DOCUMENT RESUMESE 055 682ED 378 056TITLEPathways to a Sustainable Future: A Curriculum Guidefor Maine Schools Exploring Waste ManagementINSTITUTIONSPONS AGENCYPUB DATENOTEAVAILABLE FROMChewonki Foundation, Wiscasset, ME.Maine Waste Management Association, Augusta.Issues.PUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERS94243p.Maine Waste Management Agency, State House Station154, Augusta, ME 04333.GuidesClassroom UseTeaching Guides (ForTeacher) (052)MF01/PC10 Plus Postage.Curriculum Guides; Educational Resources; ElementarySecondary Education; *Environmental Education;Instructional Materials; Interdisciplinary Approach;*Problem Solving; Recycling; Solid Wastes; *StudentProjects; Teaching Guides; *Waste DisposalEnvironmental Action; *MaineABSTRACTThis action g-ide is designed to help students andteachers become aware of the concepts and issues of waste management,and to motivate them to action in the classroom, school, home, andcommunity. The guide emphasizes interdisciplinary activities thatconcentrate on the process of problem solving. Activities areidentified by appropriate grade level grouped for beginning (K-4),intermediate (3-8), and advanced (6-12) students. Key sections in theguide contain: (1) an introductory story "The Birds of Zazurds"; (2)six awareness activities that help students identify the wastemanagement problem; (3) six awareness activities that help studentsexplore various actions; (4) seven self-evaluationfinventorie's thathelp students characterize the waste in school or home and thenprioritize the waste problems; (5) 25 simple and advanced "Pathwaysto Action" projects, and samples of projects completed in Maineschools; and (6) background information, and resources (38instructional resources, 11 trade books for younge.: children, 51organizations and agencies, 28 teaching guide summaries from theCalifornia "Compendium for Integrated Waste Management," and a100-word glossary). Development of tne guide was directed by Maine'sCommon Core of Learning, and the "Critical Skills Classroom" modelbased on experiential education. **************************Reproductions supplied by EDRS are the best that can be madefrom the original ******************************

PATHWAYS TOA SUSTAINABLEFUTUREA Curriculum Guide for Maine SchoolsExploring Waste Management IssuesDEVELOPED BYthe Chewonki Foundationfor the Maine Waste Management AgencyPRINCIPAL AUTHORSMichael Heath and Andy BarkerILLUSTRATIONS BYJosephine W. EwingThe Chewonki FoundationWiscasset, Maine 04578Maine Waste Management AgencyOffice of Waste Reduction and RecyclingAugusta, ME 04333ta, printed on recycled paper3PATHWAYS TO ASUSTAINABLE FUTURE

Curriculum Advisory CommitteeGayle BriggsMaine Waste Management AgencyPeter CorcoranDepartment of Education, Bates CollegeTom KellerMaine Department of EducationGeorge MacDonaldT&R Associates, BathCore Group of TeachersDavid GalinCoffin School, BrunswickSue KistenmacherWiscasset Middle SchoolDonna MaximCenter for Teaching and Learning,EdgecombBob OlneyWaynflete School, PortlandMona SchleinWiscasset Primary SchoolSupporting TeachersLinda BaumGilford Butler School, ThomastonMary DunnMt. Merici School, WinslowErnie KozunWindham Jr. High SchoolDon McDougalNokomis Regional High School, NewportKandy MeyersBristol Consolidated SchoolMargaret PennockSoule Program, Mast Landing School,FreeportCheryl PikeW.G. Ma llett School, FarmingtonElizabeth PostlewaiteSeDoMoCha Middle School, DoverFoxcroftPathways to a Sustainable Future was developed by the Chewonki Foundation undercontract to the State of Maine, Maine WasteManagement Agency for use in Maine schools.The Chewonki Foundation is a non-profiteducational institution established in 1963 as anoutgrowth of Camp Chewonki, which wasfounded in 1915. Chewonki began year-roundprogramming in 1970 and currently offers CampChewonki (for boys 8-15) and WildernessExpeditions (for boys and girls 13-18), Environmental Education and Outreach Programs forschool groups, and the Maine Coast Semester(for 11th graders), and Workshops and Wilderness Expeditions (for family groups and individuals). The Resource Center at Chewonkiworks closely with a number of state and federalagencies, school districts, and individual schoolsto develop new programs and educationalmaterials. All projects and associated teachertraining programs stress aspects of group processand interdisciplinary learning. All ChewonkiFoundation programs are drawn clearly andcleanly from its educational mission: To fosterpersonal growth through group interaction inthe context of the natural world.The Maine Waste Management Agency wasestablished by the Maine legislature and isresponsible for administering the state's wastemanagement and recycling programs. TheAgency includes the Offices of Planning, Sitingand Disposal Operations, and Waste Reductionand Recycling. Among many other areas, theOffice of Waste Reduction and Recycling isresponsible for developing a public educationprogram for solid waste management andrecycling.The Chewonki FoundationRR 2 Box 1200Wiscasset, ME 04578(207) 882-7323.Maine Waste Management AgencyState House Station 154Augusta, ME 04333(207) 287-5300 or (8001662-4545.Pat SnowGilford Butler School, ThomastonFran SpiottaGrammar School, Livermore FallsNaomi VaughanMartel School, LewistonCopyright 1994 The Chewonki Foundation,all rights reserved. Permission is granted forteachers to duplicate activity pages for classroom use only.Sylvia YcatonW.G. Ma llett School, FarmingtonPATIIWAYS l 0 AMJSTAINARLE rUTURE4

I Table of ContentsiAcknowledgementsIntroduction8The Birds of Zazurds: AStory About Waste andAction14The Birds of Zazurdswritten by Andy Barker, illustrated byJosephine EwingDiscussion QuestionsFollow-Up Activities1532Our School the Gulligutt Tree33Birds of Zazurds Play INZazurds II3435For Better or Worse58How can I make good decisions aboutpackaging I buy in the store?Are Ten Better Than One?60How does the size of a package affect howmuch packaging is used and how muchwaste is produced?Paper, Plastic, or Cloth? III62When we go shopping, what kind of bag isbest?Where'd You Get That Can?71Why is recycling aluminum more efficientthan making aluminum cans from rawmaterials?Test the Alternatives74How can we reduce the use of hazardouscleaning products at school and at home? Introductorylevels (approx. K-4) Intermediatelevels (approx. 3-8) Advanced levels(approx. 6-12)Self Evaluation:Inventories of wasteActivities Part 1: What isthe Problem37 production at school andat home79Drop in the Bucket it 038Waste AwarenessWhat difference does my trash makeHow Much Trash?40How much waste am I responsible for?Mounting Milk Cartons42How fast does milk carton trash accumulate in our school?If Toys Could Talk44How have toys changed from the dayswhen our grandparents were young? Howwas our grandparents' waste different?Bread and Kisses46How does consumption and life style relateto waste generation?Getting to the Routeof the Hazardous Waste Problem48What's wrong with throwing used oil downthe drain?Waste AwarenessActivities Part 2: CanMake a Difference?51Everyday Choicesfor a Sustainable Future*52How do you know which are the best products to buy when you go shopping?School Waste Audit80How much trash do we produce in ourschool?School Hazardous Waste Audit MI 4.84What hazardous wastes do we produce in ourschool? What should be done with them?Source Reduction/Recycling QuizConsumer Surveysfor Students and Adults87How can we be part of the solution?Home Waste Audit092How much trash does my family generate?Home Household HazardousWaste Audit94What household hazardous materials do Ihave in my home? What should I do withthem?Local Waste ManagementOptions II97If there is no such place as "away," wheredoes our trash end up?Trash Sorting Relay Race100How should trash be separated in our community?l'Al I MY'. 1(1ASUC fAINABLE UU I U111,5

Pathways to Action Action projects to make a102difference Introductorylevels (approx. K-4) Intermediatelevels (approx. 3-8) Advanced levels(approx. 6-12)6PATIIWAYS TO ASUS rAINABLI, FUTUKI:105Simple Classroom Action Projects107Source Reduction ProjectsClassroom Source Reduction108CampaignCafeteria Source Reduction109CampaignSchool Source Reduction111Publicity Campaign N112"Junk" Mail Reduction Effort117Reuse ProjectsClassroom and Office Paper118Reuse Campaign MI119Used Clothing Drive and Swap120Magazine Reuse Campaign121Trash-to-Art Festival123Recycling Projects124School Recycling Program126"Buy Recycled" CampaignHome Recyclables130Collection Center133Composting Projects134Classroom Worm Bin Project137Cafeteria Composting Project140Plans for Constructing Compost BinsIncineration and Landfilling Projects 145Comparison of Waste Disposal Methods146Landfill and Waste-to-Energy148Landfill Siting InvestigationHousehold Hazardous Waste Reduction153ProjectsPromoting Alternatives154to Hazardous Products III155Waste Paint Exchange ProjectBattery Use Reduction and Rechargeable157Battery PromotionTools for Action:Resources and strategies that help in all159action projects160Letter Writing for Results162Publicity164Public Service Announcements168Pushing for a ChangeFeatured Teacher and Other Programs:Creative Programs in Maine Jr. High and HighSchool classrooms and additional valuable171programs available to Maine schoolsGail Adshead Garbology Unit172Cape Elizabeth High SchoolJ. B. Kavaliauskas - The Raging RecyclingRiots, South Portland High School 176Ernest Kozun, Jr. - Jr. High RecyclingProgram, Windham Middle School 179Mary K. Wells Household HazardousWaste, Warsaw Middle School182(Pittsfield)Sue West & Dave Leibmann Solid WasteStudent Service ProjectsMaine Coast Semester Program185(Wiscasset)David Wilkins - Student-run Summer CampKatandin High School188(Sherman Station)192Other ProgramsBackground Informationand ResourcesBackground InformationOverviewSource tingWaste-to-Energy, Incineration221Landfilling224Household Hazardous WasteResources229Instructional Resources233Trade Books for Younger Students234Organizations and AgenciesCalifornia Compendium for IntegratedWaste Management: Reviews of outstandingcurriculum materials summarized from the239Compendium245Glossary0

PrefaceAfundamental principle ofecology states that "all thingsare connected." The paper youare looking at now has made anepic journey from its former life as a tree,through a paper mill, and through theprinting process to your hands. Because itis recycled paper, some of the fibers havebeen through the mill two or three times.This same piece of paper may have a long/tad ahead, too. Its future depends on thechoices you make. Your choice to throw itaway or to recycle it will affect the futureof other trees, the use of energy in manufacturing and transportation, and thequality of air and water. Your quality oflife will even be affected by the decisionsyou make regarding waste.Waste management involves much morethan recycling. Managing waste meansadjusting lifestyles and choices we makeevery day, from deciding what to buy andhow to use products, to discarding thoseitems and their packaging. Additionally,taking action to improve the waste situation can mean making demands on retailers to provide "greener" choices, therebyinfluencing manufacturers to produceenvironmentally sensitive products withless consumptive processes. Indeed, allthings are connected; it is also true that"what comes in the front door goes out theback door." We can protect the quality ofour backyard by watching what we bringin our front door!Our modern American society hasgotten away from the conservative NewEngland tradition which advised "use itup, wear it out, make do, or do without."Because of choices made over the course ofgenerations, our students today are facingthe prospects of depleted natural resourcesand a more polluted environment tomorrow. As citizens of Maine and the UnitedStates we all have created significantwaste management problems. Solvingthose problems requires each of us to getinvolved.Lifestyle changes which result in reduction, reuse, and recycling will certainlyhelp the environment. They will also savemoney. Waste disposal is becoming morecostly with time and the expense is covered by taxpayers. The fiscal savings ofresponsible waste management may be asimportant as the environmental advantages.Pathways to a Sustainable Future isdesigned to help students and teachersbecome aware of the concepts and issues ofwaste management. This is not simply anactivity guide. It is a guide to action.Students are encouraged to be the actualproblem solvers. They are asked to decideon the problems to tackle; they learn toask important questions; they develop theskills to answer the questions. Finally,they take action. Working through thisprocess empowers them to effect change.Changing behavior at school and takingaction at home will help students, theirfamilies, and their community look to abrighter future.PATI INVAYS 1 0 ASW.MINABLE FU I URE7

IntroductionThe Pathways program is less an activity guide and more a blueprint for actionprojects that students can use to solve realproblems. It is a guide to help teachers andstudents understand local waste management issues, decide on priorities, then takeeffective, responsible action.The purpose of Pathways to aSustainable Future is to raisethe awareness of students andtheir teachers about wastemanagement issues, to motivate them toaction in their classrooms, schools, homesand communities, and to help them makea real difference in the future of the Earth.Today's students are generally more awareof the environment and the problems ofWhoThis guide was developed for teachers andstudents in grades K-12. Levels within therange are indicated for various activitiesand projects. The symbols used throughout the guide are:"trash" than their teachers were in theirown school days. In fact, each succeedingclass seems to be more in-tune with theissues than the previous one. Yet, wemust all see ourselves as part of the solution. As teachers and responsible globalcitizens, we can help students movebeyond awareness to action.BeginningK-4 ( approx.)Intermediate 3-8 (approx.)Advanced6-12 (approx.)There is a wide range within each levelanda great deal of overlap between levels.Pathways challenges students and teachersThestory "Birds of Zazurds" was develto become active problem solvers and tooped primarily for students in grades K-6.take action on the real problems of theirschool, their homes, and their community. The action projects in general lend themselves to elementary, middle, and Jr. HighThe program helps students expand theirstudents. The Featured Teachers projectsawareness of waste issues in their schooland community, decide on which problems are aimed at Jr. High and High Schoollevels. The developers of the materials feelto tackle, and learn specific skills neededthat teachers are in the best position tofor success. This empowers students tochoose which activities are most approprieffect real change. Throughout Pathwaysatefor their particular classes, and maketo a Sustainable Future , students areadjustmentsaccording to the needs of theencouraged to look at their own habits andevaluate their own behavior, and to decide students. Many of the activities andresources, and much of the backgroundon changes that will help the school andinformation refer specifically to Maine.their families to become more environThe materials, however, are r. ot limited tomentally responsible. This process isfacilitated by an engaging story, Awareness Maine schools.Activities, Self-evaluation Inventories, andthe Pathways to Action. Backgroundinformation and resources are also included.What8PA 1-11WAYS To ASUSTAINABLE UTURE8

WhyPathways to a Sustainable Future wasconceived as the next critical step in wasteeducation in Maine. Many activity guidesare available to help teachers raise studentawareness. Waste Away, developed by theVermont Institute of Natural Science, is amore aware of waste problems, the needfor recycling, and their responsibility forprotecting the quality of the environment.The Waste Away program is evaluated inthe Compendium for Integrated WasteManagement. This evaluation is includedin the Resources section of Pathways.The emphasis of most waste educationprograms has been raising awareness whileoffering only a few "how to" suggestionsfor action steps. In contrast, Pathways toa Sustainable Future offers a few activities to help focus awareness and thendevelops a wide range of projects so students and teachers can take the mostappropriate action steps.This program was initiated by a legislative mandate adopted in 1989. The legislature called upon the Maine Waste Management Agency's Office of Waste Reductionin cooperation with the Department ofEducation to develop a curriculum for usein Maine Schools, kindergarten throughgrade 12 (MSRA Title 38 Section 2139,paragraph 2.1HowTeachers are encouraged to follow anysequence of activities that will lead to themost effective action projects and learningby thedents. Some teachers mayintegrate all events into the regular curriculum rather than adding to the timeneeded to "cover" the regular subjectareas. Others will encourage specialinterest activity groups or after-school"clubs." The issues can be introduced inas little as one period and simple actionsteps can be started immediately. Moreinvolved attention to developing awareness and completing more complicatedprojects can engage students for the entireschool year. Students are also encouragedto share their information and concernswith other students and grades in theschool, and their famlies.Each section of the Pathways programcan stand on its own. Teachers can "hopon" the program at any point that isappropriate for their students. The flowchart indicates how the various sectionsrelate to each other. The ultimate goal isto have students take action to help solvepart of the waste problem at school, athome, or in the community. All activitieslead to a Pathway to Action!"The Birds of Zazurds" Most elementaryclasses begin the Pathways program byreading "The Birds of Zazurds" and relating the story to their own waste problems.Awareness Activities If the class needsmore information about the issues, theyshould do one or more of the AwarenessActivities before going on to the SelfEvaluation/Inventori es.Self Evaluation/Inventories It is helpful tohave an objective measure of the wasteproduced before identifying action projectsto address waste issues. The Self Evaluation/Inventories help students characterizethe waste in school or home and thenprioritize the waste problems.BAUMAN'S 10ASUSTAINABLE FUTURE9

IntroductionPathways to Action After setting prioritiesbased on the inventory, the Pathways toAction project(s) can begin. Some classesmay decide to engage in an action projectimmediately. Simple Classroom ActionProjects can be initiated as soon as students recognize the need for action. Activities and inventories can be used asnecessary to give students the backgroundthey need during the action project. TheFeatured Teachers section describes successful, innovative projects initiated byteachers at the Jr. High and High Schoollevels. These are samples of projects thatcan inspire other teachers to develop andadapt programs for their schools.together and are well supported in all ofthe Pathways activities. Pathways to aSustainable Future helps schools meet theCommon Core challenge to provide experiences which actively involve students andare personally meaningful, engage them ingenuine communication and in solvingreal problems, encourage students to worktogether, and help members of the community to become actively involved in theeducational process.For more information contactMaine Department of EducationDivision of CurriculumState House Station # 23Augusta, ME 04333(207) 287-5925Background Information and Resources arereferences for both teacher and studentuse. Since statistics and contact information can become obsolete even before apublication goes to press, the Maine WasteManagement Agency can provide updatedinformation. Also included are summariesof existing curricula reviewed in theCalifornia Compendium for IntegratedWaste Management, and a glossary.ProcessCritical Skills Program, Antioch NewEngland Graduate School 'The CriticalSkills ClassroomTm is a comprehensive anddynamic model that arose from the beliefthat education must be experiential thatit must nurture interdependence and mustenable all members of each generation todevelop the judgment necessary to takeresponsibility for the conduct of theirlives, for the shaping of their society andfor the survival of the planet. Since 1982,the Critical Skills Program has beenoffering training for experienced educatorsCommon Core of Learning The development of Pathways to a Sustainable Futurewas guided by Maine's Common Core ofin the Critical Skills ClassroomTm modelLearning. The Common Core is an intethrough its summer institutes. Thegrated presentation of the knowledge,centerpiece of the Critical Skills model hasskills, and attitudes recommended forbeen the real-life problem in need of aMaine education which has receivedsolution. Through the "Learning by Realnational recognition and praise. TheProblems" approach, students moveCommon Core concepts arc organized into outside the classroom, take action onthe areas of Personal and Global Steward- -vissues, and have a tangible impact in theirship, Communication, Reasoning andcommunities. The Critical Skills programProblem Solving, and The Human entirely compatible with the goals ofThese concept areas tie all disciplinesPathways to a Sustainable Future.10VOAVINYALVFUTURE

Training programs in the Critical Skillsmodel are offered through summer institutes. Each summer, 10-15 Critical SkillsInstitutes take place in Maine. See thedescription of the Critical Skills Programin the "Other Programs" section of Pathways to Action in this guide.Pathways provides a good opportunityfor teachers to look at alternative methodsof assessing student learning. Consultwith colleagues, administrators and theDepartment of Education to explorecurrent developments in assessment.Student EmpowermentOther Models Similar challenges for reallife problem solving and student action areposed by new, exciting models of generaleducation and science education: American Association for the Advancement ofScience (Project 2061), National ScienceTeachers Association (Scope, Sequence andCoordination), and the Coalition of Essential Schools. These programs recognize theimportance of a student's investment inhis or her own learning, and the role ofreal-life issues and projects.AssessmentPathways to a Sustal-lable Future emphasizes "process" in activity development.Students working in groups, deciding onproblems to be addressed and designingaction projects to solve those problems arekey elements to the program. Most of theactivities and projects are open-ended andinterdisciplinary, and standardized gradingor testing is difficult in many cases. It isalso difficult to evaluate an individual'slearning in the context of group work. Yetthere are many specific skills addressed ineach activity which can lead to importantacademic progress for each student. Manyskills can be evaluated on an individualbasis, for example, writing, research,organizing, public speaking, participationin discussions. The products of studentwork are concrete examples of learningand skill development and through themyou can assess a student's responsiveness.Children today are aware of environmentalissues and they are concerned about theproblems facing the earth. They havedeveloped this sensitivity from massiveeposure to television and the media.Now, "eco-books" are emerging to reachthem at home and school. Students areeager for information that will help themunderstand today's problems, and they feelthe need to make a difference. At thesame time, today's children are scared.They worry about the ozone, endangeredspecies, rain forests, pollution, and garbage. These threats to the earth have put alot of pressure on young people to dealwith the problems. Yet they have notcreated the problems, they are only likelyto inherit them.Stephen R.C. Hicks, a philosophy professor at Trenton (NJ) State College, arguesthat adults (including teachers) place aheavy burden on children before they havethe tools to cope with the weight of theworld. Just as you can't teach calculusbefore arithmetic, children "can't dealwith problems of international garbagedisposal when they are still grappling withissues of personal hygiene." Many wasterelated issues are complex, and even adultshave difficulty dealing with most of them.Hicks reminds us, "We need to take extrapains to teach our children about theprinciples involved on a scale they cangrasp."PATHWAYS TO ASUSTAINARLI EU-It/RE

IntroductionYoung people need a chance to expresstheir fears and contribute to the improvement of problems around them. They gainpower over their fears by taking steps tohelp the earth. As children take action,they feel less helpless about their ability tomake a difference and more hopeful aboutthe future. As children solve problems,they gain a confidence that solutions canbe discovered, and develop healthy selfesteem about their ability to find solutions. This is empowerment.12PATHWAY% r( 1 Atill I AINABLL I unntEThe Pathways to Action section of thisguide describes action projects that helpstudents make a difference in the worldaround them. These are projects that theythemselves might well suggest when theyidentify the pressing waste problems of theschool, their homes, or community. Taking action steps to solve the problems theythink are important gives students thepower and confidence that will lead themon the Pathway to a Sustainable Future.I.4

IFlow ChartPathways to a Sustainable FutureEach section of the Pathways program can stand on its own.Teachers can "hop on" at any point appropriate for their students.The ultimate goal is to take action to help solve part of the wasteproblem at your school, your home, or in your community. Allactivities lead to a Pathway to Action!Birds of ZazurdsStory presentingfundamental wasteissues with follow-upactivities, page 14Awareness ActivitiesWhat is the P roblempage 37Can I Make a Difference?page 51Self Evaluation/InventoriesWhat's happening in ourschool and community,page 79Pathways to ActionAction projects for school, hoine, community,page 102Featured Teachers successful projects at the upper levels, 171rResourcespage 229BackgroundInformationpage 197l'ATI I WAYS 1'0 AsusTAINABLE ruTuRE13

The Birds of ZazurdsA Story About Waste and ActionLevelIntroductoryIntermediateAdvanced"The Birds of Zazurds"may seem tooadvanced for someKindergarten and FirstGrade classes. TheLorax by Dr. Seuss isan alternativeintroductory story tointroduce the issues ofcaring for theenvironment andlooking at ourbehavior.Advanced levelstudents may bemotivated byanticipating apresentation toyounger Andy Barkerillustrated by Josephine Ewing 1993 The Chewonki FoundationThe Birds of Zazurds introduces students tosome of the basic waste issues of our time.Written in the spirit of Dr. Seuss, the storytakes the Zazurds Backwards Flutter Birdsfrom their idyllic origins in the Gulligut tree,to their environmental crisis, the big crack.Students suggest solutions as the newgeneration of Birds comes to grips with theirproblem. Follow-up activities help thestudents relate the Birds' experience to theirown school and community. The Birds ofZazurds Play gives intermediate students thechance to share the story with youngerclasses.This story can raise many additionalenvironmental issues for students. Thediscussion questions do not address theobvious pcpulation problems created by theBirds. Teachers are encouraged to exploretopics of interest with students even if theyare peripheral to the topic of solid waste.OverviewThe story is a good beginning for most classes to look at wasteissues in general and see what problems they have around them.Reading the story will motivate students to ask "What aboutus?" The discussions and activities will get them to startthinking "What can we do?"Discussion Questions32Follow-up ActivitiesOur School the Gulligut Tree33Overview: This is a project where studentsmake drawings to compare the Gulligut treeand their school. The drawings show howthe Birds of Zazurds and people dispose oftheir waste.34The Birds of Zazurds PlayOverview: Students dramatize the Birds ofZazurds and put on a play for youngerclasses.Time PlanningThe story takes about 30 minutes to read,including the two breaks for discussion.This may vary according to the age group.Some teachers of young students prefer tobreak in the middle of the story, then complete the reading and discussion later.The final discussion takes about 10minutes.Plan a separate period(s) for the follow-upactivities.35Zazurds HOverview: Students write and illustrate asequel to the story "Birds of Zazurds."14PATI (WAYS TO ASUSTAINABLE FUTURE14

1In the state of Zazurds, in the country of Zife,There once was a forest so teeming with lifeThat all day long the woods seemed to beatWith the twitter of beaks and the patter of feet.The forest had grown for thousands of years;It was home to pitter mice, gobgots, and zeers.They lived in the bushes and up in the treesWhere the branches and leaves felt the soft Zazurds breeze.And deep in the forest in the south part of Zife(Or so says my neighbor, old B. J. Mc Fife)There grew a great tree, a great Gulligutt treeWith a trunk like a rock and, I think you'd agreeIts roots were so gnarled and sturdy and strong,Its branches so knotted and curving and long,Its leaves so big, its flowers so grand,You'd agree, it was the best tree in the land.1PATHWAYS TO ASUSTAINABLE FUTURE page