Helen Salako Shares Turning Waste into Resources with Junior High Students

From Waste to Resource: Sharing the Biosolids Story with Junior High Students

As a PhD student in Civil and Environmental Engineering at the University of Utah, my research focuses on soil health, biosolids land application, and the safe reuse of treated wastewater byproducts as resources in agricultural systems. Through the STEM Ambassador Program, I had the opportunity to share this work with students in the Promise South Salt Lake after-school program at Granite Park Junior High. My goal was to make environmental engineering feel understandable, relevant, and exciting for junior high school students by showing how something many people think of as “waste” can become a valuable resource for soil and plants.

To prepare for the activity, I designed an interactive presentation titled “From Waste to Resource: How Biosolids Can Help Soil”. I wanted the students to understand the full journey of biosolids, from what happens after we flush to how wastewater is treated and how solids from the treatment process can be transformed into a soil amendment. I also prepared the lesson to balance both the benefits and concerns of biosolids. For example, the presentation introduced nutrients such as nitrogen, phosphorus, and potassium as a “nutrient superhero team” that helps plants grow, while also explaining that engineers must carefully treat and monitor biosolids to make sure they are safe for use.

During the session, I talked with the students about how biosolids can support plant growth, improve soil organic matter, and help recycle nutrients back into the environment. I also explained the difference between Class A and Class B biosolids in simple terms, describing how treatment levels and safety rules determine where biosolids can be used. Because I was working with junior high school students, I made the activity more visual and interactive rather than lecture-based. I used flashcards and real-life scenario questions to help students think through decisions, such as whether biosolids should be used on farms, in parks, or in other landscapes. This helped turn the activity into a conversation instead of just a presentation.

One of the most successful parts of the activity was the student engagement. The flashcards and scenarios encouraged students to ask questions, share their thoughts, and connect the topic to things they already knew, such as food, gardens, soil, and water. Many students were surprised to learn that wastewater treatment does not simply “get rid” of waste, but can also recover useful materials. Their questions showed curiosity about safety, smell, farming, and how engineers know whether something is clean enough to use. These questions created a great opportunity to explain that environmental engineering involves both problem-solving and protecting public health.

This experience reminded me that science communication is not only about simplifying information; it is also about making people feel included in the conversation. Biosolids can be a complex and sometimes uncomfortable topic because it begins with wastewater, but the students were willing to engage once the topic was presented in a relatable way. I learned that humor, visuals, and hands-on decision-making can make technical environmental topics more approachable. I also realized how important it is to give students space to ask honest questions, especially when the topic involves something unfamiliar.

Overall, the activity went well, and I was encouraged by how quickly the students understood the idea of turning waste into a resource. In the future, I would like to add a short hands-on demonstration, such as comparing healthy and unhealthy soil or using a simple model to show how nutrients move from biosolids into plants. This could make the activity even more memorable and give students a physical connection to the topic.

I am grateful to Promise South Salt Lake and Granite Park Junior High for hosting this activity and creating a welcoming space for STEM engagement. I also appreciate the STEM Ambassador Program for helping me think more intentionally about how to communicate my research beyond the university. This experience strengthened my belief that environmental science and engineering should be shared with young people in interactive, honest, and inspiring ways.