Translating the NGSS for Classroom Instruction and the Common Core Standards (CCSS)
Unit Lesson or Title
Recycled Treasures Art Project – Scholastic.com
http://www.scholastic.com/teachers/lesson-plan/recycled-treasures-art-project
Recycle A Handbook for Kids
by Gail Gibbons
Berenstain Bears Don't Pollute (Anymore)
by Stan Berenstain and Jan Berenstain
Age/Grade; Subject
NGSS Performance
Expectation(s)
Grades PreK-K; English Language Arts
K-ESS3-3 Human Impacts on Earth Systems
Communicate solutions that will reduce the impact of humans on the land, water, air and/or other living things
in the local environment.
Common Core State
Standards Connections
ELA/Literacy
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic. (K-ESS3-3)
Lesson length:
Background
Information:
Three or four 50 minute lessons
Discussing paper, plastic, glass, cans, and polystyrene, the author describes how to recycle, why it's necessary,
and its benefits. The captioned panels and running text stress the need for reducing waste and saving natural
resources. The book ends with a mention of the ozone layer and the limited potential for recycling polystyrene,
followed by 14 facts about garbage. SWBAT: create their own text.
Disciplinary Core Ideas
ESS3.C: Human Impacts on Earth Systems
Things that people do to live comfortably can affect the world around them. But they can make choices that
reduce their impacts on the land, water, air, and other living things. (K-ESS3-3).
Science and
Engineering Practice
Obtaining, Evaluating, and Communicating Information in K–2 builds on prior experiences and uses
observations and texts to communicate new information. Communicating solutions with others in oral and/or
written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3)
1
Cross Cutting Concepts
Cause and Effect
Events have causes that generate observable patterns (KESS3-2 and KESS3-3).
Influence of Engineering, Technology, and Science on Society and the Natural World
People depend on various technologies in their lives; human life would be very different without technology.
(K-ESS3-2).
5E Stage
Science/Engineering
Practice or Crosscutting
What the Teacher Does…
What the Students Do….
What Are Students Learning?
What is the Evidence of
Learning?
Prior experiences and
observations to connect
information to lives and
vocabulary (meta-cognition) for
word acquisition (vocab
building). Images on chart.
Engage
Things that people do to
live comfortably can affect
the world around them.
But they can make choices
that reduce their impacts
on the land, water, air,
and other living things.
(Secondary to K-ESS2-2).
Illustrate prior knowledge of
word and action: the children
will name some materials
that they or their families
recycle?
They can also draw the
recyclable objects on your
chart.
Explore
Information in K–2 builds
on prior experiences and
uses observations and
texts to communicate new
information.
Write: Recycle on the
board
Ask children if they
recycle at home? What
are some of the materials
they recycle at home?
Then record the
materials the students’
families recycle on the
paper.
Show children some of
your recycled items as an
example of the types of
materials they will use in
their activity.
Will touch and explore
texture and feel of objects;
then relate to personal
observation in their lives, e.g.
plastic water bottle; child: we
drink form these at home.
Building connections between
prior knowledge and new
knowledge through the senses
(Using Gardner-learning styles
and meta-cognition—to build
schemas).
Explain
Communicate solutions
with others in oral and/or
written forms using
models and/or drawings
that provide detail about
scientific ideas. (K-ESS3-3)
Teacher will place several
boxes filled with the
materials students may
use for recycling at
home: e.g. Water bottles,
juice boxes, food
containers, and
Children will label a few
boxes by material type so
they can sort their objects
using signs/ pictures with
words of the category.
Students interact in a way that
supports conceptual
advancement and assimilation
of knowledge. Categorizing
recyclable trash.
2
Elaborate
Things that people do to
live comfortably can affect
the world around them.
But they can make choices
that reduce their impacts
on the land, water, air,
and other living things. (KESS3-3).
Evaluate
Use a combination of
drawing, dictating, and
writing to compose
explanatory texts in which
they name what they are
writing about and supply
some information about
the topic. (K-ESS3-3)
People depend on various
technologies in their lives;
life would be very
different without
technology. (K-ESS3-2).
Grouping Strategies
Styrofoam.
Then ask children to label
a few boxes by material
type so they can sort
their objects.
Provide each group with
a variety of materials,
tape, and string. A
teacher or classroom
volunteer can provide
assistance and encourage
children to work together
to plan and develop their
ideas. Then take photos
of each group crating
sculptures
Create a class book using
the photographs of
children creating their
recycling sculptures. Ask
children to help place
photos in sequential
order and glue them
onto oak tag. Record
their descriptions of each
photograph and invite
them to share any
information that they
feel is important about
their sculptures
Children will work together
to plan and develop their
ideas.
Then create a recycled
sculpture which reflects the
children’s’ understanding of
recycling.
Students integrate expert and
go beyond given information to
generate and improve their
ideas as is evidenced by the
final product, a recycled
sculpture.
Students will arrange photos
sequentially in the class’s
book.
Students will then discuss
their experience when
constructing the sculpture,
evaluating each group’s
product for its beauty and
new form. (I like…..)
Recycled Treasure Book with
images arranged sequentially.
Recycle material groupings to help students identify different materials such as paper group, plastic group, or
Styrofoam group.
3
Materials and
Equipment
Chart paper and markers, two or three empty cardboard boxes to store recycled objects, collection of recycled
materials including juice boxes, food containers, and Styrofoam, masking tape and string camera and film.
Description of
Performance Tasks
Lesson 1:
 Write the word recycle on a sheet of chart paper. Discuss its meaning and ask children if they recycle at
home. Can they name some materials that we recycle? Record their comments on chart paper.
 Invite the class to recycle materials and use them to create an art project. Show children some of your
recycled items as an example of the types of materials they will use. Can they think of other materials that
they could save and recycle? Record their suggestions.
Note: The
performance tasks
should include
elements from the
three dimensions from
the NGSS – knowing
and doing
Lesson 2:
 Ask children to look again at the recycled articles. Can they identify different materials such as paper,
plastic, Styrofoam? Ask children to label a few boxes by material type so they can sort their objects.
Lesson 3:
 Once the children have collected a sufficient number of materials, plan a day for them to create recycled
sculptures. Provide each group with a variety of materials, tape, and string. A teacher or classroom
volunteer can provide assistance and encourage children to work together to plan and develop their ideas.
Take several photographs of each group to document the development of their sculptures.
Lesson 4:
 Plan time for each group to show their sculptures. Encourage the class to ask questions and to notice
differences and similarities between their sculptures. Find an area to exhibit children's work.
 Our Recycled Treasure Book: Create a class book using the photographs of children creating their recycling
sculptures. Ask children to help place photos in sequential order and glue them onto oaktag. Record their
descriptions of each photograph and invite them to share any other information that they feel is important
about their sculptures. Bind the pages together to create a book. Invite children to decorate the front and
back covers.
 Extension: continue to encourage children to think of ways they can reuse materials. Keep additional
containers in the classroom to store materials that can be used in areas such as the dramatic-play, block-building, art, sand and water, or math centers. See hyperlink in “Background” for more lessons.
Supporting English
4
Learners
Reading or Writing Activity
Listed in Learning and
Instructional Sequence
Story:
Chart/ vocabulary words
Support for Emerging learners
Support for Expanding learners Support for Bridging learners
Whole grouping/ Tactile objects
Word cards to match pictures
Creation of Class Recycle
Book
Cooperative pairs
Leadership roles
Adult supervision and guidance of
difficult or out of child’s or out of
the child’s zone of proximal
(Vygotzy). Scaffolding information
in small increments accomplishes
this with discussion feedback:
picture/words
Adult supervision and guidance of
difficult or out of child’s or out of
the child’s zone of proximal
(Vygotzy). Scaffolding information
in small increments accomplishes
this with discussion feedback:
sequential cards/pictures before
after.
Supporting Struggling
Learners
Activity
listed in Learning and
Instructional Sequence
Write the word or draw a
picture for recycle on a
sheet of chart paper
Categorize recyclable
materials
create recycled sculptures
Support for Students who Need Minor Support
Supports for Students who Need Intensive
Support
Show an example of a recycled bottle
Adult supervision or picture
Cooperative pairing with more advanced learner
Adult supervision
Cooperative groups: division of jobs
Adult supervision
5
Discuss differences and
similarities in created
sculptures
Create a Recycled Treasure
Book
Set sculptures side by side, explore tactually etc.
Exploring through senses or aids
Adult assistance
Numbers (manipulatives)
Supporting Advanced Learners
Activity
Listed in Learning and Instructional Sequence
Create recyclable sculptures
Treasure Book
Extension for Advanced Students
Leadership role
Oration of events/ photography
6