Grade K Dynamic Earth TEKS K.7C Lesson 2 Reduce, Reuse, Recycle Essential Questions How does Earth recycle resources? What happens when we run out of certain resources? How do we use materials we find in our natural world? What do the characteristics of rocks and soil tell us about their past? Where does all our water come from, and how do we describe it? Enduring Understandings As we observe rocks and soil, they tell us about their past. Water is found on Earth in its oceans, lakes, rivers, and streams. Earth produces resources that meet our needs. Intended Learning Outcomes Students will know: Natural resources are found in nature. Man uses resources to make things for everyday use and meet needs. Resources are reusable and recyclable. Students will be able to: Classify resources as natural or man- made. Give examples of ways rocks, soil, and water are useful. Demonstrate how we can use, reuse, recycle, and conserve natural resources. TEKS K.7: Earth and space. The student knows that the natural world includes earth materials. The student is expected to: K.7C: Give examples of ways rocks, soil, and water are useful. K.1C: Demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal. Vocabulary recycling/ reciclaje recycle/ reciclar reduce/ reducir reuse/ reutilizar pollution / contaminación Language Objective: Respond orally to information from a variety of media sources about natural resources. Understand the meaning and use the words recycle, reduce, reuse, and pollution throughout the lessons. ELPS: 3J-Speaking Respond orally to information presented in a wide variety of print, electronic, audio and visual media to build and reinforce concept and language attainment. College and Career Readiness Standards: Collect evidence and data systematically and directly relate to solving a problem. 21st Century Critical Thinking- Solve different kinds of non-familiar problems in both conventional and non- conventional ways. Prior Learning Updated: June 2015 1
Transcript
Grade K Dynamic Earth TEKS K.7CLesson 2
Reduce, Reuse, Recycle
Essential Questions
How does Earth recycle resources? What happens when we run out of certain resources? How do we use materials we find in our natural world? What do the characteristics of rocks and soil tell us about
their past? Where does all our water come from, and how do we
describe it?
Enduring Understandings As we observe rocks and soil, they tell us about their past. Water is found on Earth in its oceans, lakes, rivers, and
streams. Earth produces resources that meet our needs.
Intended Learning OutcomesStudents will know: Natural resources are found in nature. Man uses resources to make things for everyday use and
meet needs. Resources are reusable and recyclable.Students will be able to: Classify resources as natural or man-made. Give examples of ways rocks, soil, and water are useful. Demonstrate how we can use, reuse, recycle, and
conserve natural resources.
TEKSK.7: Earth and space. The student knows that the natural
world includes earth materials. The student is expected to:
K.7C: Give examples of ways rocks, soil, and water are useful.
K.1C: Demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.
Language Objective:Respond orally to information from a variety of media sources about natural resources. Understand the meaning and use the words recycle, reduce, reuse, and pollution throughout the lessons.ELPS:3J-Speaking Respond orally to information presented in a wide variety of print, electronic, audio and visual media to build and reinforce concept and language attainment.
College and Career Readiness Standards:Collect evidence and data systematically and directly relate to solving a problem.
21st CenturyCritical Thinking- Solve different kinds of non-familiar problems in both conventional and non-conventional ways.
Prior LearningRocks are all around us.Rocks come in all kinds of shapes and sizes.Water is all around us.We drink water to stay alive.Soil is all around.
TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject.I think…I observed…I conclude…
Teacher ManagementEstimated Time for Completion: 7 days
MaterialsChart paperMarkersScience Notebook TemplatesMaterials for drawing and writing in notebooks
Additional Materials:Day 1 : snack wrapper, empty water bottleDay 2: Teacher created “Garbage” bag with trash, recyclables, and reusable items, 3 Empty bags or boxes labeled: Garbage, Reuse, and RecycleDay 3: Sticky notes (about 20 per pair of students) Day 4: Lots of recyclable items (paper, cardboard, plastic bottles, bottle and jar caps, etc.); items that would potentially be thrown in trash but can be reused for art (hangers, broken pencils, corks, string, broken rubber bands, wrappers, foil, etc.); optional: reusable bags for children to select and collect the items for their individual projectsDay 5: Art supplies for students to make their reuse/recycle sculptures: markers, crayons, glue, tape, etc.; duct tape, packaging tape, and a glue gun may also be useful to hold pieces together; googly eyesDay 6: NoneDay 7: None
Advanced Teacher PrepDay 1 : NoneDay 2: Label 3 boxes or bags Garbage, Reuse, and Recycle; collect items for the teacher-created “garbage” bag (enough for at least one item per child to sort)Day 3: Pre-label one sticky note from each pack with the words reuse, recycle, trashDay 4: Make art supplies available for children to browse and select for their projectDay 5: Make art supplies available for children to create their sculptures Day 6: NoneDay 7: None
Literary ResourcesThe Berenstain Bears Go Green by Jan BerenstainWhy Should I Save Energy? By Jen GreenRecycle!: A Handbook for Kids by Gail GibbonsWhere Does the Garbage Go? by Paul ShowersThe Adventures of a Plastic Bottle: A Story About Recycling by Alison InchesThe Adventures of an Aluminum Can: A Story About Recycling by Alison InchesMichael Reycle by Ellie BethelCharlie and Lola: We Are Extremely Very Good Recyclers by Lauren ChildOur Earth: Making Less Trash by Peggy HockFancy Nancy: Every Day is Earth Day by Jane O’ConnorRecycle Every Day! by Nancy Elizabeth WallaceWhere Do Recylable Materials Go? by Sabbithry PersadReMake It!: Recycling Projects from the Stuff You Usually Scrap by Tiffany Threadgould
Technologyhttp://www.pbs.org/parents/eekoworld/lessonsk_1.html United Streaming Magic School Bus/Holiday Special (this is actually about recycling, despite the title)Youtube-Jack Johnson 3R'sHow It’s Made Paper (Recycled paper)
https://getkahoot.com/https://padlet.com/http://www.polleverywhere.com/Suggestions for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere, allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available, these students in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.
Anchors of SupportPictures with labels of various forms of recyclingClass created charts
Background Information for TeacherHumans have always depended on the Earth to provide resources for food, clothing and shelter. In the time before the Industrial Revolution, the population of the Earth was low enough that not much concern was given to the depletion of natural resource since nature could renew and replenish the resources used by people faster than they could consume them. With the onset of the Industrial Age, factories began using massive quantities of fossil fuels and raw materials to turn into manufactured goods. The amount of waste products also increased so that the rate of pollution was greater than nature’s ability to cleanse itself. In the last several decades, we have seen a growing concern for the welfare of the planet and how we can reduce our impact on the Earth. Earth’s resources can be classified as natural resources such as rock, water, soil, etc. and man-made resources which originate as natural resources but are modified in some way for our use, such as glass, paper, fabric, plastic. The source of the resource determines whether it is classified as renewable or non-renewable. Renewable resources are material which can be replenished by nature in a relatively short time. Non-renewable resources are material of which there is a finite, or fixed, amount and once they are consumed, they cannot be replaced by the Earth in any reasonable time. Fossil fuels such as oil, coal and natural gas are irreplaceable once they are burned or manufactured into a manmade product.
With our ever-growing population and increasing demand for resources, we have learned that even renewable resources need to be properly managed and conserved. Whether the resource is renewable or non-renewable, we need to reduce our consumption of Earth’s resources through recycling. (Adapted from STEMscopes 4.7C)
Students will develop a greater awareness of reducing, recycling, and reusing and be able to practice it in their daily lives. Because these lessons occur in the last two weeks of school, make the activities even more meaningful by having students participate in helping the teacher pack up and clean the classroom. Which materials can be reused again next year? (i.e. toys, some art materials, furniture) Which materials can be recycled? (i.e. old paper posters and bulletin board decorations, class charts) Which materials have to be thrown out in the garbage? (i.e. laminated paper, old markers, although Crayola is working on making them recyclable!)
Some tips from austintexas.gov:What items cannot be recycled in the cart?
Plastic bags Garden hoses Styrofoam (cups, egg cartons, take-out containers) Pizza boxes from take-out or delivery services Yard waste/leaves (set out for yard trimmings pick up) Food waste Trash (you may be charged for extra trash if you put trash in your recycling cart) Helium tanks Large metal items such as frying pans and metal pipes Large plastic items (plastics that are gallon-sized or smaller are ok) Wire coat hangers (recycle at your local dry cleaners)
Why we can't take these itemsThe recycling processing facility uses an automated system to sort and bale the recyclables. Prohibited items will jam the automated machinery.
When incorrect items are recycled it is called contamination. Putting the wrong items in your blue cart can disrupt the recycling process and cause safety hazards. For example, plastic bags, garden hoses and wire hangers get tangled in machinery and halt production. Broken glass is a safety hazard for collection crews and MRF employees. Plastic foam breaks up during processing and ends up as small pieces contaminating paper, aluminum, and other recyclables. After collection, Austin Resource Recovery staff takes recyclables to two local Materials Recovery Facilities (MRFs) for processing. The staff at each MRF does their best to sort everything correctly, however, contaminated materials still sometimes find their way through the system, often at the expense of the MRF operator and the City.
What do the numbered triangle symbols on plastics mean?Below is a brief description of the symbols. For more detailed information, visit the resin identification codes page of the American Chemistry Council Web site.1. Polyethylene Terephthalate (PETE) or (PET): soft drink and water bottles, beer bottles, mouthwash bottles, peanut butter
and salad dressing containers. It can be recycled into polar fleece clothing, fiber, tote bags, bottles, clothing, furniture, and carpet.
2. High Density Polyethylene (HDPE): milk jugs, water and juice containers, liquid detergent bottles, yogurt and margarine tubs. It can be recycled into liquid laundry detergent containers, drainage pipe, oil bottles, recycling bins, benches, pens, doghouses, vitamin bottles, floor tile, picnic tables, lumber, mailbox posts, fencing.
3. Vinyl (Polyvinyl Chloride or PVC): clear food packaging, shampoo bottles.4. Low Density Polyethylene (LDPE): squeezable bottles (e.g. honey, mustard).5. Polypropylene (PP): ketchup bottles, yogurt containers and margarine tubs, medicine bottles.6. Polystyrene (PS): aspirin bottles, cups, plates.7. Other: Use of this code indicates that the package in question is made with a resin other than the six listed above, or is
made of more than one resin used in combination. Plastics such as three and five gallon reusable water bottles, some citrus juice and ketchup bottles, clear baby food containers.
Misconceptions You cannot reduce, reuse, or recycle at school. We will never run out of space for trash. We do not need to protect our natural resources. Natural resources never run out. Trash is all yucky and cannot be used to make beautiful artwork.
Probing Questions What does the word reduce mean? What does the word reuse mean? What does the word recycle mean? What happens to things we recycle? Why is it important to reduce, reuse, and recycle resources? How can you reduce, reuse, and recycle around the school? How can you reduce, reuse, and recycle at home? How can I make beautiful art from items that seem like trash?
All lesson resources provided within this lesson should be considered for instruction by ALL teachers.To meet Dual Language Criteria, Dual Language Activity 1 and Activity 2 have been identified for the Dual Language teacher.
Arch of Lessons Kindergarten (45 Minute Lessons)
Day 1- Directed Inquiry- What does it mean to reduce and reuse? Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence.This activity is adapted from PBS Kids Eeko World.
Engage: (15-20 minutes)Walk to the carpet eating a snack such as a granola bar, and throw the wrapper on the floor. Then finish off a water bottle and throw it on the floor as well. Ask students, “Do you see anything wrong with what I just did? What should I have done instead? Do you know what happens to our trash when we put it in the trashcan? Did you ever wonder where our garbage goes?”
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Watch the video Where Does Our Garbage Go (10:43—stop the video around 6:30 when it begins to talk about recycling). (From YouTube: “A fun but informative look at household waste disposal geared toward elementary age children. This short takes kids from garbage generated to recycling, waste to energy disposal, and landfilling in Layton, Utah.”) Tell children that one day we will run out of room in our landfills. Ask students what we could do with our trash instead of throwing it all away. Write student responses on chart paper.
Explore/Explain: (25-30 minutes) and Dual Language Activity 1“One of the ideas we have is to not make so much trash. This is called reducing how much trash we make. That is a great idea; when you avoid making garbage in the first place, you don't have to worry about getting rid of it later. It can be hard to think of ways to do reduce our waste. I’m going to give you a few examples, and we’ll talk about how these ideas can help.” Write Ways We Can Reduce Our Trash on a piece of chart paper along with the following examples:
Writing on both sides of paper Buying a big bottle of juice instead of six small ones Using a lunchbox or cloth lunch bag Using reusable shopping bags (per Austin’s ordinance)
Have children discuss how these strategies reduce our waste. Also help students understand that reusing items helps us reduce waste they help each other out. Encourage students to think of other ways we can reduce waste and reuse items, particularly in the classroom or at home, such as:
Use dishes instead of paper plates Use a glass instead of a paper or plastic cup Wearing your older brother or sisters clothes instead of always buying new ones Trying to repair broken toys instead of buying new ones Drawing on paper (that still has a blank side) that teachers recycled in the teacher’s room
After the discussion, students complete their science notebook entry: How will you reduce your use of natural resources?
Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.
Day 2- Building Concepts and Academic Vocabulary: What is recycling? What happens to things that we recycle?Engage: (10-15 minutes)Bring out the labeled, teacher made “GARBAGE” bag. Ask students to explain to you what garbage means. Then ask them what they think might be in the bag. You can make a list of their responses on chart paper.
Ask students to share what they may know about recycling. Probing questions include: What does it mean to recycle something? What kinds of things can be recycled? How do you know if something can be recycled? Where do we put items that can be recycled? What do you think happens to items that are recycled?
Children may know items that can be recycled, especially if they have been in the habit of recycling at home, in the classroom, or in the cafeteria. Acknowledge students’ ideas, and tell them that recycle means to use something again. If students have not already given the following examples, share that these materials can be recycled: paper, plastic, metal cans, cardboard, glass, etc. You can create a list on chart paper.
Explore/Explain: (25-30 minutes) and Dual Language Activity 1Bring out the recycle, reuse, and garbage bags or boxes. Have students take turns selecting an item from the garbage bag and deciding whether it can be recycled or reused, or whether it truly is trash. Help students look for the recycle symbol on objects of which they are unsure. Continue this process until all the “garbage” is gone. Offer help and elaborate on the items as needed. Then students complete their science notebook entry.
Some tips from austintexas.gov: See Background Information above
Elaborate: (5-10 minutes)Watch the rest of yesterday’s video (Where Does Our Garbage Go) from about 6:30, which addresses recycling.
The following videos from Sesame Street are also great. Even though they are old videos, they provide a contrast to how easy it can be to recycle today. In the time of the videos, items had to be brought to a recycling center; now we have trucks that come pick them up at our homes. Also at the time of the videos, items had to be separated; now many places, such as Austin, have single-stream recycling. Oscar recyclesSesame Street: Recycling Aluminum CansSesame Street: Recycling Newspaper
Day 3- Guided Inquiry- What can we reuse next school year? What needs to be thrown away? What can be recycled? Students are given a question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, collect and organize their data. As they share out with their group they make their own claims and conclusions citing collected data as evidence.Engage: (5 minutes)“This week we have been talking a lot about recycling. Yesterday we practiced figuring out which kinds of items can be reused, which can be recycled, and which really need to be thrown out in the garbage. Well, I really need your help with this today—and not with a pretend garbage bag that I made. It is almost the end of the school year. I have to pack up our classroom because the custodians clean it over the summer. Also, I need to clean off the bulletin boards and get rid of a lot of stuff so that I can make the classroom fresh for a new class in September. For example, I don’t need to keep all of our charts we made because I’ll make new ones with next year’s kindergarten kids. Today I need your help to figure out which items can be reused by next year’s kids, which items can be recycled, and which items need to be thrown out in the trash. I made some labels on sticky notes that say Reuse, Recycle, and Trash. There also might be some things that we are not sure about so I made some sticky notes that have a “?” on them, too. We can research those items later to find out what to do with them. Once we run out of sticky notes, you can write the words yourself to keep labeling items around the room.”
Explore/Evaluate: (25 minutes)Give each pair of students a pack of sticky notes. Students work in pairs to go around the room and label items that can be reused (e.g. puzzles, scissors) and recycled (e.g. old charts, paint cups), as well as those that need to be trash (i.e. laminated paper). Gather the class back together to share items that they were not sure about. Research these together online or in books.
Elaborate: (10 minutes)Watch Garbology from Dragonfly TV. (7:57) (Description: We live in Birmingham, Alabama. We know that three ways to eliminate pollution are to Reduce, Reuse, and Recycle. Our teachers are always encouraging us to recycle used paper, but we wanted to investigate more about the other two Rs, reduce and reuse. We got some great ideas from the Southern Environmental Center in Birmingham.) Connect what the boys do in the video to how the students helped you ensure that all the things they marked recycle would not end up in the trash bucket.
Day 4- How can I make beautiful art from items that seem like trash? Full Inquiry- Students generate their own questions, plan their investigation, collect, organize their data and make their own claims and conclusions citing collected data as evidence. Engage: (15 minutes)“Well scientists, since so much of the classroom is being packed up for summer, and we don’t have much time left in the school year, we need to get very creative with what we can use for art projects. We still have supplies like crayons, markers, scissors, and tape that we can use, but I don’t want us using any new paper with just a few days left in the school year. So we are going to become reuse and recycle artists. We can make art out of the items we have brought from home and items I have found in the recycle bins throughout the school. Today, you can have time to look through the materials and make a plan for your project. In your notebooks, draw a picture of what you want it to look like and what materials you will use. Then you will have the next few days at science time to complete your project. Oh, and I have googly eyes that you can use for your sculpture if you need them.”
Here are several videos to inspire students’ artwork:Bell Arts Factory Kids Art Recycle Project (1:03)Art Recycling—Plastic bottles recycled—Plastic Flower (3:19)Recycled Kids Crafts: Butterfly in a Bottle or a Bottle Butterfly? (3:31)How to make a recycled soda bottles desk organizer (3:00)
Explore: (25-30 minutes)Students explore the available materials. You may want to provide each student with a bag (preferably a reusable bag) to collect their items. In their science journals, they will draw a picture of what they want their creation to look like and make a list of the recyclable items that they will use.
Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.
Day 5- Reusable/ Recyclable Art Sculptures
When we reuse material, we extend the life of an item by reusing it again as it is, or creating a new use for it. When we recycle an item, we produce new products from used material or remanufacture used materials into new products. Some used materials can be made into new items of the same thing, others need to be made into entirely new items.
In this project, students will create an art sculpture that reuses recyclable material.
Explore: In this project, students will create an art sculpture that reuses recyclable material. Students can gather recyclable resources around the campus, in the classroom, or at home. Students will work individually on their sculptures. Students will reference their science journal, which contains their drawing from day 4.
Before they begin their art project, teachers ask:
Guided Questions
1. How does reusing items affect our use of natural resources?2. What are the benefits of reusing items?3. Are there disadvantages or limits to reusing? If so, what are they?4. How many different ways can you think of to reuse a plastic milk jug? A sock? A paper bag? A three-ring binder? A
soup can? Etc.5. What items do we reuse at home? At school?6. What are other ideas to REUSE?7. What do you recycle at home? At school?8. What kinds of different materials can be made from used plastic? Aluminum?
Steel? Paper? This question can be extended to a team research project.9. What are the benefits of recycling?10. What is the recycling program at your school?11. What influences a person’s decision to recycle or not? At school, do students
recycle? Why or why not?
Explain:
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Students present their sculpture along with a reason why natural resources are important, why it is important to reduce, reuse, and recycle, or how we can conserve natural resources.
Elaborate: Read Aloud: Reduce, Reuse, Recycle books that are listed above. Take time to reflect and celebrate the amazing scientists students have been all year and how much they have learned by
looking back through their science notebooks. A final reflection sheet is included.
Day 6- Reusable/ Recyclable Art Sculptures (Gallery Walk)
When we reuse material, we extend the life of an item by reusing it again as it is, or creating a new use for it. When we recycle an item, we produce new products from used material or remanufacture used materials into new products. Some used materials can be made into new items of the same thing, others need to be made into entirely new items.
In this project, students will create an art sculpture that reuses recyclable material.
Explore: Think, Pair, Share- Students will continue to finish their art projects and display them around the classroom. Create a Gallery Walk using four stations around the classroom. Students are divided into small groups and travel around each station, discussing the unique sculptures. Students can write and label all the materials that were used during the lesson in their science journals. The Gallery Walk document is attached in the portfolio.
Explain:Whole Group- Students will discuss their findings and explorations. The teacher will select one student sculpture and have the child present their sculpture to the class. The students will name the sculpture. Depending on the formation of the sculpture (person, animal, object, place), the students will create a story about the structure.
Elaborate:Independent Practice-After brainstorming a few story ideas on a concept map, students will write and draw a story about their own sculpture. Teacher will model a story before the students independently draw and write their own narrative writing piece. Questions that will facilitate their writing:
1. What does your sculpture look like? Draw it2. What is the name of your sculpture? 3. Is your sculpture a person? Place? Object?4. What is the setting of your story?5. What can happen in the beginning, middle, or end of your story?6. Is there a theme to your story?
Day 7- Reusable/ Recycled Crayon Class Picture Frames and Closure Activities
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Explore:When we reuse material, we extend the life of an item by reusing it again as it is, or creating a new use for it. When we recycle an item, we produce new products from used material or remanufacture used materials into new products. Some used materials can be made into new items of the same thing, others need to be made into entirely new items.
In this project, students will create a reusable/ recyclable crayon picture frame as an end of the year project.
Students will need: Recyclable crayons Card board or card stock Yarn Classroom picture Glue Hole puncher
Teacher will pre make square card board or card stock paper for the frame of the picture. The frames need two holes on the top and an attached yarn hook. Students will place their class pictures inside the middle of the card board or card stock frame. Then, they will place a thick layer of glue surrounding the edges of the frame. Students will unwrap their recycled and reusable crayons and place them on top of the glue.
Differentiation:
ELL and SPED Strategy: Provide pictures or movements for students to use when describing the terms reduce, reuse and recycle. Provide ideas and/or instructions for students to create a sculpture. For students who struggle with writing, scribe the majority of responses in writing-heavy notebook entries, leaving a few
words or one sentence for the student to write independently.
Enrichment: Students can create posters to remind others of ways to reduce, reuse and recycle as the school year ends. (i.e. “Did you
know laminated paper cannot be recycled? Don’t contaminate our recycling throw laminated paper in the trash.”) Make the game Recycle Roundup available on the computer. The website Kids Recycling Zone has additional information and games. Project-Based Learning : As an Entry Event, show students discoveryeducation.com > log in> search landfill. Or read about
the Gas-to-Energy Plant at Austin’s Landfill http://austincommunitylandfill.wm.com/index.jsp Generate a driving question for their research. Students may research by doing a survey of peers or older students of what
they do to reduce waste, etc. From the driving questions, groups choose what to research more specifically and make a presentation to teachers or community members (invite the neighborhood association to see their work).
