Recycling

Where Does It Go?

Grades: Can be used with grades 3-5; must be altered to per each grade and each class

Language of Instruction: English

Illinois State Science Standards:

13.B.2d Compare the relative effectiveness of reducing, reusing and recycling in actual
situations.
12.E.2c Identify and classify recyclable materials.
11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer
the questions.
11.A.2c Construct charts and visualizations to display data.
11.A.2d Use data to produce reasonable explanations.
11.A.2e Report and display the results of individual and group investigations.

WIDA Standards/ELL specific students:

Educated within the classroom is a combination of both native English learners and ELL
learners. Because of the diversity, the teacher must be familiar with WIDA standards and be
prepared to engage the students with specialized techniques in order to foster the non-English
students’ understandings.

In terms of the WIDA standard performance definitions/levels, the ELL learners will range in-
between levels 3(Developing) and 4(Expanding). In more specific terms, the lowest ranging
students remain to have difficulty efficiently speaking or understanding the English language but
will retain much of the information. These students know general language and some vocabulary
related to content areas. Students of the higher understanding can speak and read English with
minimal errors. These students also know and understand certain content specific words. With
the discrepancies in English knowledge, the lesson must begin with a vocabulary focused piece.

English Language Proficiency Standard 4 - Domain: Reading – process, interpret, and evaluate
written language, symbols and text with fluency
Level 4 and 5.

Key Vocabulary:

Waste – explain differences in types

Recycling
Incinerator
landfill

Procedure:
CONTENT OBJECTIVES: The students will identify the various waste materials generated in
the school. They will describe the sequence of collection and the destination of the materials
identified.

LANGUAGE OBJECTIVES: Students will be able to describe what constitutes as a waste and
the different materials found. Students will also be able to describe the process of waste removal
and draw/explain a chart displaying their findings. Students will be able to efficiently work with
peers to explore the waste removal process and will be able to properly interview school
personnel to discover waste removal information.

RESOURCES: Classroom wastebasket, maintenance personnel, area road map, chalkboard.

PROCEDURE:

NOTE: LESSON MAY TAKE FEW DAYS TO COMPLETE. VOCABULARY, CONCEPTS,

INTERVIEWS, AND MAPPING ARE ALL COVERED IN THIS LESSON. DO NOT RUSH.

Beginning -

Before beginning the activity give each student a list of vocabulary words and ask the
students to rank their understandings of each word.
1. I don’t understand the word at all
2. I recognize the word but cannot give a definition
3. I recognize the word and would understand if placed in a sentence
4. I can use the word in a sentence but not sure of the exact definition
5. I can use the word in a sentence, and can give a definition. I have a full
understanding of the word

The teacher should asses this understanding to know how much explicit understanding should be
given to teach each vocabulary word and where to begin the lesson.

When teaching the vocabulary –

present the word; orally and written
Ask students to repeat the word orally as a class
Ask students if anyone has an idea of what the word means and if someone can use it in a
sentence
Propose the definition and explain. Use the word in a sentence
Add the vocabulary words to the word wall to allow students to reference throughout the
activities

After explaining vocabulary, students will participate in a KWL activity –

Students should split their paper into three sections a Know, What they want to know, and what
they had Learned
Ask students to fill out the section of what they think they know. Students should do this
individually to allow the teacher to receive a full understanding of what each student knows and
understands.

As a class, the teacher should foster a discussion about what each student would like to know
about the recycling process. During this discussion, the teacher should be conscious about the
words being used. The teacher should fully explain the ideas presented and write key words on
the board for ELL students to begin to recognize. The last section will be kept blank until the end
of the activity.

During -

1. Separate the class into three groups. These groups should include both native English speakers
as well as ELL students. Each group should have at least two similar native speakers (preferably
a higher achieving English speaker and lower) to allow the students to build up the content
specific understanding in their L1.

2. Have group one examine the contents of the classroom wastebasket. Ask the group to identify
the various types of waste materials generated in the classroom. Categorize the waste materials
as paper products, glass, metals, plastics, organic wastes, etc. Record the findings on the
chalkboard.
Concrete objects will aid in ELL students’ understandings.

3. The second group should examine the flow of the waste materials after they are collected from
the classroom. This may require an interview with maintenance personnel. Are the wastes
consolidated with other classroom's wastes? Why? Are the wastes transferred to a large capacity
holder? Are any wastes burned in a school incinerator? Are any waste materials recycled? If
wastes are collected from the school, where are the wastes disposed?
Teachers should place ELLs more efficient at English in this group to lower anxiety when
asked to complete interviews.

4. Have the third group determine the types of wastes generated in special subject areas of the
school (arts and crafts, gym, home economics, industrial arts, etc.), the school cafeteria, the
office, the maintenance area. Are these wastes handled in the same manner as classroom wastes?
Determine what other wastes are generated by the school. Where do these wastes go?

5. Regroup the class, or jigsaw. Have a member or members of each group report the group
findings, beginning with group one. Create a diagram or a flowchart on the chalkboard to outline
the reports of groups two and three, indicating the steps between waste generation and waste
disposal.
When switching groups, an ELL student should be paired with a native English speaker.
Paring students as such will relieve anxiety from ELL students and will allow for peer
scaffolding. Ask students to rehearse what they will teach the others in their new group.
This will give time to the ELL students to practice their speech of the content specific
language and practice their explanations.
6. Ask whether any members of the class live near or have visited a landfill, an incinerator, a
recycling center, or a sewage treatment plant. Ask for descriptions and impressions of the
facilities. Determine whether any of these facilities are located near the school. You may need to
contact your county planning department for the locations. Plot the facility locations and the
school location on the road map. List the type of wastes generated by the school which are
managed by each facility.

7. (Optional) Arrange a class field trip to one or more waste management facility. Create a class
record for each facility. Include photos, drawings, essays, and audio or video tape recordings

After/Assessment –

Ask students to fill out the “Know” portion of their previous activity. Students should use the
key vocabulary words either in their explanations or should define the words using their own
definitions. Students should also use pictures to show categories of wastes and the process of
waste disposal. Using text and/or pictures ELL students are able to thoroughly portray their
understandings.

Teacher should also collect researched information.

Extension –
As a class, students should determine ways to cut down on waste disposal and stop landfills from
filling up. Students should decide on ways to encourage recycling and determine what materials,
if any, could be recycled rather than disposed of.

Lesson Plan from:

Pennsylvania – Department of Environmental Protection

http://www.dep.state.pa.us/dep/deputate/enved/Rec_Lessons/waste.htm