The Problem of Trash

Name: Rebecca Johnson

Time Allotted: 30 minutes
Grade Level: Kindergarten
Subject(s): reduce, reuse, recycle
Intentional Room Set Up: Large carpet area. Prepare stations with tools (set up video,
music player, and pictures).
Materials Required:

Computer
Speaker
Solution Rubric
Reduce, Reuse and Recycle
A Green Kids Guide to Composting
One large bag of trash
5 small trash bags full of clean trash
Technology to play a song (cd player or phone with speakers)
Internet
Photos of art made from trash (in appendix)
Trash bin
Recycling bin
Pre-arranged groups of three or four children
Colored pencils and paper (differentiated consideration)
Ability to play music (speakers with hookup to computer or cd player)

Michigan Content Expectations: Next Generation Science Standard (NGSS)

K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land,
water, air, and/or other living things in the local environment

Objective:

The learner will communicate an answer to the problem of too much trash by
telling the class an idea of what to do with a trash bag after small group time so
that they receive a smiley face on the Solution rubric.
Child-friendly objective: I can communicate an answer to the problem of
too much trash.

Assessment, Data & Intervention:

Informal Formative Assessment: Before students move into the group activity the
teacher will observe whether every student is engaging in the problem of trash by
taking note of eye contact, verbal interaction, and body language.
Formal Formative Assessment: During the exploration group activity, the teacher
will observe and record on a scale from 1 3 how in-depth students are
processing and exploring potential solutions. (See Trash Solutions rubric in
appendix A)

o Intended Data Gathered & Specific Intervention Plan: If students are not
demonstrating that they comprehend the lesson the teacher will read the
book Reduce, Reuse, Recycle early to engage students in the solution of
recycling.
Formal Interim/Summative Assessment: The learner will share his/her idea of
how to help the problem of trash so that they receive a heart-eyed smiley face
emoji. The student will be evaluated based on the Trash Solutions rubric found in
the appendix.
o Intended Data Gathered & Specific Intervention Plan: If students do not
meet this objective, the teacher will essentially repeat the anticipatory set
and closure activities with a more focused, direct instruction approach.
The teacher will physically demonstrate a solution to the problem of trash
(recycling) in front of the child and then have them participate (like the
closure activity). This will most likely have to take place later in the day
during workshop where the teacher can spend significant time with this
small group of students while the rest of the class in engaged in another
activity.

Instructional Procedure: What information do students (and or a guest teacher)

need to accomplish the objective(s) as you intended?

Anticipatory Set: (Allotted Time: 3 min)

Students sit on the carpet in a semi circle. Teacher sits on a chair in front. Lifts up
a trash bag full of trash and says what do you think this is? After a couple
responses the students are given the opportunity to explore the bag, feel the
weight, and look inside. As children explore the teacher will ask if they have any
questions about it. If one of the questions connects to the lesson, the teacher will
transition into explaining that this is the amount of trash that one person throws
away every single day. If not, the teacher will share that one of her questions is
about what people do with their trash. (c)
The teacher then reminds the students of previous learning about community and
the negative effects we have with trash and polluting our air. Remember how
weve been talking about the way that we effect our community? Do you guys
remember those words I just used, our sparkle words for the week? Etc. (b)

State Purpose and Objective of Lesson: (Allotted Time: 1 minute)

Explain that today we are going to be scientists; we are going to use our smart
brains and tools to find an answer to a problem. Introduce child friendly
objectives (a). Remind them that this is what scientists do everyday, that their
work is extremely important to make sure that our world is running smoothly (c)

Instruction: (Allotted Time: 23min)

Engage
Explore

Divide students into groups of 3 5. Give each group a (3 minutes)

small bag of trash. Ask the question what do you think
scientists do with this all this trash? What would you
do with this bag? Invite them to talk to their partners
about ideas.
Explain

Explore

Have students briefly share their ideas with the class

(2 minutes)

Assign each group a different space in the room, with

one of 3 resources. Explain succinctly and clearly what
each group will be doing. Show students the visual
direction posters found in the appendix. We are going
to put their thinking caps on and use the tools given to
explore ideas for how to deal with trash. Introduce
transitional music and explain its function. Center time:

(10 minutes)

Explore &
Elaborate

1. Video about composting

https://www.youtube.com/watch?v=8PElbEray
Zg
2. Reusing trash for artwork: Pictures
3. Song about Recycling:
https://www.youtube.com/watch?v=AOvcW8l3
RzE
4. A Green Kids Guide to Composting by Richard
Lay. (The students will use the visuals to find
meaning).
Have everyone meet back at the carpet and let students
share the ideas they came up with in their group for
what to do with this trash.

(3 minutes)

After sharing time the teacher will read the book

Reduce, Reuse, and Recycle. Probing questions to ask
while reading include: What is the characters
problem? What is he doing with the trash? Do you
think we could do the same? This will introduce the
closure activity.

(5 minutes)

Explain

Closure: (Allotted Time: 3 min)

The teacher affirms the childrens ideas and revisits the large bag of trash used
during the anticipatory set. And demonstrates what recycling would look like in real
life by sorting through the objects and putting all plastic and paper products in a

separate bin. Teacher mentions that tomorrow they will be going deeper into the
solution recycling, that many of the students, and adult scientists think is a great
way to deal with trash.
Differentiated Consideration
For those who finish early: Have them draw a picture of what one of their solution
would look like. This will help them transfer what they have learning to nonlinguistic representation.
Struggle to comprehend the activity: Those that are having difficulty using the
provided tools to generate solutions will be grouped and given the opportunity to
work through each center with the teachers help. Throughout this time the teacher
will simply provide support and guided practice on how to investigate the tools and
use them to find a solution to the problem of too much trash. This includes
modeling, posing open-ended questions, and explaining some concepts that are
difficult to understand.
If the difficulty is coming not from comprehension but of a challenge to
communicate ideas with the whole class, they will be given the opportunity to
explain their solution to the trash problem to another peer or to the teacher directly.
Each tool reaches a different learning modality (auditory song and video, visual
picture book, video and pictures, and kinesthetic anticipatory and closure
activities). Therefore, if a child is struggling to use one tool because it doesnt fit
their learning style, they will be allowed to choose another that better suits them.

References
Bradford, Robert. Dog Sculpture [Photograph]. Retrieved from:
http://netdna.webdesignerdepot.com/uploads/trash_art/RobertBradford8.jpg
Composting for Kids with Peppa Pig [Video file]. Retrieved from:
https://www.youtube.com/watch?v=8PElbErayZg
Duke Center for Sustainability & Commerce (2016). How much do we waste daily?
Retrieved from: https://center.sustainability.duke.edu/resources/greenfacts-consumers/how-much-do-we-waste-daily
Homedit (2013, August). Coca Cola Can [Photograph]. Retrieved from:
http://cdn.homedit.com/wp-content/uploads/2013/08/cocle-can.jpg
Kiboomers (2016, March 30). Earth Day Recycling Song Lyrics for Preschoolers [Video
file]. Retrieved from: https://www.youtube.com/watch?v=AOvcW8l3RzE
Lay, Richard (2013). A Green Kids Guide to Composting. Minneapolis, MN: Abdo
Consulting.
Magazine Wallet [Photograph]. Retrieved from: https://s-media-cacheak0.pinimg.com/600x315/bc/3a/74/bc3a74b6a530b761aa2e5cfe3afb5a7a.j
pg
Minden, Cecilia (2010, January). Reduce, Reuse, and Recycle. Ann Arbor, Michigan:
Cherry Lake Publishing.
Sanderl, Julia. Magazine Bowls [Photograph]. Retrieved from:
http://juliasanderl.com/2012/11/24/recycled-magazine-bowls/

Appendix A
Trash Solutions Rubric

Formative

The learner is
talking to peers
about what they are
learning with the
tools provided

The learner is
listening/participating
with the activity but
not communicating
thoughts

The learner is off

topic and not
engaging in the
activity.

Summative

The learner
communicates
clearly an answer
that directly relates
to the problem of
trash

The learner
participates in
discussion but does
not share his/her own
idea

The learner does

not participate in
discussion or shares
something unrelated
to trash

Appendix B
Art made from trash: