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Residuals Biosolids SludgeCurriculum Infusion Unit

Units Team

Philip N. Kane, Ed.D. Author

Patricia Young Graphic Design and Production

Copyright @ 2005

Permission is hereby granted to classroom teachers and informal educators to make unlimited copies of any portion of this

material for classroom or teacher education uses.

Additional requested reproductions may be charged at shipping and printing costs only.

All other rights reserved. For additional permissions contact:

Florida Water Environment AssociationExecutive Manager

407-363-7751

hollyh@fweauc.org

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Contributors

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John Giachino

Tim Madhanagopal

Tom Jones

Joe Cheatham

Marilyn Barger

Bill Marcous

Julie Karlinskint

C. Frank Wyche

Chris Roschek

Tommy Tyson

Tracy Newsome

Dr. Phil Kane

Robert Conner

Ray Hanson

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Florida Department of Environmental Protection

SecretaryColleen Castille

Central District Director

Vivian Garfein

Maurice Barker

Christianne C. Ferraro

K. Dennise Judy

Phil Kane

Lou Ley

Jeff Prather

Tricia Williams

Patricia Young

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Special

Recognition

To

Educator Reviewers:

Vivian Garfein

Ginny Miller

Elizabeth Morrison

Sara Bhonsale Oberbeck

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II

FOREWORD

When I first considered how to convey to the members of the Florida Water

Environment Association the concept of an infusion unit as a tool for helping teachers

educate our school populations about biosolids, I explained to them that infusion involves

a multidisciplinary approach to learning. With biosolids a multidisciplinary approach is

one where biosolids would not simply be taught in a single traditional class subject area

such as a science. Learning about biosolids could be experienced in any class subject.

Biosolids education would be infused or incorporated into all aspects of the curriculum.

This approach is one that inculcates knowledge, attitudes, and psychomotor skills into the

students whole learning environment and experience. Teaching from a multidisciplinary

approach creates a learning environment where the students can develop a holistic

educational reference base that shall serve as a starting point for future personal use all

their lives. Any new encounters a student experiences with biosolids issues will be as a

biosolids literate citizen.

This teachers biosolids infusion unit was then developed and intended as

inspiration, guidance, reference, and a point of departure. It is assuredly not the absolute

authoritative encyclopedia of biosolids. It is, however, an effort to provide the best and

most accurate possible current teacher resource on the subject of biosolids that could be

developed. The issues and elements involved with biosolids are varied and wide ranging

ones that can not be completely addressed in any single curriculum source such as this

unit and that is not its intent. This is an educational source that is to be used in any

manner deemed relevant by each individual teacher. Teachers understand their students

and the needs of those students. It is hoped that this educational resource will provide a

springboard from which you as a teacher may leap into the convoluted and complex

world of biosolids. Each of us is undeniably intricately involved with biosolids issues and

there is an overwhelming urgency and need for biosolids education. A biosolids literate

citizen is the primary goal of this teachers biosolids curriculum infusion unit.

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III

Lastly, I remember an admonition I received from my parents as a young student.

I was concerned about my educational efforts not being adequate to the challenges I was

experiencing in school. My mother advised me to simply do the best I could. With that

advice I did so and continue to do so. The last component of the advice from my parents

that I omitted was that once having done my best; I was then not to worry about it. Do

what you will with this resource and then forget about it, as that was your best effort at

the time. Good advice! A final biosolids admonition from me to supplement the above

would be to keep your sense of humor. It serves me well with biosolids issues.

It is to be hoped that by the use of this infusion unit, the rose by any name that we

choose to call biosolids will be embraced. However, in this unit biosolids, residuals, and

sludge are used interchangeably.

Phil Kane, Ed.D

2005

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Table of Contents

Page

Teacher Background 1-20What are these treated domestic wastewater solids? 1

All wastewater solids are not created equal. 4What Rules? 11

Good for Soil Amendment? 12Historical Perspective on Domestic Wastewater Solids. 12 Issues! We got issues! 14

The Future! 17

Teacher Activity Note 21

Activity: Biosolids Around the World 23

Activity: Rule Making 25

Activity: Biosolids Land Application Site Diorama 27

Activity: Biosolids Town Meeting 31

Activity: Letter Writing 35

Activity: Biosolids Growth Experiments 37

Activity: Map Making 41

Aerial Maps 43-47

Activity: Comparison Shopping 49

Activity: Designer Trucks 51Truck Pictures 52-55

Activity: The Skys the Limit for Biosolids 57

Activity: Loading Up 59

Activity: A Residuals Sense of Humor 63

Resources 65

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Notes

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Teacher Background:

What are these treated domestic wastewater solids?

People often believe that anything originating from adomestic wastewater treatment facility is raw untreated

human waste. The names residuals, biosolids, or sludge all

are ones that refer to a product generated at a domestic

wastewater treatment facility that can invoke any number of

immediate responses ranging from intensely negative ones

to intensely positive ones at the other end of the spectrum.

The above product in question is a natural byproduct of

people. People like all animals generate personal wastes.

The average American contributes between 60 and 190 gallons of wastewater

each day. Wastewater is about 99 percent water by weight and is cleaned at wastewater

treatment plants before it is recycled to rivers, lakes, streams, the ocean, or reused for

groundwater recharge or irrigation. Treatment plants may have primary treatment

processes that utilize screens, grit chambers, and sedimentation tanks to physically or

mechanically remove floatable and sinking solids. Treatment plants may also have

secondary treatment processes in which microorganisms use the organic material

contained in the wastewater as a food source thereby converting dissolved unsettled

solids into sinking biosolids that can then be removed. The remaining much cleaner

wastewater is disinfected before it is returned to the environment. A number of

wastewater treatment plants employ the even better tertiary treatment that may include

physical, chemical or biological processes to remove nutrients such as nitrogen and

phosphorus. The other less readily recognized component of domestic wastewater is the

solids component. This is the sludge that is called by many names. The solid domestic

wastewater component generated during the treatment of domestic wastewater may be

disposed of at a landfill without any further treatment for land application. However, in

the interest of wise recycling the solid component of domestic wastewater may be treated

to the point that it becomes a beneficial soil amendment or fertilizer.

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An important issue that should be noted is when the solids first arrive at the

treatment facility; they are derived directly from

people and their activities. However, a key feature

is that the solids are then changed dramatically.

The solids become food for microorganisms like

protozoans and bacteria that readily ravenously

consume those initial solids. In this manner the

solids become growth components of the facility

treatment microorganisms. As the treatment of the

domestic wastewater continues the new

microorganism solids continue through the facility.

Eventually at the end of the facility and beyond the

microorganisms begin to die leaving their corpses, so to speak, as the solids that are

known by many names such as biosolids. The initial people solids become

microorganism solids and more.

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The Federal government term given to the solid treated domestic wastewater

component is biosolids. In Florida they are called residuals historically or biosolids. At a

wastewater treatment facility sludge is the common term.

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All wastewater treated solids are not created equal!

Note that if the biosolids are to be recycled and used as a soil amendment they

must be created from processes approved by the EPA. As previously stated, if the solids

or biosolids are not to be recycled they typically are disposed of in a landfill and that

disposal method takes up valuable space. The landfill may not want the biosolids. The

biosolids that are to be recycled as a soil amendment are generated in one of several EPA

approved options. The EPA defines the soil amendment products somewhat differently

than the State of Florida, but the results are basically the same. In Florida to generate

Class B soil amendment product biosolids, an EPA Process To Significantly Reduce

Pathogens must be used by the wastewater treatment facility. Class B biosolids are the

lowest level of treated biosolids that may be land applied in Florida. Class A is more

intensely treated than Class B and Class AA is one step beyond Class A, since it has a

greater reduction in available heavy metals. The Class B biosolids generated by an EPA

approved method, such as lime stabilization, anaerobic digestion, or aerobic digestion

process are suitable for land application. As can be determined from the term

significantly reduce the sludge still retains a slight possibility that some pathogens or

disease causing organisms may still be present. Class B biosolids may be land applied,

but due to the slight possibility of lingering pathogens the land application activities haveto follow some restrictive requirements such as setbacks from water, wells, and public

occupied buildings and other requirements. The land application restrictions may be

thought of as a protective belt and suspenders approach to recycling the biosolids. If

the biosolids generated follow a Process To Further Reduce Pathogens (Class A or AA)

where the process typically involves increased temperature and longer treatment times

there are fewer numbers of restrictions. The biosolids are deemed to be free from

pathogens. The test methods that must be used for detecting the pathogenic organisms are

the best current EPA approved methods that people have to date and with these methods

there is reasonable assurance that no pathogens can be detected.

Whether a Process to Significantly Reduce Pathogens or a Process to Further

Reduce Pathogens is used, another EPA process must be used to reduce the products

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attractiveness to agents that may disperse any pathogenic elements of the residuals out of

their intended area of use as a soil amendment. These EPA approved processes are called

Vector Attraction Reduction methods. (See Tables 1, 2, and 3 on the next page.)

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6

Table 1. Processes to SignificantlyReduce Pathogens (PSRPs)

1. Aerobic Digestion

2. Air Drying

3. Anaerobic Digestion

4. Composting

5. Lime Stabilization

Sewage sludge is agitated with air or oxygento maintain aerobic conditions for a specificmean cell residence time (i.e., solidsretention time) at a specific temperature.Values for the mean cell residence time andtemperature shall be between 40 days at20C (68F) and 60 days at 15C (59F).

Sewage sludge is dried on sand beds or onpaved or unpaved basins. The sewagesludge dries for a minimum of 3 months.During 2 of the 3 months, the ambientaverage daily temperature is above 0C(32F).

Sewage sludge is treated in the absence ofair for a specific mean cell residence time(i.e., solids retention time) at a specifictemperature. Values for the mean cellresidence time and temperature shall bebetween 15 days at 35C to 55C (131F)and 60 days at 20C (68F).

Using either the within-vessel, static aeratedpile, or windrow composting methods, thetemperature of the sewage sludge is raisedto 40C (104F) or higher and remains at40C (104F) or higher for 5 days. For 4hours during the 5-day period, thetemperature in the compost pile exceeds55C (131F).

Sufficient lime is added to the sewagesludge to raise the pH of the sewage sludgeto 12 for $2 hours of contact.

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Table - 2. Processes to FurtherReduce Pathogens (PFRPs)1

Composting

Heat Drying

Heat Treatment

Thermophilic Aerobic Digestion

Beta Ray Irradiation

Gamma Ray Irradiation

Pasteurization

Using either the within-vessel composting method or the static aerated pilecomposting method, the temperature of sewage sludge is maintained at 55C(131F) or higher for 3 consecutive days. Using the windrow compostingmethod, the temperature of the sewage sludge is maintained at 55C (131F)

or higher for 15 consecutive days or longer. During the period when thecompost is maintained at 55C (131F) or higher, there shall be a minimumof five turnings of the windrow.

Sewage sludge is dried by direct or indirect contact with hot gases to reducethe moisture content of the sewage sludge to 10% or lower. Either thetemperature of the sewage sludge particles exceeds 80C (176F) or the wetbulb temperature of the gas in contact with the sewage sludge as the sewagesludge leaves the dryer exceeds 80C (176F).

Liquid sewage sludge is heated to a temperature of 180C (356F) or higherfor 30 minutes.

Liquid sewage sludge is agitated with air or oxygen to maintain aerobicconditions and the mean cell residence time (i.e., the solids retention time) ofthe sewage sludge is 10 days at 55C (131F) to 60C (140F).

Sewage sludge is irradiated with beta rays from an electron accelerator atdosages of at least 1.0 megarad at room temperature (ca. 20C [68F]).

Sewage sludge is irradiated with gamma rays from certain isotopes, such asCobalt 60 and Cesium 137,at dosages of at least 1.0 megarad at roomtemperature (ca. 20C [68F]).

The temperature of the sewage sludge is maintained at 70C (158F) orhigher for 30 minutes or longer.

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Requirement

Option 1503.33(b)(1)

Option 2503.33(b)(2)

Option 3503.33(b)(3)

Option 4503.33(b)(4)

Option 5503.33(b)(5)

Option 6503.33(b)(6)

Option 7503.33(b)(7)

Option 8503.33(b)(8)

Option 9503.33(b)(9)

Option 10503.33(b)(10)

Option 11503.33(b)(11)

Option 12503.33(b)(12)

What Is Required?

At least 38% reduction in volatile solids during sewage

sludge treatment

Less than 17% additional volatile solids loss during bench-scale anaerobic batch digestion of the sewage sludge for40 additional days at 30C to 37C (86F to 99F)

Less than 15% additional volatile solids reduction duringbench-scale aerobic batch digestion for 30 additional daysat 20C (68F)

SOUR at 20C (68F) is #1.5 mg oxygen/hr/g total sewagesludge solids

Aerobic treatment of the sewage sludge for at least 14days at over 40C (104F) with an average temperature of

over 45C (113F)

Addition of sufficient alkali to raise the pH to atleast 12 at 25C (77F) and maintain a pH $12 for2 hours and a pH $11.5 for 22 more hours

Percent solids $75% prior to mixing with other materials

Percent solids $90% prior to mixing with other materials

Sewage sludge is injected into soil so that no significantamount of sewage sludge is present on the land surface 1hour after injection, except Class A sewage sludge whichmust be injected within 8 hours after the pathogenreduction process.

Sewage sludge is incorporated into the soil within 6 hoursafter application to land or placement on a surfacedisposal site, except Class A sewage sludge which mustbe applied to or placed on the land surface within 8 hoursafter the pathogen reduction process.

Sewage sludge placed on a surface disposal site must becovered with soil or other material at the end of eachoperating day.

pH of domestic septage must be raised to $12 at 25C(77F) by alkali addition and maintained at $12 for 30minutes without adding more alkali.

Most Appropriate For:

Sewage sludge processed by:Anaerobic biological treatmentAerobic biological treatment

Only for anaerobically digested sewage sludge thatcannot meet the requirements of Option 1

Only for aerobically digested liquid sewage sludge with2% or less solids that cannot meet the requirements ofOption 1 - e.g., sewage sludges treated in extendedaeration plants. Sludges with2% solids must be diluted.

Liquid sewage sludges from aerobic processes run attemperatures between 10 to 30C (should not be usedfor composted sewage sludges).

Composted sewage sludge (Options 3 and 4 are likelyto be easier to meet for sewage sludges from otheraerobic processes)

Alkali-treated sewage sludge (alkaline materials includelime, fly ash, kiln dust, and wood ash)

Sewage sludges treated by an aerobic or anaerobicprocess (i.e., sewage sludges that do not containunstabilized solids generated in primary wastewatertreatment)

Sewage sludges that contain unstabilized solidsgenerated in primary wastewater treatment (e.g., heat-dried sewage sludges

Sewage sludge applied to the land or placed on asurface disposal site. Domestic septage applied toagricultural land, a forest, or a reclamation site, orplaced on a surface disposal site

Sewage sludge applied to the land or placed on asurface disposal site. Domestic septage applied toagricultural land, forest, or a reclamation site, orplaced on a surface disposal site

Sewage sludge or domestic septage placed on asurface disposal site

Domestic septage applied to agricultural land, a forest,or a reclamation site or placed on a surface disposal site

Table - 3. Vector Attraction Reduction Options

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The vectors would be things like flies, rodents, and birds

that might carry the biosolids and anything in them to areas where

people may potentially contract a lingering pathogenic organism.

This is not a concern when proper pathogen reduction and vector

attraction reduction methods are combined. The correct

combination provides a good suitable soil amendment product.

In summary, biosolids that are generated from domestic wastewater may be

unsuitable for land application or treated to different levels of suitability for land

application. The wastewater treatment facility has the option of treatment. In Florida,

Class A and Class AA biosolids are the highest levels requiring few biosolids use

restrictions while Class B is a good product that has more restrictions on use since it is

generated from a process that may allow some pathogens to exist in the product for a

time. It should be noted that even with Class B biosolids, the EPA and the State of

Florida have determined that when the appropriate restrictions are followed the biosolids

used for land application will be as safe as possible. The EPA uses different names for

the biosolids products generated by the different levels of treatment, while in Florida the

products are different classes generated from EPA approved processes.

One other thing to keep in mind is that biosolids may be of two basic types in

addition to the level of treatment. Biosolids may be liquid or cake. Cake biosolids are

those that have been dewatered to the point of retaining at least twelve percent solids and

less than eighty eight percent liquid. Liquid biosolids are often extremely watery and

must be transported in a vehicle that will contain the liquid. Cake biosolids more closely

resemble soil in some form. Depending on the amount of dewatering the biosolids will

range from a swampy watery texture to a dry crusty soil consistency. Cake biosolids may

be transported in a vehicle like a dump truck.

Remember that biosolids may be produced in different forms and variations.

Whatever the class or type, the biosolids product must be generated with approved EPA

processes that create a soil amendment product appropriate for land application.

It should be noted that treatment of biosolids may add significant costscosts

that must be born either by the generator of the wastes (the utility customer) or the end

user of the biosolids product. The utility has the responsibility of striking an appropriate

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balance when expending monies, ensuring that treatment decisions are both fiscally

prudent and protective of public health.

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What rules?

At the national level the rules created for governing

the proper treatment and use of the treated solid component

of domestic wastewater are called Title 40 Code of Federal

Regulations (CFR) Part 503. They are commonly referred to

as 503 and the solids generated in domestic wastewater

treatment are called biosolids. The State of Florida has

adopted rules pertaining to residuals or biosolids. They are

called the Chapter 62-640, Florida Administrative Code

(F.A.C.) (F.A.C. 62-640 or commonly 640). In this set of

rules biosolids are clearly defined. The 2006 Florida

definition of biosolids is that Residuals or domestic wastewater residuals means the

solid, semisolid, or liquid residue generated during the treatment of domestic wastewater

in a domestic wastewater treatment facility. Not included are solids removed from pump

stations and lift stations, screenings and grit removed from the preliminary treatment

components of domestic wastewater treatment facilities, other solids as defined in Rule

62-640.200(24), F.A.C., and ash generated during the incineration of biosolids.

Occasionally in Florida there is an additional level of regulation at the county

level. When descending from the Federal level down to the potential county level each

lower level of regulation must be as stringent or more stringent than the level above it. In

this manner the rules are tailored to the specific needs of each lower regulatory level

down to the desired local level. It is possible that even a city may enact biosolids rules.

Biosolids generation and use as a beneficial soil amendment is therefore conducted under

the auspices of distinct rules intended to ensure public health and environmental

protection. Science, industry, technology, agriculture, political entities, the public, and

others have combined to ensure that public health and the environment are protected

while this product is being generated and used. The combined interested parties or

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stakeholders created the regulations that ensure the wise reuse of the treated domestic

wastewater solids. This rule making process adapts to the times as we go into the future.

Good for soil amendment?

People and botanicals need many of the

same nutrients. The nutrients that people discard

from their physiological activities are present in the

domestic wastewater stream and subsequently

available in the generated solid component or

sludge. Beneficial recycling of the biosolids in the

State of Florida is carried out by the biosolids being

used as an agricultural soil amendment (fertilizer). Use is for the benefit of the crops

being grown whether citrus, trees, grass, or some other crop. Since the biosolids have a

wealth of nutrients, places like ranches, citrus groves, sod farms, and other agricultural

endeavors welcome the fertilizer product. In addition to the highly desired crop nutrients

present in the biosolids there is a colloidal nature to the product that is especially helpful

in Florida. The sandy soils of Florida allow water loaded with nutrients to pass through

the root zone quickly and lose available nutrients that are readily washed out of the rootzone. The colloidal nature of biosolids means that the biosolids act like a sponge or

gelatin like substance that holds moisture and nutrients longer in the root zone increasing

the availability of the nutrients to the crops. A chemical fertilizer will not usually have

any colloidal element added to its mixture and that makes the biosolids all the more

desirable.

Historical Perspective On Domestic Wastewater Solids

Depending on where on the planet Earth you hail from as well as

from what time period, people have dealt with the disposal and use of

the solid wastewater component in different ways. For example, in the

past for thousands of years it was common in the Orient for people to

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use raw untreated domestic waste solids as fertilizer for rice paddies. Then and there the

name for the untreated domestic solids was night soil. It was called that because some

people went around the neighborhood at night collecting the material from peoples

chamber pots. India with its caste system called individuals involved with night soil work

untouchables. In ancient Rome the domestic wastewater including the solids was often

flushed into the nearest river. In Rome that meant that the Tiber River received the

wastes. All of the wastes were then washed downstream to the Mediterranean.

Another historical approach to the domestic wastewater solid disposal use closer

to home and our present time was the use of the outhouse.

Basically any crude or elaborate structure that had four walls, a

roof, and a seat over a hole in the ground was suitable for the

application of the untreated domestic solid wastes to the

ground. If the structure was moved the hole was simply filled

in. That is, if it was not first shoveled out and the material

taken for whatever purpose the person doing the digging desired. As a common practice

the outhouse was around for many years. They still exist today as a rustic historically

reminiscent option. As a child I can remember my grandfathers home where there was a

two seater outhouse located in his homes large attached woodshed in Ellsworth,

Maine. Of course, septic tank systems were and remain a popular alternative. In any

event, the disposal of the solids component of domestic wastewater has been a concern of

people as long as people have existed. People have used many imaginative ways for the

disposal of the domestic wastewater solid component from no treatment and use to

elaborate fertilizer applications of the product.

In the recent past Florida has seen many changes in biosolids treatment and use.

The advent of and widespread use of wastewater treatment facilities has helped ensure

consistency in the approach to treating domestic wastewater. About twenty years ago it

was possible for anyone to go to a sewage treatment plant and remove a quantity of

dubiously stabilized (treated) sludge from the facility and take it to their home for

whatever fertilizer application purposes they desired. Biosolids, food service sludge and

septage could be stabilized with lime added in a truck on the way to the land application

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fields. When I started working with biosolids for the Department, FDEP, I can remember

those trucks, many of which often had the same bags of lime sitting on them for lengthy

periods of time. Historically, land application of biosolids as a soil amendment was a

primary way of disposing of biosolids in a productive manner. Land application of

biosolids as a soil amendment was widespread for all treated wastewater treatment

facility solids. Stabilization or treatment of the domestic wastewater solids and site

restrictions were less restrictive in general. The Florida rule governing biosolids was

rudimentary and called F.A.C. 17-7. It was at least a start towards adequate regulation.

Florida greatly improved on that rule when on March 1,1991 Chapter 62-640 (Domestic

Wastewater Biosolids) became effective. On February 19,1993 the EPA published Title

40 of the Code of Federal Regulations [CFR], Part 503. It was The Standards for the Use

or Disposal of Sewage Sludge. The State of Florida revised its 62-640 rule and on March

30,1998 the revised F.A.C. Chapter 62-640 became effective. As the times changed

peoples knowledge and understanding of biosolids changed. People, science,

technology, and the political climate have changed and the rules have needed adjustment.

Biosolids rules like all rules are subject to the needs of society and are in a continuous

adaptive state. Increasing population pressures on the State of Florida are today becoming

a major factor in dictating the rules necessary for biosolids. More people means less

available historical land for recycling and reuse, while at the same time more people

ensures an increase in the amount of biosolids being generated. The biosolids rules have

and will continue to adapt and reflect the changes. Since land application has been a

viable historical option for Florida, the population pressures are necessitating obvious

changes in the recycling of biosolids. First and foremost the land will not be there for

application of biosolids as a soil amendment. Other uses and better treatment will be in

the future. As of 2006 the Department is changing its biosolids rule.

Issues! We got issues!

As I began this section I mentioned that the mere thought of anything remotely

related to the topic of treated domestic wastewater solids instantly instills fear, anger,

panic, bewilderment, or other emotions in people. Mainly, that is because most people do

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not really understand biosolids and people are afraid of the unknown. I started out in the

biosolids business as FDEP District Biosolids Coordinator with pretty much the same

perspective as everyone else. The difference is that the more I learned, the more I began

to appreciate the beneficial recycling aspects of the product. I am a convert. Others are

and some are not, remaining adamantly opposed to biosolids use. There are of course

people in between running the gamut of stances on the subject. I have seen biosolids used

as a wonderful soil amendment. The fertilizer properties of biosolids do amazing things

for the crops. As time goes by I keep an open mind and try to keep up with the latest

biosolids information. I am a scientist as well as an educator. I understand the

perspectives of the nay sayers and certainly respect their views. This subject is one that

finds few people unable to choose a point of view!

Often emotional responses are the normal reactions to the idea of beneficial use of

biosolids for land application or any other use one could think of for such a product. This

is perhaps because it is unfortunate that people all too frequently discover biosolids

recycling by accident rather than by education. Land application in their area or trucks

traveling the roads with biosolids may be their first encounter. Truck traffic or an odor

that catches their attention may initiate an inquiry on their part. The first encounter may

concern the person enough to expand their interest or questions to such areas as health

and drinking water. Lacking an understanding of biosolids from a cradle to grave

perspective may therefore cause people to become alarmed at this new bizarre unknown

product. Education could have mediated this reaction. After all, everyone knows that

once a toilet is flushed everything flushed magically disappears forever. If people were

first presented with a good basic understanding of biosolids from the source to the

generation of the finished fertilizer product and then allowed as informed citizens to

make up their minds many more people would accept the beneficial value of recycling

biosolids. The alternative practice of taking biosolids to landfills is scarcely beneficial in

the use of that space or for a positive return to the environment.

I have often observed people respond positively when they were educated about

biosolids. Some people will maintain a negative view, but at least people who are

educated have a better basic foundation from which to make their choice of response.

Issues also range from individuals to the municipal or government level. At the individual

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level people are concerned for themselves and their families. At the governmental level

there is concern for treatment, disposal, and regulations that ensure that everything and

everyone is protected including the public health and the environment.

Trucking companies that transport the biosolids for further treatment or to the

land application site or even to the landfill struggle to conduct their business successfully

with respect to regulation and profit for their companies. The media is readily available to

investigate and present thought provoking issues about biosolids. At any level and from

innumerable perspectives biosolids present a plethora of issues. Odors, truck traffic,

health, ground water, land owner rights, worker safety, crop health, cattle grazing, and

others are all issues that may be associated with the generation and use of biosolids.

Education through this infusion unit will allow students to begin to not only learn about

biosolids, but also how biosolids issues impact their own lives.

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The Future

One thing is certain! Nothing is forever in the biosolids industry. Change is the

only constant. Over the years the biosolids industry has progressed from producing a

scarcely treated product to an industry capable of producing

a product that anyone could safely use in their home.

The source of all biosolids, the human population,

continues to increase in size. From the perspective of the

biosolids industry that population growth means that more

people will generate more biosolids. Subsequently, biosolids beneficial reuse and

recycling methods and land application practices will need to adapt keeping pace with the

population growth. More people need more space to live and that means less available

land for biosolids land application activities. Currently, biosolids at the lowest level

suitable for land application in Florida (Florida Class B) that have restrictions for land

application use (including restricted public access) are finding available land more

difficult to locate. The Florida industry will of necessity continue to change to one

producing and utilizing biosolids suitable for unrestricted public access (Class A or Class

AA). The unrestricted public access biosolids may be used on playgrounds, hospital

grounds and other areas where there is frequent public contact with the land applied

biosolids. As the amount of land available for restricted biosolids land application

diminishes, biosolids products will need to be those that are treated to a level that poses

minimal risks to the public and the environment. Please note that life is not risk free! The

biosolids industry will continue to develop new treatment methods and biosolids products

that will progressively pose as little risk as possible to the public health and environment.

Science and technology ceaselessly work to develop new and improved biosolidsknowledge, biosolids treatment methods, and biosolids reuse and recycling products. The

industry constantly changes. It is a dynamic one always in progressive motion into the

future. Government regulation parallels that biosolids industry change and motion.

Government will continue to work closely with the biosolids industry to ensure protection

of public health and the environment.

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A most important change needed for the future biosolids industry is education.

People must become better informed about biosolids. Much like death and taxes,

biosolids are unavoidable and do not magically disappear when you wish on a star.

Teachers are an important key component for the future. Educators can provide a

knowledge and attitudinal base that helps students make informed decisions on the roles

they wish to play in the dynamics of the biosolids issues. Student biosolids education

provides one of the best chances we as a citizenry have for the appropriate reuse and

recycling of the valuable renewable biosolids resources. The sky really is the limit on

how we choose to best cope with biosolids. Lets educate our student population about

biosolids!

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Teacher Activities Note

It is hoped that as an educator you will first present your students with a

background of biosolids and their associated issues. The Teacher Background Section

should provide enough basic information that can in whole or in part be imparted to your

students.

Additional teacher research into the subject is encouraged. With a brief focused

student biosolids background, the Teacher Activities may then be successfully conducted.

It is intended that you utilize the activities by adapting them to your curriculum subject

area and students needs. The activities are an inspirational starting point and not the

definitive end. They will help infuse biosolids education into all aspects of the student

curricula.

Please adapt and conduct them using your best professional judgment.

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Notes

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Activity: Biosolids Around the World

Subject Areas: World Geography, History, Political Science, Computer Science,

Environmental Science.

Behavioral Objectives:

1) The students will evaluate the historical and current ways that domesticwastewater is treated in another country. Biosolids will be the focus.

2) The students will describe at least one domestic wastewater treatment process orbiosolids product used by a foreign country.

3) The students will evaluate the foreign countrys domestic wastewater treatment

and compare it with treatment in the United States.

Activity :

The United States is one of many

countries around the world. Tell thestudents that they are going to research

how other countries handle biosolids. As

not all countries have the resources andtechnology of this country, inform the

students that they may not be able to

simply use biosolids as the point of study

but should expand the research to includehow domestic waste is treated. Some

countries may not even have basic

treatment. The computer will be a primesource of the research activities as the

Internet will give the students access to

the world. The students should choose acountry that interests them and then

proceed to find out as much as they can

about that countrys domestic waste treatment, rules, and use of the associated treatedsolids. They should compare and contrast the foreign country with the U.S. in a report

format of some sort. Whether in a written report, an oral report, or a pictorial collage thestudents should communicate their research findings to the rest of the class. Inform thestudents that key words like domestic, wastewater, sludge, biosolids, sewage, effluent,

sewer, human, excrement, feces, and combinations of those words and others may be

necessary to discover the information about the countrys way of handling peoples

domestic wastes.

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Evaluation Options:

1. Quantitative measurement of the reports that the students generate for the number

of comparisons and contrasts that the students show between the U.S. and the

foreign country.2. Qualitative evaluation of the reports by peer evaluation or possibly teacher

evaluation of the students research efforts.

3. Mastery evaluation of the reports is accomplished when the student has completedthe report with the foreign countrys efforts compared and contrasted with those

efforts of this country.

FCAT StandardsHE.A 1.3.5, LA.A.1.3.3, LA.A.1.3.4, LA.A.2.3.4, LA.A.2.3.5, LA.A.2.3.6, LA.B.1.3.1, LA.B.1.3.2,LA.B.1.3.3, LA.B.2.3.1, LA.B.2.3.3, LA.B.2.3.4, LA.D.1.3.3, LA.D.2.3.2, LA.D.2.3.4, LA.D.2.3.5,

LA.D.2.3.6, SS.A.5.3.3, SS.A.6.3.2, SS.B.2.3.2, SS.B.2.3.3, SS.B.2.3.5, SS.B.2.3.6, SS.B.2.3.8, SS.B.2.3.9,

SS.B.1.3.1, SS.B.1.3.2, SS.C.1.3.2, SS.C.1.3.5, SS.C.1.3.6, SS.D.1.3.1, SS.D.1.3.2, SS.D.1.3.4, SS.D.2.3.1,

SS.D.2.3.2, SS.G.1.3.4, SS.G.2.3.4, SS.H.1.3.6, SS.H.2.3.1, SS.H.3.3.1, SC.0.2.1, SC.G.2.1, SC.H.1.1,SC.G.1.1, SC.H.3.1, SC.D.2.2, SC.G.1.2, SC.H.3.2, SC.G.2.2, SC.D.2.3, SC.G.2.3, SC.H.3.3, SC.D.2.4,

SC.G.2.4, SC.H.3.4

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Activity: Rule Making

Subject Areas: Government, English, Environmental Science, Civics, History, Computer

Science.

Behavioral Objectives:

1) The students will practice the politics involved in rule making.2) The students will identify the factors involved in rule making decisions.

3) The students will generate biosolids rules and compare them with the currentbiosolids rules.

Activity:

Begin the class by

telling the students what

biosolids are and how they

are produced. Then ask them

if there should be any rules

for the land application and

use of the biosolids products

as agricultural soil

amendments (fertilizers).

When the students respond

that of course there should be some rules, have them decide who should make the rules.

Guide them into realizing that there are often many interested parties involved in rule

making and different agencies at the federal, state, and local level might be involved.

Inform them that they will be approaching a fictitious governing body with an agency

that will regulate rules concerning biosolids. Separate the class into groups representingthe different interests involved in the biosolids issue. This would include homeowners,

domestic wastewater facilities, land owners such as cattle ranchers, biosolids land

application companies, scientists, engineers, developers, and so on. Decide on how many

different groups, but ensure that at least several groups likely to have opposing positions

on the issue of land application are involved. Next, have the students discuss, decide, and

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Activity: Biosolids Land Application Site Diorama

Subject Areas: Geography, Art, Government, Mathematics, Environmental

Science.

Behavioral Objectives:

1) The students will comprehend and apply land application rules used to operate a

biosolids agricultural land application site.

2) The students will develop problem-solving skills by constructing a model of a

biosolids site that incorporates the agricultural land application biosolids rules.3) The students will appreciate the agricultural and biosolids work conducted on a

biosolids land application site.

Activity :

Inform the class that they will be

building a diorama. The diorama will be one

of a biosolids agricultural land application

site. Explain what biosolids are and how

they are treated to become a soil amendment

or fertilizer. Tell them that the government

has determined that agricultural land

application can be beneficial for the crops.

The government at the federal, state, and often local level has established rules for land

application with rules like setbacks from features found on the sites to help protect people

and the environment. In Florida these sites are most commonly cattle ranches, sod farms,

and citrus groves. As research for the project the students may read the Florida

Administrative Code 62-640, especially those sections pertaining to site use restrictions

and land application setback distances. These sections will explain the setback distancesrequired from such things as buildings, wells, and water bodies. If the students are of a

reading level that cannot easily understand the rule language, the teacher may want to

simply explain some of the rules and list the rules for setbacks emphasizing that the

government has determined that land application of this type of biosolids must be done

with certain distances from various features on a site to protect the public health and the

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environment. Further explain that when building the diorama the students are going to

think of a way to represent the rule setbacks on the diorama. This may be easily done by

using magic markers to represent the setback distances. Further student research involves

having the students discover what geographical features are on a site that they may want

to include in the diorama. Examples of site features would be rancher homes, subdivision

neighbor homes, fields of grass, citrus trees, streams, irrigation or drainage ditches,

ponds, streams, wells, sink holes, roads, wetlands, barns, commercial buildings, woods,

railroad lines, bridges, silos, roadside stands, golf courses, playgrounds, hospitals, and

others that they may wish to use.

The diorama may be one large class project that can be put on display for the

school or individual ones that also might be displayed. They are to build their diorama

that represents the agricultural activities that they choose to include. Rule setbacks will be

demonstrated so that any observer may easily see them. People should be able to

understand that while the beneficial reuse of biosolids is occurring by soil amendment as

land applied fertilizer there are safeguards to protect people and the environment.

The size of the diorama should be decided initially as that will dictate what

materials will be needed for construction. For example, if individual dioramas are to be

built, then cardboard boxes cut down to size may be used. If a single large class one is to

be constructed, then a piece of plywood might better serve as a foundation. In either case

the diorama construction materials for the biosolids sites may be such items as green

paper for grass, construction paper buildings, blue paper for water, toothpick fences,

Popsicle stick wells, plastic animal toys, old discarded artificial plant parts for trees, and

whatever the students creative minds can conceive of for use in building the diorama.

Allow the students imaginations to roam freely to create and build using what they want

to use. The activity should be fun to construct as well as informative upon completion.

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Evaluation Options:

1. Quantitative evaluation by awarding points for students bringing construction

materials needed for the diorama in to class.

2. Qualitative evaluation by observing the level of participation of each studentduring the research and development phases of the diorama.

4. Mastery evaluation by assigning each student tasks during the diorama

development and construction phases and noting their successful completion ofthose assigned tasks.

FCAT Standards

SC.D.1.3.2, SC.D.1.3.4, SC.F.1.3.1, SC.G.1.3.4, SC.G.2.3.4, SC.D.2.3.1, LA.C.1.3.1, LA.C.1.3.4,

SS.A.1.3.1, SS.A.6.3.5, SS.B.1.3.1, SS.B.1.3.2, SS.B.2.3.4, SS.B.2.3.6, SS.B.2.3.9, SS.C.1.3.2, SS.C.1.3.4,

SS.C.1.3.5, SS.C.1.3.6 SS.C.2.3.1, SS.C.2.3.2, SS.C.2.3.3, SS.C.2.3.4, SS.C.2.3.7, SC.D.2.1, SC.G.2.1,

SC.H.3.1, SC.D.2.2, SC.H.3.2, SC.G.2.2, SC.D.2.3, SC.G.2.3, SC.H.3.3, SC.D.2.4, SC.G.2.4, SC.H.3.4,

SC.H.1.2

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Notes

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Activity: Biosolids Town Meeting

Subject Areas: Drama, Government, Civics, History, Home Economics,

Computer Science, Environmental Science.

Behavioral Objectives:

1) The students will acquire a positive personal value system concerning the public

forum for resolving biosolids issues.2) The students will identify and demonstrate research skills used for successful

choices on biosolids issues so that they can not only formulate an opinion but also

speak out in its defense.

3) The students will apply their people skills.

Activity:

Announce that the class is going to have a town meeting. Discuss what a town

meeting is. If needed, have them research the political concept of a town meeting as a

small local governmental unit that addresses individual peoples concerns where

everyone may contribute to th

decision making process. Inform

the students that the town

meeting is going to have a

specific topic. That topic wil

biosolids agricultural land

application activities in the

community. Have them

what biosolids are as well as

what agricultural land

application activities entail. To direct the research, guide them to the EPA and StatFlorida biosolids/residuals websites. Briefly discuss what biosolids/residuals or sew

treatment facility sludge products are and what land spreading of the fertilizer product

(biosolids) involves. Next assign students to portray different stakeholders in the tow

With flexibility appoint a couple of town council people, a town manager, a few farmers

or ranchers that will have the working biosolids land application sites, some peopl

e

l be

research

e ofage

n.

e who

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live in close proximity to the future land application sites, some residents who live farther

away from the site but might be located on roads the biosolids traffic will use, some

wastewater treatment staff, biosolids haulers that transport and often land appl

biosolids to the application sites, other governmental agencies such as the EPA,

Department of Environmental Protection, and local county officials, news media

representatives, and anyone else that might have a stake in the land application of

biosolids. Use as many or as few individuals as you wish to assign. Tell the designated

people that they are going to need to carefully research their positions on the issue of land

application. Some people will be opposed to the use of biosolids and they need to be a

to clearly present why they are opposed. Others will be in favor of the beneficial use

biosolids and will need to be able to demonstrate clearly why they think residual

agricultural land application activities are beneficial to the community. There are many

issues to consider; such as the environment, public health, property value and use,

expenses involved such as domestic wastewater treatment, disposal costs of the biosolids,

road costs, transport costs, rancher or farmer operation costs, and any other expenses

involved in any perspective taken on the issue of biosolids land application. Whatever

their portrayal position, the students w

y the

Florida

ble

of

odors,

ill need to be well versed in their roles.

The town meeting will commence with the town manager acting as moderator and

guiding the discussion. Students will recognize proper rules of meeting conduct ensuring

no abusive, improper, or inappropriate language or behavior occurs, and everyone shall

treat everyone else with respect no matter how much they might disagree. The students

will speak, when recognized by the moderator, giving their opinions and viewpoints. The

discussion shall continue as long as needed to ensure people have had a chance to speak

as often and as thoroughly as necessary. Rebuttals, points and counterpoints will help the

discussion continue to an end point that the teacher will announce. After the discussion

portion the class should compile the information with a vote for or against land

application. A vote can be taken with a show of hands. After the vote count is announced

the students should then be guided in a discussion of the potential ramifications of the

vote. They should recognize that whatever they voted for at the town level has to be in

compliance with other governmental rules. For example, should the students vote against

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Activity: Letter Writing

Subject Areas: English, Home Economics, Computer Science, Earth Science,

Environmental Science.

Behavioral Objectives:

1) The students will apply research techniques for locating appropriate

people with an understanding of and the ability to help them with biosolidsland application issues.

2) The students will demonstrate a good business letter writing style.3) The students will appreciate that there are different perspectives on issues

such as biosolids land application and that they must become better

educated about issues in their lives, think carefully about them, and thenmake informed decisions. Having made informed decisions they can then

act constructively on them.

Activity :

Inform the students that a biosolids hauling

company is going to land apply biosolids as a soil

amendment to agricultural property in close

proximity to their residence or workplace. The

potential negative impacts to their lives could be in

several ways. For instance, increased truck traffic,

possible offensive odors, increased vectors such as

flies, birds, or rodents, possible personal drinking

well water impacts, potential surface water impacts,

and more. The potential positive impacts could be

better crops, lower sewer utility fees, less impact to land fills for disposal, less water

needed for irrigation, and more.

They are to research biosolids and the names and addresses of people that may be

able to help ensure that the land spreading activities are properly conducted and that there

will be no adverse impact on their lives. They could research biosolids under sewage

treatment sludge, residuals, or biosolids. The names of state, county, and local

government officials, news media, biosolids hauling companies, and other people that

may have some authority or ability to help with the situation will provide them with

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contacts for their letters. Remind the students that the letters or emails can range from

those openly opposed to all land spreading activities to those seeking only education and

affirmation that the land spreading will be legally safely conducted, or even to those who

openly favor the use of biosolids as a soil amendment (examples: haulers, land owners,

sewage treatment facilities, etc.). The students will draft a business letter to the people

that they believe might assist them. Students may be assigned to write against or for land

application or simply as an education informational request concerning biosolids land

application activities. They should be descriptive in their letters and carefully construct

their case. Inform them that they are trying to persuade someone to their viewpoint in a

written form and that although they must be thorough and convincing they must also be

concise as the people that they write to will have little time for letters, especially one that

is a long or offensive rant and rave. It is important that they effectively gain the persons

attention to win that persons help. Remind them that even when writing a negative

stance letter that they must be polite, respectful, and truthful without using instant

turnoffs such as name calling and threats. The letter should be in a correct business

letter writing style with proper grammar and spelling.

Once the students have written their letters they could then be read aloud or made

available to each other. Remind them that they are not to actually mail the fictitious

letters, as the people will believe them to be real. If the class had been assigned both pro

and con stances, they could then determine who had made the better case and why. They

could provide each other with advice on how to effectively state a point so that you can

gain someones help for your point of view.

Evaluation Options:

1) Quantitative grading of the letters for correctness and creativity.2) Qualitative grading by student peer review of the letters.

3) Mastery evaluation for successful task completion.

FCAT Standards

LA.A.1.3.1, LA.A.1.3.2, LA.A.1.3.3, LA.A.1.3.4, LA.A.2.3.2, LA.A.2.3.4, LA.A.2.3.5, LA.A.2.3.8,

LA.B.1.3.1, LA.B.1.3.2, LA.B.1.3.3, LA.B.2.3.1, LA.B.2.3.3, LA.C.1.3.1, LA.C.1.3.3, LA.C.1.3.4,

SS.A.6.3.2, SS.A.6.3.3, SS.A.6.3.4, SS.A.6.3.5, SS.B.1.3.6, SS.B.1.3.6, SS.B.1.3.7, SS.B.2.3.6, SS.B.2.3.9,SS.C.1.3.2, SC.G.2.3.4, SC.G.1.3.4, SC.D.2.3.2, SC.D.2.3.1, SC.D.1.3.4, SC.D.1.3.3, SC.D.1.3.2,

SS.C.2.3.7, SS.C.2.3.6, SS.C.2.3.5, SS.C.2.3.4, SS.C.2.3.2, SS.C.2.3.1, SS.C.1.3.6, SS.C.1.3.5, SC.0.2.1,

SC.G.2.1, SC.H.3.1, SC.D.2.4, SC.G.2.4, SC.H.3.4, SC.D.2.2, SC.H3.2, SC.G.2.2, SC.D.2.3

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Activity: Biosolids Growth Experiments

Subject Areas: Biology, Environmental Science, Earth Science, Home

Economics, Shop Class, Botany, and Mathematics.

Behavioral Objectives:

1) The students will use the scientific method to discover the fertilizer effects of

biosolids on plants.2) The students will identify scientific research skills such as scientific experiment

design, observation, record keeping, report writing, and horticultural skills.

3) The students will employ mathematical skills necessary for scientific work.

Activity :

Begin the class with a question:

What makes a good plant fertilizer? Ask

them what the components of a good

fertilizer are that help ensure that a plant

grows. Discuss and delineate the macro and

micro nutrient components of fertilizer. The

students might do some background

research on fertilizer by researching and

making homework trips to stores that sell

fertilizers and recording the component

concentrations of each one. Discuss how historically fertilizers have been both chemical

and those derived from animals. Discuss the benefits of recycling as much as possible.

Propose a discussion of the wastes of people as a possible source of fertilizers. Remind

them of the oriental practice of using untreated human wastes called nightsoil as a

fertilizer for the rice paddies. Inform the students that for public health and environmental

protection this country does not advocate the use of untreated human wastes, but properly

treated human wastes changed into soil amendments are encouraged as beneficial

recycling products. Refer them to the F.A.C. 62-640 as a guideline for beneficial reuse

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and recycling of biosolids. Have them research and understand what Class AA biosolids

are and how they are available at many stores.

Ask them to design an experiment to demonstrate the

differences between chemical and recycled Class AA biosolids

as fertilizers. Remind them that they need to follow the scientific

method and use control groups as well as experimental groups.

Measurement of growth must be conducted and growth

conditions monitored. They must initially conduct a background

research review before designing the experiments, obtain or

construct any growth containers (this could in part be determined

by the class this was conducted in), select the plant species to be used (seeds easy to grow

and obtained from a local store would be best), chose the

fertilizers and growth media to be used (Class AA biosolids such

as GreenEdge and Milorganite are also available from a

local store and must be used for safety). They must conduct the

experiments with suitable control growth plants, measure and

record the experiment parameters such as amount of fertilizers

used, water addition, and others as well as the growth of the

plants, calculate the recorded statistics, draw appropriate

conclusions, and write a report with references from their initial

research review. This activity could be done individually or as a class project. When

conducting the biosolids growth experiments in some of the less scientific oriented

classes it may be necessary to modify the activity and focus on other experiment aspects

such as the construction of growth containers for shop class or emphasizing a

concentration on growing spectacular plants for home economics. In any event ensure

that the students are encouraged to think scientifically and discover the effects of

biosolids as a soil amendment (fertilizer).

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Notes

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Activity: Map Making

Subject Areas: Earth Science, Art, Geography, History, Environmental Science, Shop,

Mathematics, Computer Science.

Behavioral Objectives:

1) The students will create maps with observable biosolids rule setback distancesshowing compliance of biosolids land application sites with rule setbacks.

2) The students will evaluate the time and spatial agricultural property uses of a land

application site.

3) The students will display psychomotor skills necessary for creation of a biosolidsland application site map.

Activity:

In this activity the students will use aerial agricultural site maps or possiblyfictional maps to understand the compliance issues involved with a farmer or rancherusing his property for biosolids land application. Depending on the biosolids class the

teacher will need to provide some background information to the students concerning the

beneficial use of an agricultural site for biosolids land application with its soilamendment benefits. Different Biosolids

have restrictions for use and the maps will

show those restrictions. It should be

emphasized that the State of Florida hasrules for correct land use of different

biosolids. Specific sections of Chapter 62-

640 deal with the setback distances and userequired for any site, historically called an

Agricultural Use Plan (AUP). A decisionneeds to be made initially whether the

mapping project will be a class one or one

of individual participation. In either case thestudents can use aerial maps provided or

ones that they obtain themselves.

Inform the students that they are a

land application company going to use

agricultural property for biosolids landapplication. They must use a map and createthe appropriate setbacks from the biosolids

rule. They will create setback areas on the map by some marking method. They will have

to locate and accurately mark off the scaled setback distances from each applicablefeature such as a well on the maps. The teacher may have to add, highlight, or assist the

students with locating the features that require setbacks on the maps. When completed the

map should have all setback distances clearly marked in proper scale on the map. When

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someone reads the map they will easily see where biosolids may or may not be spread

according to the setbacks areas outlined on the map. Depending on the class the studentsmay make anything from simple maps to as complex ones as they can imagine. For an art

class the finished maps could easily be suitable for framing. Aerial maps of the students

local school community would make them all the more relevant to each student. Local

ranches would show the students the possible use of those sites for biosolids landapplication as well as possible reasons why a site might not be a good land application

one. Discussion of this would help. The students will also see some effects of the

pressures of increasing development on biosolids land application site availability.Population growth means more biosolids and less available land for any agricultural

application sites. A discussion of this situation will provide the students with an

understanding of one of the less visible effects of population growth.

Evaluation Options:

1. Quantitative evaluation by grading each students map or a quiz designed with a

model map that demonstrates a students knowledge of the setback requirements.An example would be a 200 foot setback from waters of the State.

2. Qualitative evaluation may be measured by observing the students attention toprecision when marking off the setback distances on the map.

3. Mastery evaluation is obtained by each student successfully completing the

mapping task.FCAT Standards

LA.A.2.3.1, LA.A.1.3.1, LA.A.1.3.3, LA.C.1.3.1, SC.D.1.3.2, SC.D.1.3.3, SC.D.1.3.4, SC.D.2.3.2,

SC.G.1.3.4, SC.G.2.3.4, SS.B.1.3.1, SS.B.1.3.2, SS.B.1.3.6, SS.B.2.3.1, SS.B.2.3.4, SS.C.2.3.1, SS.C.2.3.2,SC.D.2.1, SC.G.2.1, SC.H.3.2, SC.G.2.2, SC.H.1.2, SC.D.2.2, SC.D.2.3, SC.G.2.3, SC.D.2.4, SC.G.2.4,

SC.G.2.4, SC.D.2.2, SC.D.2.3, SC.G.2.3, SC.G.2.4, SC.H.3.4

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Activity: Comparison Shopping

Subject Areas: Home Economics, Mathematics, Computer Science, Earth Science,

Botany, Biology.

Behavioral Objectives:

1) The students will compare and contrast fertilizer characteristics and costs with

biosolids products.2) The students will organize a survey to obtain the data needed for the comparison

study.3) The students will list fertilizer products by characteristics and cost.

Activity :

Let the students know that since it is growing

season year round in Florida that they are goingto decide what fertilizer product would be best for

their home use. Since there typically exist so

many products on the market at so many stores,

how would they best determine which productsare the best value? When they comment that

checking out the store products would be a good

way to check, help them organize a survey. Firsthave them research what are the characteristics of

a good fertilizer. The nutrient value is of

paramount importance as it determines what

nutrients will be available for the plants. TheNitrogen, Phosphorus, and Potassium values (N-

P-K) are the macronutrients or the elements

needed in the largest quantities by the plants. Agood general use home fertilizer could have an N-

P-K value of 5-10-5. That would be on the

fertilizer label. The micronutrient values would also be on the label. These are theelements also needed by plants, but in smaller amounts than the macronutrients.

Chemical fertilizers would commonly not have these micronutrient characteristics.

Biosolids fertilizers and compost fertilizers would also possess another characteristic thatcould greatly benefit the plants. That is the humus content. Humus is the dark organic soil

component that is made up of decaying organic matter from plants and animals. Thevalue of humus is that humus has compounds that help retain water and water-solublecomponents in the soil. Chemical fertilizers typically have no humus. Biosolids have

compounds that help keep the fertilizer available for the plants in the root zone and not

wash out. Biosolids also have many micronutrients needed by the plants for growth. Have

the students devise charts and graphs with the above information including, type offertilizer, weight and cost, so that they may evaluate the fertilizer products. Mention that

an added value for biosolids is that it is beneficial recycling of a product whereas

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chemical fertilizers have no claim to recycling. Individually or small groups of students

will in time gather the data as a homework assignment. The data will be compiled andanalyzed to evaluate the fertilizers. Graphs, charts, pie diagrams, and other mathematical

statistics will aid the students in the study.

Evaluation Options:

1. Quantitative evaluation may be by a quiz on the characteristics of a fertilizer.

2. Qualitative evaluation may be of the students active participation in the activity.

3. Mastery evaluation for completion of the assigned homework gathering offertilizer data from the stores.

FCAT Standards

LA.A.1.3.1, LA.A.1.3.2, LA.A.1.3.3, LA.A.1.3.4, LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, LA.B.1.3.1,

SS.D.2.3.1, SS.D.2.3.2, MA.E.1.3.1, MA.E.1.3.3, MA.E.2.3.1, MA.E.3.3.1, SC.D.1.3.2, SC.D.1.3.3,SC.D.1.3.4, SC.D.2.3.1, SC.D.2.3.2, SC.G.1.3.4, SC.G.2.3.4

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Activity: Designer Trucks

Subject Areas: Shop, Home Economics, Art, Music, Physics, Crafts.

Behavioral Objectives:

1) The students will construct a model truck used in the biosolids industry.2) The students will demonstrate the psychomotor skills needed to create a biosolids

truck.3) The students will organize the steps from design to completion of a model

biosolids truck.

Activity:

Announce that the students will research the types of trucks used in the biosolids

business. Briefly explain what biosolids are and how they are recycled. Tell them thattank trucks, dump trucks, container trucks, spreader trucks, flat bed trucks, and other

types of trucks are all used for transport and land application of biosolids. They are to

obtain information and details concerning a specific truck of their choice as long as the

truck could somehow be used in the biosolids business. They are then going to construct

a model of the truck. Depending on the type of class and the student ability level, the

students may construct their trucks from many different kinds of media. They may

artistically draw, paint, or sculpt a truck. They may construct a model from wood, plastic,

or metal. They could even write a song about a truck. The medium will depend on the

students and the resources available to them. The students should understand the uses of

the trucks in the biosolids industry. Tell them that the first and foremost aspect of the

biosolids industry that the public sees and watches is the trucks that are involved in

biosolids transport and land application. The trucks and their drivers are like bank tellers.

They often are what the public not only first sees but also perceives as the industry. The

drivers and their trucks are the biosolids most important public relations experts. Most

people never visit a domestic wastewater treatment facility or a biosolids management

facility so the biosolids transport and land application activities are all that the public sees

of the industry. One should therefore not underestimate the importance of the biosolids

trucks and their drivers. The models are a tribute to the hard work that the people driving

the trucks do every day as part of the business of beneficially recycling the biosolids.

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Evaluation Options:

1. Quantitative evaluation by a quiz on the types and uses of trucks in the biosolids

industry.2. Qualitative evaluation may be a team of teacher judges grading each of the trucks.

3. Mastery evaluation would be attained when each student successfully constructs or

creates a biosolids truck.FCAT Standards

SC.D.1.3.2, SC.D.1.3.3, SC.D.1.3.4, SC.D.2.3.2, SC.G.1.3.4, SC.G.2.3.4, LA.A.1.3.1, LA.A.1.3.2,

LA.A.1.3.3, SC.H.3.1, SC.H.3.3, SC.D.2.4, SC.H.3.4

Trucks

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Notes

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Activity: The Skys the Limit for Biosolids

Subject Areas: Biology, Earth Science, Home Economics, Civics, Art, Environmental

Science, Shop, Computer Science, Music.

Behavioral Objectives:

1) The students will create a presentation for an industry workshop.

2) The students will describe a new method for generation or use of biosolids.3) The students will conduct a presentation of the new biosolids method in a

workshop.

Activity:

To prepare the students for the

work environment inform themthat there is going to be a

professional workshop that they

will have to attend. It will be one

involving the biosolids industry.Let them know that they shall

represent a company that has

been invited to have a boothwith a presentation. Their

presentation will be staffed

while biosolids seminars are being conducted. There will be no actual seminars, but the

presentation booths that would accompany the seminars will be active. They will presenttheir companys new method for generation or use of biosolids where people will decide

if they want to buy each companys services. In assigned groups the students will

research and invent a new biosolids treatment process or a new approved use forbiosolids products. Their imaginations can run to the realm of science fiction or fact.

Place no limit on the students with respect to the process or biosolids use actually

working. The intent is to get the students to think and create. New ideas are the goal oftheir thought processes no matter how eccentric the ideas may be. Having done that

they will then demonstrate their companys services (biosolids process or use) in a

manner that others may understand their process or product use. Industry professionalworkshops have seminars and training with company presenters who will use posters,

computers, photos, artwork, dioramas, music, actual products, or any other marketingtechniques that they can imagine and devise to present their companys services for sale.The students will develop their company biosolids process or use and then try to sell it

to the workshop attendees at a class biosolids industry professional workshop. The

workshop could even be a school event. The students will make the presentation

materials to be used at the workshop. The day of the workshop the students will set uptheir company booths and staff them. Students will then be allowed to inspect each

company booth. Even though there will be no actual seminars or training events, the

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students will experience the commercial environment at a workshop. Their imaginative

biosolids efforts will be on display and open to peer evaluation. They will comprehendthe competitive business world of biosolids.

Evaluation Options:

1. Quantitative evaluation may be conducted by grading the booth presentations.

2. Qualitative evaluation may be a presentation peer review by the workshop

attendees.3. Mastery evaluation would be by students successfully inventing a new biosolids

process or use and creating a presentation that they staff at the workshop.

FCAT Standards

LA.A.1.3.1, LA.A.1.3.3, LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, LA.B.1.3.1, LA.B.1.3.3, LA.B.2.3.1,

LA.C.3.3.3, LA.D.1.3.3, LA.D.1.3.3, LA.D.2.3.2, LA.D.2.3.4, LA.D.2.3.5, SC.D.1.3.2, SC.D.1.3.3,SC.G.1.3.4, SC.G.2.3.4, SC.D.2.1, SC.G.2.1, SC.H.1.1, SC.H.3.1, SC.D.2.2, SC.G.1.2, SC.H.3.2,

SC.G.2.2, SC.H.1.2, SC.H.2.2, SC.H.1.3, SC.G.1.3, SC.H.2.3, SC.H.3.3, SC.D.2.4, SC.G.2.4, SC.H.1.4,

SC.G.1.4, SC.H.2.4, SC.H.3.4

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Activity: Loading Up

Subject Areas: Mathematics, Environmental Science, Biology, Botany, Earth Science,

Computer Science.

Behavioral Objectives:

1) Students will calculate the Nitrogen loading rates for a biosolids land applicationsite and how many land application acres are needed for biosolids recycling.

2) Students will distinguish the Nitrogen needs of different crops used at a land

application site.3) Students will create a biosolids land application site nitrogen loading spreadsheet.

As an introduction explain and discuss with the students thefact that although the rest of the world and the American

scientific communities use metrics, that is not the case in thiscountry. English equivalents are still used and sometimes, as inbiosolids, combined with metrics.

The students are going to conduct biosolids calculationsassociated with a land application site. They will use the

following equations:

APPLICATION RATE

GALLONS of BIOSOLIDS/DAY X 8.34 LBS./GALLON X 365 DAYS/YEAR = WET

LBS. BIOSOLIDS/YEAR

WET LBS. BIOSOLIDS/YEAR X % SOLIDS = DRY LBS. BIOSOLIDS/YEAR

NITROGEN LOADING

DRY LBS. BIOSOLIDS/YEAR X % NITROGEN = LBS. NITROGEN/YEAR

LBS. NITROGEN/YEAR (divided by)- ALLOWABLE LBS.NITROGEN/ACRE/YEAR = ACRES REQUIRED

EXAMPLE2%=0.02

NOTE: x (the value for % solids or Nitrogen) = .0x or x (divided by100) 12%=0.12

The teacher or the students may contact local domestic wastewater treatment facilities for

appropriate biosolids characteristics. The biosolids percent Nitrogen, amount in gallons

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Evaluation Options:

1. Quantitative evaluation could be quiz.

2. Qualitative evaluations by observing student development of the land application

spreadsheet.

3. Mastery evaluation by students completing successfully the land applicationspreadsheet calculations.

FCAT Standards

MA.A.1.3.1, MA.A.1.3.4, MA.A.3.3.2, MA.A.3.3.3, MA.B1.3.1, MA.B.1.3.2, MA.B.4.3.1, MA.D.1.3.1,

MA.D.1.3.2, MA.D.2.3.1, MA.D.2.3.2, MA.E.1.3.1, LA.B.1.3.1, LA.B.1.3.2, LA.B.1.3.3, LA.B.2.3.4,LA.C.1.3.1, SC.D.1.3.2, SC.D.1.3.3, SC.D.1.3.4, SC.G.1.3.4, SC.D.2.1, SC.B.1.1, SC.G.2.1, SC.B.2.2,

SC.B.1.2, SC.D.2.2, SC. H.3.2, SC.G.2.2, SC.H.1.2, SC.D.2.3, SC.D.1.2, SC.0.2.3, SC.D.1.3, SC.G.2.3,

SC.H.1.3, SC.H.3.3, SC.D.2.4, SC.G.2.4, SC.H.1.4, SC.H.3.4

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Notes

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Activity: A Residuals Sense of Humor

Subject Areas: English, Art, Government, Civics, Music, Computer Science, Home

Economics, Shop, Music, Biology, Environmental Science, Mathematics.

Behavioral Objectives:

1) The students will identify components of biosolids issues that can be presented ina humorous way.

2) The students will organize and demonstrate the creative process necessary to

create a humor product.3) The students will create a residuals humor product.

Activity:

Briefly teach them what residuals are and how they are used. Present the students with a

discussion stating that biosolids issues are emotionally charged issues. Inform thempeoples reactions range from immediate disgust, fear, and repulsion to wholeheartedembrace of the idea of recycling biosolids. The task of the students will then be to

identify those aspects of residuals issues that may be translated into some kind of humor.

It should most emphatically be stated that under no circumstances is the humor to beblatantly offensive to others.

For perspective, the humor

should be that which the

students could show to theparents and grandparents of

their friends!

With that in mind someexamples of humor are

outhouse models or

paintings, computer alteredphotos, cartoons depicting

some residuals aspect, a joke

possibly similar to one as towhy did the chicken cross

the road? to get to the

biosolids fertilized grass, a song, or a short story. In an art class a cartoon or a toilet

sculpture would be appropriate. In some way the residuals humor should demonstrate

biosolids views with a sense of humor. A final example would be a cow cartoon wherethe cow is posting a sign next to a town. The sign states that no people are allowed for

thirty days after the last application of manure. Humorous creative thought interpretingbiosolids issues is the goal. After the students have completed the activity the humor may

be shown to the class or even the entire school.

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Evaluation Options:

1. Quantitative grading of the residuals humor products.

2. Qualitative evaluation could be observation and notes on the creative process.

3. Mastery evaluation would be completed by the successful creation of a residuals

humor product.

FCAT StandardsSC.D.2.1, SC.G.2.1, SC.H.3.1, SC.D.2.2, SC.G.2.2, SC.D.2.3, SC.G.2.3, SC.H.3.3, SC.D.2.4, SC.G.2.4,SC.H.3.4

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ResourcesGuide

Videos

The History Channel, Modern Marvels: Bathroom Tech:

http://store.aetv.com/html/product/index.jhtml?id=44002&browseCategoryId=&location

=&parentcatid=&subcatid=

The History Channel, Modern Marvels: Plumbing: The arteries of civilization:http://store.aetv.com/html/product/index.jhtml?id=71156

Florida Department of Environmental Protection: ResidualsSpread the WealthCopyright 1997

Books

Roberts Rules of Order, (Newly Revised, 10th Edition)- Copyright 2000: ISBN:

0738203076

by Henry M. Robert III, William J. Evans, Daniel H. Honemann, Thomas J. Balch(Editor)

Strunk and White: A Handbook for the New Academic Essay, Third Edition

Copyright 2003: ISBN: 0937363200 by Gary Hoffman, Glynis Hoffman

The Vanishing American Outhouse Copywrited Material April 10,2000 ISBN:

0140288686

by Ronald Barlow

Biosolids Applied to Land: Advancing Standards and Practices Copyright 2004ISBN: 0309084865 by Committee on Toxicants, Pathogens in Biosolids

Elements of Cartography Copyright 1984 ISBN: 0471555797 - by Arthur H.

Robinson

Big Book of Trucks Copyright 1999 ISBN: 0789447398 by Caroline Bingham

Governmental

State of Florida, Department of Environmental Protection

http://www.dep.state.fl.us/water/wastewater/dom/reshome.htm

65

http://store.aetv.com/html/product/index.jhtml?id=44002&browseCategoryId=&location=&parentcatid=&subcatidhttp://store.aetv.com/html/product/index.jhtml?id=44002&browseCategoryId=&location=&parentcatid=&subcatidhttp://store.aetv.com/html/product/index.jhtml?id=71156http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Henry%20M.%20Robert%20III/103-7148267-3579007http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=William%20J.%20Evans/103-7148267-3579007http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Daniel%20H.%20Honemann/103-7148267-3579007http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Thomas%20J.%20Balch/103-7148267-3579007http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Gary%20Hoffman/103-7148267-3579007http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Glynis%20Hoffman/103-7148267-3579007http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Ronald%20%20Barlow/103-7148267-3579007http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Committee%20on%20Toxicants/102-6493427-1073766http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Pathogens%20in%20Biosolids/102-6493427-1073766http://www.amazon.com/exec/obidos/ASIN/0471555797/qid=1118706450/sr=2-3/ref=pd_bbs_b_2_3/102-6493427-1073766http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Caroline%20Bingham/102-6493427-1073766http://www.dep.state.fl.us/water/wastewater/dom/reshome.htmhttp://www.dep.state.fl.us/water/wastewater/dom/reshome.htmhttp://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Caroline%20Bingham/102-6493427-1073766http://www.amazon.com/exec/obidos/ASIN/0471555797/qid=1118706450/sr=2-3/ref=pd_bbs_b_2_3/102-6493427-1073766http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Pathogens%20in%20Biosolids/102-6493427-1073766http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Committee%20on%20Toxicants/102-6493427-1073766http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Ronald%20%20Barlow/103-7148267-3579007http://www.amazon.com/exec/obidos/search-handle-url