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RECYCLING: REDUCE, RECYCLE, REUSE

I. Purpose:
Students will be introduced to the concepts of reducing, recycling, and reusing
materials. It is through their learning of these three Rs, that the students learn
that their responsible actions can have a positive impact on the environment.
They will learn new vocabulary and make connections between environmental
concepts and their everyday experiences.
VA Science SOL:
K.11 The student will investigate and understand that materials can be
reused, recycled, and conserved. Key concepts include
a) materials and objects can be used over and over again;
b) everyday materials can be recycled
National Science Content Standard:
F: Science in Personal and Social Perspectives - A personal and social perceive of
science helps a student to understand and act on personal and social issues.
This perspective builds a foundation for future decision making.
E.F.3 Types of resources
c. The supply of many resources is limited. If used, resources can be extended
through recycling and decreased use.
Safety Concerns:
Students should handle the empty drink cans and mail carefully to avoid any
potential cuts.
Students must walk while taking the trash or recycling to the bins
An adult will be present at all times for observation

II. Objectives:
Provided with a sampling of clean trash, the students will be able to identify
items that can be reduced, reused or recycled and categorize the items
accordingly with 80% accuracy.

III. Procedure:
a. Introduction
In this lesson, students are introduced to the reduce, reuse, recycle model and
formulate solution(s) to how they can reduce waste and disposals.
Students will learn and use the following vocabulary terms: recycle, reuse, reduce.

The students will gather at the meeting carpet where they will be shown the
globe of the Earth in the classroom
Ask: Can anyone tell me what this ball represents?
Tell the students that the Earth is precious.
Ask: Whose responsibility is it to take care of the Earth?

Ask: What are some ways we can take care of the Earth?
Ask: What does it mean to reduce?
Provide example of 1 large bag of chips instead of a box of
small, individual bags of chips. (visual)
Ask: What does it mean to recycle?
Provide example of curbside recycling in the community.
(auditory)
Ask: What does it mean to reuse?
Provide example of reusable water bottles instead of
using disposable water bottles. (visual)
Ask: Does anyone already do some of these things?
Read Mr. Kings Things by Genevieve Cote. (auditory/visual)

b. Development
Tell the students that they will be learning what it means to reduce
waste, reuse materials, and recycle materials and how they can
make simple everyday changes to do these three things. (auditory)
Reducing waste is done when you avoid making garbage in the first
place.
You dont have to worry about disposing of waste or
recycling it later.
Recycling means to use something again in a different way.
Show picture of Starbucks constructed from recycled
steel shipping containers.
Reusing means to use something more than once.
Show a grocery tote bag.
Engagement

As the students sit on the carpet the students will become engaged
as they see all of the trash listed above dumped on the floor in the
middle of their circle. (visual)
Ask: What are we going to do with this big mess?

Sorting activity
The students will each sort pieces of clean trash by placing the
individual pieces into paper bags labelled: recycle, reuse, and trash.

Exploration
The students will be invited to pick up the pieces of trash and return
to their circle spot. (kinesthetic)
The students will be given a few moments to determine what kind
of trash the collected and then decide what they can do with it
(recycle, reuse, trash)
Each student will take their piece of trash and deposit it into the
corresponding brown paper bags labelled: recycle, reuse, and
trash. (kinesthetic)
The process skills of observation and classifying are used as the
objects are handled.
Explanation
Ask: What is that?
Ask: What can we do with it?
A short explanation, confirmation, or redirection will be provided
for each response to the questions in exploration. (auditory)
Each explanation, confirmation, or redirection will include use of
the key vocabulary words: reuse and recycle
Expansion
Ask: Why did you place your trash in that bag? (auditory)
Ask: Is recycling, reducing, and reusing something we can all do
each day?
Ask: What would our Earth look like if everyone threw all their
unwanted items away into the trash?
The process skills of inference and communication are practiced
during this question and answer segment in order to encourage
the students to reflect upon this activity and their responsibility to
the Earth.
c. Summary
Each student will return to their desk and be given a paper with 3 category
headings: Reduce, Reuse, Recycle.
Each student will draw a picture of one item to go under each category
heading.(visual/kinesthetic)

As a group, the students will each share one item with the class that they
drew. (auditory/visual)
They will also tell what category they placed the item in: reduce, reuse or
recycle.(auditory/visual)

Evaluation
To ensure content mastery and conceptual understanding, a rubric
will be used to evaluate student understanding of: reduce, reuse,
recycle.
Use rubric (attached) to evaluate student understanding.
*Differentiation*
The book will be displayed in the room so that the students can look at it during the
activities. Also, allow for much discussion with their peers so that they may bounce
ideas off from one another. More advanced students will be asked to write a sentence
about why they placed each item in the category.
IV. Materials needed for the lesson
Book Stuff! Reduce, Reuse, Recycle by Steven Kroll
3 paper grocery bags, labelled: recycle, reuse, and trash
Foam cups
Disposable water bottles
Metal water bottles
Paper napkins
Empty drink cans
Milk jugs
Egg cartons
Toilet paper tubes
Junk mail
Newspaper
Worksheets
Pencils/crayons
V. Evaluation Part A:
The students will physically place each item of trash into the corresponding paper bag
labelled: reuse, recycle, or trash.
The students will orally explain why they placed their trash in that particular paper bag.
The students will further show their understanding by completing an activity where
they draw or write three items and categorize them under the headings of reuse,
reduce, and recycle.

The students will share with the class one of their examples from their worksheet. This
will further enhance the learning of the group.
Assessment includes the drawing of different types of items to be recycled, reused, and
reduced. Further assessment will be done using the rubric.

VI.

Evaluation Part B:
Did the students meet your objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

Reduce, Reuse, Recycle Rubric

Name:
Date:

Reduce

Unable to complete
this task without
guided assistance

Reuse

Unable to complete
this task without
guided assistance

Developing Shows
a basic
understanding in
completing this task

Shows solid
understanding in
completing this task

Recycle

Unable to complete
this task without
guided assistance

Developing Shows
a basic
understanding in
completing this task

Shows solid
understanding in
completing this task

Sorting activity

Unable to complete
this task without
guided assistance

Developing Shows
a basic
understanding in
completing this task

Shows solid
understanding in
completing this task

Notes

Developing Shows
a basic
understanding in
completing this task

Shows solid
understanding in
completing this task

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