdoor materials for 

landscaping and gardening. 

Objectives 

• To allow students to learn about a new way to reuse items and reduce waste. 

• To illustrate to students how natural materials can act as a natural fertilizer for gardens. 

Materials Needed 

This activity works best for creating a compost area on school grounds. 

• Leaves, grass, landscaping trimmings. 

• Wood; pallets or another material to build your container; nails, hammer. 

• Shovels, gloves, wheelbarrow. 

• Thermometer. 

Activity Checklist 

❑ Work with the planning team to identify a Master Gardener or Composter, teacher, volunteer, or community member who is an “expert” on composting and can teach students 

about its benefits. 

❑ Work with the planning team to decide where you will put the outdoor composting “center,” and what kind of container you will use to hold the compost. Consider using old 

wooden pallets from 

deliveries, instead of 

purchasing lumber or 

plastic containers. 

❑ Work with the planning team and appropriate staff at school 

to determine who will 

continue caring for the 

compost (e.g., science 

classes, student volunteers). 

Students build compost bins from old pallets. 

20
❑ Work with your composting “expert” to design a composting container, noting the steps it 

will take to build the container and how students can participate. 

❑ Prior to “Make a Difference Day,” ask students to rake leaves and collect grass clippings 

and place in a pile near the composting site. 

❑ Prior to “Make a Difference Day,” work with the planning team to ensure students are 

learning about composting and how it can be used in gardens/landscaping. 

❑ On “Make a Difference Day,” spend time reviewing the design of the composting container, and work with 10 to 12 students to build the container and place the first batch of 

compost (the leaves and grass clippings) into the first bin. 

• In order to prevent dehydration, be sure students have ready access to water during this 

activity, as they may be participating in physically challenging activities for several hours. 

Activities 

Students gather leaves and grass clippings to compost. 

21
Activities


Environmental Expressions Contest 

Adapted from <www.ibuydifferent.org>, part of Be, Live, Buy Different—Make a Difference, 

a national campaign from World Wildlife Fund (WWF) and the Center for a New American 

Dream. 

Activity Description 

Students will create an original song or poem or other creative work about an environmental issue that’s important to them. A performance will be held on “Make a Difference Day” 

for students to showcase their creativity. Judges will be invited to select the winners. 

Objectives 

• To allow students to creatively voice their opinion on environmental issues. 

• To allow students to focus on an environmental issue of their choice. 

• To illustrate to students that environmental issues may be addressed through all types of 

media (water, air, land). 

Activity Checklist 

❑ Work with the planning team to determine guidelines for the contest. Be sure to identify 

when students will work on creative pieces (e.g., music class, English class, after-school, 

at home). You may also need to consider: 

• Limiting the type of performance media. 

• Restricting performance time. 

• Allowing student supplied props. 

• How performers will sign up. 

• Prizes such as a recording session, backstage passes to a radio station, or publication in a newsletter. 

❑ Identify judges who are experts in the music, arts, or environmental fields. Judging 

should be based upon enthusiasm, creativity, and environmental awareness. 

❑ Introduce the contest prior to “Make a Difference Day” and ask students to pick an environmental topic that is important to them. You may choose to limit the topics to themes 

that will be studied on “Make a Difference Day.” 

❑ Ask students to research the topic they choose (see the Resources section) and to create 

an original song or poem or other creative work. 

❑ Students will perform their original piece on “Make a Difference Day.” Judges will select 

winners and provide feedback for all participants. 

22
RecycleMania 

Adapted from the RecycleMania competition for colleges and universities across the 

United States. For more information, please see the RecycleMania Web site at 

<www.recyclemaniacs.org>. 

Activity Description 

Students will be teamed up—by class, grade, cafeteria period, lunch table, or other logical 

grouping—and compete over a 10-week period to collect the largest amount of recyclables 

from waste generated in classrooms and/or to increase the waste reduction rate. 

Objectives 

• To illustrate to students the importance of recycling and waste prevention. 

• To allow students to become aware of the school’s waste management and recycling 

programs. 

Materials Needed 

• Plastic bags or baling material for collected materials 

• Weight scale or volume metric for measurement 

• Recycling containers for classrooms and cafeterias 

• Collection and pick-up areas for recyclables 

Activity Checklist 

❑ Work with planning team to create guidelines and select a competition format for this 

activity before announcing it to students. Schools may choose to run both competitions 

simultaneously, or may choose only one competition format. 

• Option A – Per Capita Recycling Competition: Teams will compete to see who can 

collect the largest amount of recyclables in 10 weeks. All classrooms (or other 

applicable rooms) will be outfitted with recycling containers, which must be used to 

collect recyclables. Teams report measurements on a weekly basis in pounds recycled 

per student. This option focuses on increasing the amount of recycling in a school. 

• Option B – Recycling Rate Competition: Teams will compete to increase the waste 

reduction rate by increasing the amount of recyclables collected and decreasing 

waste generated. Teams report the weight of the trash generated in addition to the 

recycling weight in option A. This option focuses on overall waste reduction. 

❑ Students are teamed up according to individual classes, grades, or other specified designation. Each team will need a teacher or other volunteer to lead the team and report 

measurements. 

❑ Identify materials to recycle depending on the school’s recycling program. Standard recyclable materials include paper, aluminum cans, glass and plastic bottles, and cardboard. 

Make sure there is a market for the recyclables, and contact a local hauler about collection of the materials. 

Activities


23
Activities


❑ Educate teachers and students about recycling and waste prevention. Refer to the 

Resources section for helpful Web sites to visit. Reuse + Recycling = Waste Reduction: A 

Guide for Schools and Groups will be especially helpful. 

❑ Determine how winning teams will be notified (e.g., during morning announcements or 

at an awards ceremony on “Make a Difference Day”) and what, if anything, the teams 

will win. 

❑ Competition should be started approximately three months before your “Make a 

Difference Day.” 

❑ For 10 weeks prior to your “Make a Difference Day,” teams will collect pre-determined 

materials for recycling. 

❑ Develop a measurement system for teams to follow. This may include physically 

weighing the recyclables and/or trash or using a volume metric available from EPA at 

<www.recyclemaniacs.org/doc/measurement-tracking/conversions.pdf>. Each team is 

responsible for measuring and reporting their own recyclables and trash collected. 

• Use the following formula to determine the per capita recycling: 

Weight of Recyclables 

Number of Students in Class (or other unit) 

• Use the following formula to determine recycling rate: 

Weight of Recyclables 

Weight of Recyclables Collected + Weight of Trash Generated 

❑ Continue educational activities throughout the 10-week period to encourage participation. 

❑ The winner of competition A is the team that recycles the most per student over the 10-

week period. The winner of competition B is the team that has the highest recycling rate. 

❑ Announce winners on “Make a Difference Day.” 

24
Science Fair Fun


Students will work in small groups during science class or after school under supervision to 

make science projects to display on “Make a Difference Day.” Students will design their own 

environmental experiments, based on a list of ideas provided by the school. Projects will correspond to activities that will be held on “Make a Difference Day.” This activity allows students to use critical thinking skills to focus on environmental problems. In addition, this 

activity ties classwork to “Make a Difference Day.” 

Objectives 

• To illustrate to students that they have the ability to solve some of the environmental 

problems they encounter in their own lives. 

• To allow students to work together and help them to develop critical-thinking and problem-solving skills. 

Materials Needed 

Each project might have different material requirements, but all teams will need access to 

the following materials to present their findings: 

• Poster board 

• Paint, markers, rulers, and other art supplies 

Activity Checklist 

❑ Work with the planning team to determine guidelines for the science fair before 

announcing it to students. Guidelines will help students stay on topic and will also provide them with due dates and judging criteria. 

• Be sure to consider where students will work on the science fair (e.g., during science 

class, during home-room, after school) 

• Identify where the science projects will be displayed once they are completed (e.g., in 

the cafeteria, throughout school hallways) 

❑ Determine who will judge the science fair and how the winners will be notified (e.g., during morning announcements, at lunch on “Make a Difference Day”). 

❑ Develop judging criteria for judges to follow. Judges should consider the following attributes for each project: 

• Adherence to guidelines and the scientific method 

• Clear presentation of hypothesis, procedures, and results 

• Creativity and analytical skills 

• Accurate conclusions 

• Thoroughness 

• Teamwork 

Activities


25
Activities


❑ Several weeks prior to “Make a Difference Day,” split science classes into groups of 

three or four. Present topics and ask students to choose a topic to explore or to develop 

an environmental inquiry of their own. Refer to the resources section for EPA’s Science 

Fair Fun for detailed topic ideas and the scientific method. Topic areas include: 

• Environmental benefits of bulk purchasing 

• Performance of recycled content products 

• Waste analysis and/or recycling survey 

• Composting 

• Household hazardous wastes alternatives 

❑ Outline project expectations to students. See EPA’s Science Fair Fun for step-by-step 

instructions to conduct a science fair project. Students will be expected to: 

• State the purpose of the project and craft a hypothesis 

• Design an environmental procedure to test the hypothesis 

• Perform the experiment; record data and observations; perform calculations 

• Summarize results and draw conclusions 

• Prepare a poster to enter into science fair and present findings 

❑ Completed posters should be submitted according to the guidelines. 

❑ On “Make a Difference Day,” have students display poster boards to the class or the 

school. 

❑ Judges will determine winners based on the judging criteria and students will be notified. 

26
Resources 

EPA Resources 

The following resources are available for free from EPA. Call (800) 490-9198 or (513) 490-8190 or visit 

<www.epa.gov/epaoswer/osw/publicat.htm> to order copies. 

• The Quest for Less: Activities and Resources for Teaching K-8, A Teacher’s Guide to Reducing, Reusing, 

and Recycling (EPA530-R-05-005)—A 200+ page resource of classroom activities related to the product life cycles, from manufacturing to disposal. Includes fact sheets for teachers, worksheets for students, glossary, and other helpful tools. 

• The “Make a Difference” Kit: Your Life, Your World, Your Choices: Everything You Do Can Make a 

Difference (EPA530-E-03-001)—A collection of resources for middle and high school students to help 

them learn about volunteering, service learning, environmental careers, school and community waste reduction programs, and the 

life cycle of everyday products, and more. 

The following are some of the resources 

included in the kit: 

• The Life Cycle of a CD or DVD (EPA530-

H-03-002), The Life Cycle of a Cell

Phone (EPA530-H-04-002), and 

The Life Cycle of a Soccer Ball 

(EPA530-H-05-001)—Colorful posters

showing product life cycles from production to reuse/remanufacturing/recycling

disposal, with classroom or take-home

activities. When ordering, ask about other

life cycle posters that might be available. 

• Reuse + Recycling = Waste Reduction: A

Guide for Schools and Groups (EPA530-

K-03-001)—A how-to handbook providing innovative ideas for setting up a

waste reduction program in a school or community group.

• Service Learning: Education Beyond the Classroom (EPA530-K-02-001)—A booklet for students and 

adults highlighting successful service-learning case studies from around the country, involving 

schools, local governments, businesses, and communities. 

• Science Fair Fun: Designing Environmental Science Fair Projects (EPA530-K-00-008)—A booklet for 

teachers and students on how to conduct a science fair project, including sample projects that 

address reducing, reusing, and recycling. 

Students make birdfeeders. 

27
• Pack a Waste-Free Lunch (EPA530-H-05-002)—A poster to help students create less waste at lunch. 

• Environmental Protection Begins with You: A Guide to Environmental Community Service (EPA530-K06-001)—A booklet for community volunteers with ideas for environmental service. 

For more information on waste reduction, visit EPA’s Web site at <www.epa.gov/osw>. 

Other Resources 

Make a Difference Day 

www.makeadifferenceday.com 

Sponsored by USA Weekend Magazine, “Make a Difference 

Day” is a single national day of volunteering that inspires and 

rewards volunteers. Everyone who helps others on the selected 

day each year, and sends in an entry form, is eligible for an 

award and a cash donation to a charitable cause. 

Project WILD 

www.projectwild.org 

Project WILD is a joint project of the Council for Environmental Education (CEE) and the Western Association 

of Fish and Wildlife Agencies (WAFWA). It is an interdisciplinary, supplementary environmental and conservation education program for educators of K-12. The program emphasizes wildlife because of its intrinsic and 

ecological values, as well as its importance as a basis for teaching how ecosystems function. 

Project WET 

www.projectwet.org 

Project WET (Water Education for 

Teachers) is a water education program 

for educators and young people ages 5 

through18. The program facilitates and 

promotes awareness, appreciation, knowledge, and stewardship of water resources 

through the dissemination of classroomready teaching aids. 

Earth Day Network's 

Teacher's Corner 

www.earthday.net/involved/teachers/ 

default.aspx 

The Earth Day Network Teacher's Corner provides interactive lesson plans and activities; local, national, 

and international news updates; and current information on the activities Earth Day Network is engaged 

in around the globe. It is geared toward teachers of any subject who want to incorporate environmental 

curricula into their classes. 

A school principal kicks off “Make a Difference 

Day” with a schoolwide assembly. 

Students repaint an old shed to help preserve it. 

28
Appendix: Sample Schedule


ABC Middle School


Make a Difference Day, May 15, 2006


Session Activity 

Number of 

Students Facilitator Location 

Session 1 

(10:00 a.m. – 10:45 a.m.) 

Art 

Recycled sculpture 14 teams x 5 Teacher 1 051 

Greenscapes 

Clearing trails 6 teams x 10 Teacher 3 Environmental Center 

Flower beds 3 teams x 6 Teacher 4 Pavilion 

Gardening 10 Teacher 5 Courtyard 

Mulch runners 6 teams x 4 Teacher 6 Environmental Center 

Rebuild picnic tables 4 teams x 6 Teacher 7 Pavilion 

Reduce, Reuse, Recycle 

Composting 8 Teacher 8 Environmental Center 

Educational Workshops, Etc. 

Career presentation 15 Teacher 9 021 

Environmental Jeopardy 12 Teacher 10 025 

Photography/Reporters 8 Teacher 11 015 

Session 2 

(10:50 a.m. – 11:35 a.m.) 

Art 

Recycled sculpture 14 teams x 5 Teacher 1 051 

Greenscapes 

Clearing trails 6 teams x 10 Teacher 3 Environmental Center 

Flower beds 3 teams x 6 Teacher 4 Pavilion 

Gardening 10 Teacher 5 Courtyard 

Mulch runners 6 teams x 4 Teacher 6 Environmental Center 

Rebuild picnic tables 4 teams x 6 Teacher 7 Pavilion 

29
Appendix: Sample Schedule (continued)


Session Activity 

Number of 

Students Facilitator Location 

Session 2 (cont.) 

(10:50 a.m. – 11:35 a.m.) 

Reduce, Reuse, Recycle 

Composting 8 Teacher 8 Environmental Center 

Educational Workshops, Etc. 

Career presentation 15 Teacher 9 021 

Environmental Jeopardy 12 Teacher 10 025 

Photography/Reporters 8 Teacher 11 015 

Population sampling 15 Teacher 14 022 

Project Wild – wildlife 

poetry 

20 Teacher 13 027 

Session 3 

(11:40 a.m. – 12:25 p.m.) 

Art 

Insects paper 18 Teacher 15 052 

Sewing recycled class 12 Teacher 16 053 

Recycled sculpture 14 teams x 5 Teacher 1 051 

Greenscapes 

Clearing trails 6 teams x 10 Teacher 3 Environmental Center 

Flower beds 3 teams x 6 Teacher 4 Pavilion 

Mulch runners 6 teams x 4 Teacher 6 Environmental Center 

Rebuild picnic tables 4 teams x 6 Teacher 7 Pavilion 

Reduce, Reuse, Recycle 

Composting 8 Teacher 8 Environmental Center 

30
Environmental Jeopardy 12 Teacher 10 025 

Photography/Reporters 8 Teacher 11 015 

Schoolyard report card 7 Teacher 17 Courtyard 

Lunch (12:30 p.m. – 1:00 p.m.) LUNCH 

Session 4 (1:10 pm. – 

1:55 p.m.) 

Art 

Insects paper 18 Teacher 15 052 

Sewing recycled class 12 Teacher 16 053 

Recycled sculpture 14 teams x 5 Teacher 1 051 

Greenscapes 

Clearing trails 6 teams x 10 Teacher 3 Environme

Flower beds 3 teams x 6 Teacher 4 Pavilion 

Mulch runners 6 teams x 4 Teacher 6 Environme

Rebuild picnic tables 4 teams x 6 Teacher 7 Pavilion 

Reduce, Reuse, Recycle 

Composting 8 Teacher 8 Environme

Litter pickup 3 teams x 12 Teacher 18 Pavilion 

Educational Workshops, Etc. 

Career presentation 15 Teacher 9 021 

Environmental Jeopardy 12 Teacher 10 025 

Photography/Reporters 8 Teacher 11 015 
Recycled/Recyclable—Printed with vegetable oil based inks on 100% postconsumer, process chlorine free recycled paper.