Recycling Lesson Plans - We Are Teachers

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5E printable lessonsto promote recyclingBrought to you by WeAreTeachers and PepsiCo RecyclingDear Educators,You’re teaching a generationof kids who will have a hugeimpact on our environmentalfuture. Lessons about recycling,sustainability, and eco-friendlypractices are incredibly important.To help bring these importanttopics to your classroom, we pulledtogether five complete lesson plansin the popular 5E lesson format.These lessons focus on key subjectareas like science, technology, and language arts. Through the easy-toimplement 5E model, you’ll be able to incorporate these into units youalready have planned for the year.For even more resources, we recommend checking out the freelessons, articles, ideas, and printables on PepsiCo Recycling’s website,PepsiCoRecycling.com. You can also sign up to participate in their recyclingprogram for schools, Recycle Rally.Thanks for all you do as educators in teaching our future generation.the basics of 5EThe 5E model is an easy, hands-on way to create lesson plans for yourclassroom. You can either choose to do the activity in a single lesson, oryou can spread it out over several days or weeks.There’s no perfect or right way to do these lessons. In fact, adaptingthem to work for you and your classroom needs is definitelyrecommended. Based on your students’ age, interests, or the unit you’retrying to cover, always adjust to make them work for you.Best of all, they’re designed to be printed on a single 8½ x 11 sheet ofpaper, making it even easier to incorporate into your daily lesson plans.Engage: Introduce the topic.In the engage area, introduce your students to the topic in a clear,concise way. Make sure all your students have a strong understandingof the main concepts before moving forward.Explore: Go to the lab.Now it’s time to really get hands on with the lessons. This sectionincludes an interactive activity where students get to put their ownpersonal touch on the project.Explain: Take notes.The notes section, where students write about what they learn, isa feature in all the projects. This will help students grasp importantconcepts they’ve been putting into practice in the lab section.Elaborate: Review and extend.This section checks for understanding, and then it encourages students(and you) to take it to the next level. What more can you do with thislesson? What questions have come up that you can tackle? This is agreat place to grow.Evaluate: Check for understanding.Each lesson should have a follow-up to check for understanding. Ifmuch of your class didn’t understand a key concept or takeaway, itmight be time to go back to the lab or review and extend again.

7 tips for using the 5e lessons1Share the lessons withothers. What works foryou will work for othereducators. Share thesefree 5E lessons withother teachers andeducator friends.Always make adjustmentsas needed. We have severalsuggestions on how to scalethe lessons up or down, butyou should feel free to do thison your own as well.Print them exactly as they areto use in your lesson planning.There’s no need to write outthe steps separately.72Look for ways to incorporatethem into existing lessons andstandards that you already haveto meet. These lessons have lotsof science and reading ties!365Look for the free worksheetsavailable at the end of this packet touse within the lessons. All lessonshave free worksheets, and we havethem all ready to go for you!4Share them withparents who want tocontinue the lesson athome.Choose a 5E lesson totackle during EarthMonth.

Lesson 1micro-composterin a bottle1 E ngage: introducethe topicTeacher: What do studentsknow about the process ofcomposting? Prompt studentsby using images or video ofcompost bins. Write notesand questions on chart paperto refer back to throughoutthe project.{Students willexplore the processof decompositionusing a microcomposter madeof two-liter plasticbottles.Student: Discuss the compostbin and what happens toany materials put inside.What questions do youhave about composting anddecomposition?2 E xplore: Go to the labTeacher: Give your students a jump-startby preparing your bottles for the microcompost bin. Cut the top off a plastic bottle,about three inches below the neck. Thencut a second bottle about four inches fromthe bottom. Place air holes in this secondbottle—a thumbtack works great. Do thiswith several bottles so they are ready forstudent assembly and graphing.Student: Assemble the micro-composter by turning thesecond bottle upside down and filling it with organic material(mixing food scraps, soil, paper scraps, etc.). Then place theinverted top of the first bottle into the bottom of the secondbottle. Secure the pieces together with packing tape. Nowrecord the temperature and weight of organic material. Everyother day, draw and label a picture of the organic material andrecord the temperature and weight of the bottle. Once youhave enough information, put it into graphs.Grades: 1–6Core Concepts:Reuse, DecompositionKey Question: What isneeded for decompositionto occur?3 E xplain: take notesTeacher: Use student observations anddata from tracking the temperatureand mass of the compost to explain theprocess of decomposition. Create a classposter of vocabulary words and theirdefinitions.Materials » Two-liter plastic bottles Organic materials Thermometer Kitchen scale Whiteboard and markers forrecording results Chart paper and colored pencilsfor graphing “Composting in the Classroom”worksheetStudent: Use the data collected andthe vocabulary words to explain whathappened to the materials in the minicomposter.4 Elaborate: review and extendTeacher: Ask students to respond toquestions about the lesson (samplesbelow) in writing or through a classdiscussion. How does what happens in acompost bin compare with whathappens in nature? Why do cities and towns havegreen waste and compostingprograms? Why would it be important forthem to collect organic materialsseparately from garbage?Student: Think about why you thinkit’s important to compost. Discussyour ideas as a class or write them onyour own.5 Evaluate: check for understandingTeacher: Using the worksheet, havestudents draw a series of pictureswith labels. Have them explain thedecomposition process from theirobservations on the worksheet.Student: Use the data and informationfrom your notes for the final step inthis project. Be sure to use the rightvocabulary words.

Lesson 1 Worksheetcomposting in the classroomobservationsRecord your observationsabout your micro-composterin these :Date:Temperature:Weight:Observations:

Lesson 2{the life cycleof recyclingStudents will mixscience and languagearts by using the processof recycling aluminumcans to exploretransition words andparagraph organization.1 E ngage: introduce the topic2 E xplore: Go to the labTeacher: Use the “What Happens toAluminum Cans?” worksheet. For youngerstudents, use an overhead projector. You cancut the worksheet up into sentences and thenreview as a group. Have students put them inthe correct order. Older students can do theworksheet on their own or in small groups.Student: Complete the worksheet. How didyou know the correct order for the sentences?Did you use transition words to help youidentify the correct order?Materials »Core Concepts:Recycling, Writing Pens and pencils Chart paper Markers “What Happens toAluminum Cans?”worksheetKey Question: What arethe steps for recyclingaluminum cans?4 Elaborate: review and extendTeacher: What do students know aboutthe process of recycling aluminumcans? Record what they think happensto an aluminum can once it is put ina recycling bin. Make sure to numberwhat they believe are the steps in theprocess.Student: Share what you know andask any questions you have about theprocess of recycling aluminum cans.Grades: 3–63 E xplain: take notesTeacher: Return to the initial listof steps in the recycling process theclass made in the Engage step andhave students compare them withthe actual steps. Review with thestudents how they knew they wereputting the sentences in the correctorder. Create a poster of transitionwords and phrases and ask the classfor new ideas, too.Student: In your journal list threetransition words you learnedand write about the aluminumcan recycling process. Write onequestion you still have about howaluminum cans are recycled.Teacher: Take a look at the remainingquestions from your students. Tackle eachquestion so students understand each stepof the process of recycling aluminum cans.Introduce the next assignment to yourstudents: writing a process paragraph.Student: Brainstorm other processes you canwrite about. For example: How cheese is made,how to walk your dog, or how to brush yourteeth. Write a clear paragraph, outlining thesteps of the process you chose, using at leastfive transition words or phrases.5 Evaluate: check for understandingTeacher: Work with students to rewrite andedit their process paragraphs, focusing onorganization and transitions.Student: Share your process paragraph witha classmate. Circle the transition words andphrases. Are the steps of the process clearlywritten and organized?

Lesson 2 Worksheetwhat happens toaluminum cans?Name:Date:Read the sentences below.Circle all transitional words andphrases and then number thesentences in the correct order.When it reaches 750 C, the molten aluminum gets so hot itremoves all the ink (and germs!).Once at the treament plant, the cans are sorted, cleaned, andmelted down into molten aluminum.Finally, the aluminum ingots leave the treatment plant andare sent to factories where they become new cans, airplane parts,and bicycles.First, hundereds of thousands of aluminum cans are broughtto treament plants every day.Next, the melted aluminum is poured into large brickscalled ingots. Each ingot is made of about one and a half millionaluminum cans.Have you ever wondered what happens to an aluminum canafter you put it in a recycling bin?How toWrite a how-to paragraph using the followingtransitional words and phrases:FirstNextAfter that step is completeIf. Then.When you are finishedFinally

Lesson 3transformingplasticsMaterials » Chart and graph paper Poster board Pens and pencils Markers “Recycling Rates”worksheet{Students will study theprocess of transformingrecycled plastic, andthey’ll learn how tocreate their own chartsand graphs to presentinformation.1 E ngage: introduce the topicTeacher: Introduce the “RecyclingRates” worksheet to your students.Have them complete it. Askstudents why this informationworks well in a chart. Oncestudents complete the worksheetand questions, review theiranswers. Then talk about charts ingeneral. Start a class discussion withquestions like: Why do we use charts or graphs? What kind of information worksbest in a chart or graph?Student: Complete the worksheetby charting the additional itemsand answering the questions.Participate in a group conversationabout your answers and charts.2 E xplore: Go to the labTeacher: Break students into smallgroups, giving each group a fewdifferent samples of charts and graphsof varying types and subjects. Thengive the class (or individual groups) anassignment with information they needto turn into a chart or graph.Student: Identify the types of graphsand charts used and the informationthey provide. Then use graph or chartpaper to make your own with theinformation your teacher gave you.Present your group’s original graph orchart to your classmates.3 E xplain: take notesGrades: 4–6Core Concepts:Math, Language ArtsKey Question:How can charts and graphshelp organize information?4 Elaborate: review and extendTeacher: Bring the discussion back to recycling. Talkto students about why it can be useful to talk aboutthe subject of recycling through a graph or a chart.Student: Discuss why this information works wellin a bar graph. Could the same information be putinto a pie chart or a line graph? Why or why not?5 E valuate: check for understandingTeacher: Give students three graphs or charts theyhaven’t seen before. If you can find graphs or chartsabout recycling, this will help keep the discussionfocused. Ask them to identify the type of graph orchart and what information it provides.Teacher: As students present their charts, explainthe different charts and graphs. Go into detailabout the benefits of the chosen chart.Student: Write down the key takeaways fromyour classmates’ charts. What kind of informationdo you like to see presented in this way?Student: Identify otherinformation you thinkwould work well in agraph or chart. Can yourteacher help you find thatinformation online ingraph or chart format?

Lesson 3 Worksheetrecycling ratesName:Date:The graph below shows 2014 U.S. recycling and composting rates fordifferent household items. Use the graph to complete the worksheet.1. Complete the graph by adding the following data:Yard trimmings: 61%Plastic Bottles: 30%60%2. Circle the best label for the x-axis:45%a. Recycling or Composting Rateb. Yearc. Household Items and Products30%3. If 30% of plastic bottles are recycled, what percentageof plastic bottles are not recycled?15%0%Aluminum CansYard TrimmingsGlass ContainersPlastic Bottles4. Write one idea you have for improving recycling ratesin your school or community.

Lesson 4can yourecycle it?Materials » Laptops or tablets Pens and pencils Poster board Markers “Can You Recycle It?”worksheet{1 E ngage:introduce the topicTeacher: Engage studentsin a conversation aboutwhat items they knowcan and can’t be recycled.Ask students to share theirpersonal experiences withrecycling and then hand outthe worksheet.Student: Use the “Can itbe Recycled?” worksheetto record what itemsare recycled frequently,infrequently, or never. Noteany items that are surprising(like cell phones) or confusing(like pizza boxes).Grades: 3-8Students will conductresearch to find outwhat materials they canand can’t recycle in theirarea. They will alsocreate signs and postersto help educate others.2 E xplore:Go to the labTeacher: Help studentsresearch local and nationalrecycling programs. Lookat city, county, and privateprograms or school programs,like Recycle Rally. Encouragestudents to make posters,signs, or charts to educateothers.Student: Conduct onlineresearch to find out whatmaterials can and can’t berecycled. Also look up whereto take local recyclables.Then use poster boards andmarkers to create signs toshare important recyclingmessages with others. Hangyour posters around theschool to help educate otherclassmates.Core Concepts:Language Arts, ArtKey Question:What can you recyclein your communityand how?3 E xplain: take notesTeacher: Use student research to compile a list of thingsthat can and can’t be recycled locally. Guide students in adiscussion of how they might apply their new knowledge.Student: Write down your answers to questions like: What did you learn about recycling in your community? How might you use this information in your daily life? How can we increase recycling?4 Elaborate:review & extendTeacher: Introduce the conceptof contamination and what itmeans in relation to recycling.Since it relates to unwantedmaterials, give a few examplesand then ask students to addtheir own.Student: Research recyclingcontamination and how itaffects the recycling process.Come up with ideas to helpreduce contamination.5 Evaluate:check for understandingTeacher: Support students as theyshare their posters and messageswith others. Ask them questions,like why they chose the messagethey did and why it’s important forothers to understand what can andcannot be recycled.Student: Share your messagewith classmates. Then whengiven the opportunity, share yourmessage with family, friends, andcommunity.

Lesson 4 Worksheetcan it be recycled?Name:Date:itemphone chargerwhere can yourecycle it?additionalinformation?cite yoursource

Lesson 5{Grades: 3-8increaserecycling inyour school& community 2 E xplore: Go to the lab 3 E xplain: take notesStudents willuse the scientificmethod toincrease recyclingin their schoolsand communities.Materials » Paper Pens and pencils Chart paper Markers “My Scientific Methodon Recycling” worksheet1 E ngage:Teacher: Put students into groupsand work with them to identify anaspect of their school’s recycling orother environmental program theywant to improve. It’s OK if there’s noexisting program. Next, help teamsdevise an accurate way to gatherbaseline data and a meaningfulstrategy for increasing participation.Student: Work with your group toidentify a single, measurable activityaround recycling you can improvein your school or community. ForTeacher: Lead a classroomexample, you might set a goal todiscussion about the recycling or collect a certain number of bottlesother environmental programs at and cans by a specific date. You canschool and in the community.also look to get involved in recyclingStudent: Answer questions like: programs, like Recycle Rally, orrecycling crayons. Write a plan with What items can you recycleseveral measurable goals you willor compost at your school?try to accomplish. This could include Does everyone at youreducating others, hanging up postersschool recycle or compost?or signs in the community, adding Why is it important torecycling bins, signing up for a schoolrecycle?recycling program, etc. Then spend What do you think wouldat least three weeks implementingincrease participation inyour new strategy.recycling?introduce the topicCore Concepts:Science, Community OutreachKey Question:How can schools and communitiesincrease participation in recyclingprograms?4 Elaborate:review and extendTeacher: Guide students in adiscussion about what steps ofthe scientific method they havecompleted and what their nextsteps could be. For example,ask them to think about howthey might refine their strategyfor improving recyclingparticipation (hypothesis)and test it further.Teacher: Introduce the scientificmethod, identifying and definingthe main steps: Question, Research,Hypothesis, Experiment, Conclusion.Put each step on its own sheet ofchart paper and place each sheet ina different part of the room. Havestudents go around the room andwrite on the chart paper how theyused each step to implement theirplan. Note: This part will likelyhappen while your project is goingon, so they’ll be in the middle of theexperiment phase. Lead discussionsabout how you will tackle the rest ofthe scientific method with this project.Hand out the “My Scientific Methodon Recycling” worksheet to encouragestudents to keep with their project anduse throughout the process.Student: Return to the stepsof the scientific method andfinalize your plan. Which stepshave you completed? Whichsteps do you think you shouldgo back to and do again?5 E valuate:check for understandingStudent: Think about the partsof the scientific method you’vealready completed during the project.Identify parts of the scientific methodthat you still need to do. Fill outyour worksheet and use it as a toolthroughout your project.Teacher: Assess students on thesteps of the scientific methodby asking them to describe eachstep and give specific examplesof how the steps correspondto their efforts to increaserecycling at their school.Student: Really think about(and write about) how youcompleted the steps of thescientific method through thisproject. How did it help youcreate a good plan to increaserecycling in your school andcommunity?

Lesson 5 Worksheetmy scientific methodon recyclingName:1. question4. experimentDate:2. research3. hypothesis5. conclusion

to promote recycling Dear Educators, You’re teaching a generation of kids who will have a huge impact on our environmental future. Lessons about recycling, sustainability, and eco-friendly practices are incredibly important. To help bring these important topics to your

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