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Lesson Title:
Grade
Level/Subject
Area:
Kindergarten/Science
Concept/Topic:
Length of
Lesson:
SLO Objectives
STEM
Standards of
Practice
This unit will run over the course of approximately five days; 3
days in the traditional classroom setting (M, W, F), and 2 days via
synchronous online sessions (T, Th). The first three days will
focus on students identifying and describing the 3 Rs: Reduce,
Reuse, and Recycle. The fourth day will focus on the 3 Rs and
how these steps can be implemented in our homes to reduce the
negative impact of humans on land, water, and air. And the fifth
day will be used to provide students time in class to complete the
group project, and collaborate via PBworks workspace to present
their observations and findings.
Standards
Addressed:
(Local or
National
Standards)
Content Standard:
Lesson Goals:
Performance
Objectives:
Procedure
Outline:
Discuss with students: To celebrate Earth Day this year, share the
Safari Montage video: Earth Day with the students. Have students
discuss the importance of Earth Day. Explain to students that over
the next five days, students will be learning about the 3 Rs:
Reduce, Reuse, and Recycle, and how these strategies can help us
to make better choices that will positively impact our
environment.
Day 1: Brick-and-Mortar
Introduction: The teacher will introduce the essential question:
How can we reduce the negative impact of humans on land, water,
and air? The teacher will show the BrainPOPjr video: Reduce,
Reuse, Recycle (username and password is required, locate
information in the red substitute folder). At the end of the video
encourage students to discuss what they understand about these
strategies?
1. Discuss with students that today, we will be focusing on
the idea of Recycling. Have students turn and talk to a
partner: What do you already know about Recycling?
What can you recycle? What items can we not recycle?
What is the importance of recycling, and how can it help
our environment? Have students share their ideas whole
group.
2. The teacher will create a T-Chart. One side will say
garbage, and the other side will say recycle. The teacher
will write down students examples of items that should
not be recycledgarbageand items that can be recycled.
As students generate examples, have them decide which
list they should go on (garbage or recycled). Guide the
students as they are coming up with ideas to help them
decide which list would be the correct one.
3. Have students create a sharing circle, the teacher will bring
over a basket of items (examples: banana peel, water
bottle, piece of paper, cereal box, a tissue, etc.). Students
will have the opportunity to look at items and discuss and
decide which items are trash and which are recyclables.
Have the students separate the trash and recyclables into
two different categories (recyclables and trash). The
students will throw the items they believe are garbage in
the trash can, and the items they believe can be recycled
into the blue recycling bin.
4. Once all of the items have been categorized, move the
trash can, and recycling bin aside, and read the story The
3Rs: Reduce, Reuse, Recycle by Nuria Roca.
5. Once you have read the text, look back at the items the
student placed in the bins, and see if there is anything the
Technology
Requirements:
Resources/Mater
ials:
Text:
The 3Rs: Reduce, Reuse, Recycle by Nuria Roca
I Can Save the Earth by Alison Inches
Video:
Objectives:
environment.
Differentiation
Comments /
Notes:
Follow Up:
Appendix A
Dear Families,
April 13-24th, your child will be learning about the
importance of preserving our environment. Students will be
learning ways that they can reduce the impact of humans on
the land, water, and air in our local community. In order to
make this project authentic and successful, we need your
help! Our class is looking for materials that we can use to
show how we can reduce, reuse, and recycle to protect, and
keep our planet healthy. We are asking for:
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Please feel free to also have your child bring in any items of
their own that they believe they can use to create a solution
that will reduce the impact of humans on our local
environment. April 20-24th, our students will be using these
items to create ways in which we can help keep our
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G