POLLUTION PREVENTION
AT FT. RILEY
Melissa Luthi
Central Kansas Cooperative, Salina
     
     
Overview:
This lesson will demonstrate the physical and economic progress at Ft. Riley military institution toward pollution prevention through efficient use of environmentally sensitive materials and reduction of their impact on our environment.
 
Grade Level: 7th-8th grades, 5th-8th gifted ed.
 
Outcomes:
The student will identify pollution reduction methods used at Ft. Riley and the economic impact of those practices.
 
Geographic Theme: Human-Environmental Interaction
 
Kansas Social Studies Standards, Grades 5-8:
 #16 the geographically informed person knows and understands the changes that occur in the meaning, use, distribution and importance of resources. 
 
Performance Objective:
The student will create a chart comparing pollution rates before and after interventions and will write an editorial about the pollution prevention policies at Ft. Riley.
 
Vocabulary:
amnesty  biormediation 
composting  cyclonic filter 
directorate  electrolyte 
ethylene glycol  hazardous waste 
hydrophobic  initiative 
organic  PERC (tetrachloroethylene) 
proactive  residual 
solvents   
 
Materials Needed:
 
Procedures:
 1. Using a Kansas map, locate your community then locate Ft. Riley, tracing boundaries and the rivers/lakes in each. 
 2. Brainstorm types of pollution created by residents and businesses in each community. 
 3. Provide Ft. Riley “Real Property” data (population, acreage, # buildings) and discuss use or activities occurring there. Modify estimates from step 2. 
 4. Trace where past pollution would have gone if buried, left exposed to periodic flooding or wind erosion, or burned. 
 5. Explain the Ft. Riley Directorate of Environment Safety goal and reasons for actions including the need for action, anticipated regulations, and authority to impose policies. 
 6. Explain assignment prior to lecture providing data. Each individual (or group of up to three) will create a chart detailing the impact of one of the P.P.P projects. Poster board, markers, cut-outs from magazines/ads, drawings/symbols, etc. may be used. Pay attention to both physical and economic impacts. Evaluation will be based on accuracy of data, logical and valid comparisons/conclusions drawn, communication improved through neatness, attractive use of color, layout, representations, headings, and keys. 
 7. Lecture from KGA handout on Ft. Riley’s Pollution Prevention Program. If time is short, emphasize sections VBCP, ARP, HHWP, and Recycling. If resources allow, visit Ft. Riley. 
 8. Discuss similarities with our community in terms of pollution production, regulation, enforcement, treatment, cost/benefits. 
 9. Consider these questions. Why is it difficult to change practices? Who bears the benefits of costs, physically and economically from the changes? What costs are their in terms of convenience, time space, short-term v. long-term? How is enforcement and regulation different on a military base v. within a community whether it be a town, county, state or county? (If time allows discussion can expand to state to state issues such as landfills, river pollution, nuclear waste storage, or to national levels such as manufacturing wastes, plant location near/across borders to less regulated areas, Chernobyl, in space etc.) 
 10. Following completion of the charts, each student will write an editorial about the impact of Ft. Riley’s PPP. Students should analyze and evaluate the impact of Ft. Riley’s residents and personnel, but on the area surrounding it, the other military bases and now our community. 


Assessment:
The student will record and interpret data accurately. The student will communicate data effectively on a chart. The student will analyze and evaluate the Pollution Prevention Program of Ft. Riley.

Resources:

Extension Activity
Overview:
The extension activity will integrate problem solving skills, communication skills and local research.
 
Outcomes:
The student will formulate and communicate a plan to reduce on form of pollution in their community.
 
Standard:
The student will use problem solving and decision making strategies to propose ways of addressing issues or problem situations in the local school and community.
 
Procedure:
Following completion of and class review of charts and editorials, groups of 3-4 may do local action extensions. Students select 1 pollutant to reduce in their community. Each group must research current practices and regulations as well as consequences (physical and economic) of continuation without change. A proposal for change can then be developed either to reduce creation of the pollutant, or to change how it is handled. If a plan cannot be created by the students, explanation of the need for action but the complications that prevent students from developing a plan and the recommendation of who could study the problem further should be included.
 
Assessment:
The student will complete a proposal and attempt to schedule presentation to the appropriate governing body (school board, city commission, county commission, waste management board, etc.
     
Top of Page | Lesson Plan VI Content Page
Lesson Plans Content Page
Previous Lesson | Next Lesson
 
 
FHSU Geoscience | Kansas Geographic Alliance
National Geographic Society | Kansas Water Office
Fort Hays State University | Kansas State University
e-mail: pphillip@fhsu.edu