Time: Approximately 90 minutes
with fast Internet connection, networked printer (optional)
Implementation: This RWLO can be used either in the
classroom or as an independent project. It is initiated
through a lecture or discussion of the requirements and issues
involved in landfill siting followed by student Internet
research. Once a suitable GIS is selected, student
research can be performed outside of class.
1. Discuss the regulatory requirements for and issues concerning siting new
MSWLFs within a political boundary with your learners.
Should I Know?
- Click below to view lists of considerations for
siting new landfills developed by a group of learners in Ohio:
2. Introduce your learners to the construction and
capabilities of GIS.
What Should I Know?
- For more information on GIS software products, see
3. Introduce your learners to the existing GIS they
will be using.
What Should I Know?
- Locate your county's GIS, an existing county
GIS using an Internet search engine or choose one from the list below:
Contrast Between Mountains and Valleys in
Eastern Oregon - Clackamas County, Oregon
Gulf Coast Florida - Charlotte County, Florida
Glaciated Northeastern Ohio - Geauga County, Ohio
Blue Ridge Country in Southwestern Virginia - Montgomery County,
Fast-Growing Desert Communities Around Phoenix - Maricopa County,
Pacific Coasts and Forests in the Northwest - King County, Washington
- The most cohesive learning experience is probably best
attained when all learners/teams use the same GIS (from the
local area, perhaps). It can be fun to see if more
than one individual or team is drawn to the same location
within the county or township. However, you can feel
comfortable assigning different GIS sites within your class
and let discussion of the attributes of each possible
landfill location vary with geographic location.
4. Assign individual learners or teams responsibility
over an area of a county.
- Townships are a good choice.
- Have them manipulate layers of
the GIS and select possible landfill locations based on
previously-discussed requirements and issues.
5. Allow them
to print maps depicting their best locations.
6. As a class, allow learners or teams to describe and justify the locations
- Discuss the pros and cons, risks, and trade-offs of each site.
- Identify additional data needed to improve site selection.