Translating the NGSS for Classroom Instruction and the Common Core Standards (CCSS)
Unit Lesson or Title
“Trash and Climate Change Activity Book” by EPA
http://www.epa.gov/recyclecity/activitybooks.htm
Pulse of the Planet – free registration required
www.pulseplanet.com
Navigate to “Conservation Science,” then “Reuse and Recycle” Lesson Plan 9-2, then download zip file of 9
lesson plans and several associated audio files
Age/Grade; Subject
NGSS Standard
Grades 2-4; Science, Math and Language Arts
Structure, Function, and Information Processing
NGSS Performance
Expectation(s)
Students who demonstrate understanding can: Use materials to design a solution to a human problem by
mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their
needs.
Common Core State
Standards Connections
ELA/Literacy:
RI.1.1 Ask and identify questions about key details in a text (1-LS1-2).
RI.1.10 With prompting and support, read informational texts appropriately complex for grade (1-LS1-2).
W.1.7 Participate in shared research and writing projects (1-LS1-1)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer question
Lesson Length:
Background
Information:
5 classes of 30 minutes each
In this lesson, students will learn about reduce, reuse, and recycle. They will choose an item that can be
recycled and change it into a new useful item. They will discuss ways to encourage others to reduce, reuse,
and recycle. (Pulse of the Planet: you must register first—free).
http://www.pulseplanet.com/educatorresources/index.php?registered=1&
Disciplinary Core Ideas
LS1.A: Structure and Function
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp
objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants
1
also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
Science and
Engineering Practice
Constructing Explanations and Designing Solutions
Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1)
Cross Cutting Concepts
Influence of Science, Engineering and Technology on Society and the Natural World
Every human-made product is designed by applying some knowledge of the natural world and is built using
materials derived from the natural world. (1-LS1-1)
5E Stage
Science/Engineering
Practice or Crosscutting
What the Teacher Does…
What the Students Do….
Engage
Constructing explanations
and designing solutions in
K-2 builds on prior
experiences and
progresses to the use of
evidence and ideas in
constructing evidencedbased accounts of natural
phenomena and designing
solutions.
Write the words reduce,
reuse, and recycle (one
at a time) on the board
and ask the students
what they know about
the words.
Illustrate prior knowledge of
words and action: the
children will name some
materials/objects that they
or their families recycle.
Students will discuss Zeb’s
Recycling in small group.
Students will draw on
reducing, reusing, or
recycling. Then write a brief
sentence on the back about
recycling in their homes.
Students will share their
picture with the class.
Use materials to design a
device that solves a
specific problem or a
solution to a specific
problem. (1-LS1-1)
Assign students with task
of bringing in a recyclable
item that students can
reuse in a different
manner, e.g. a 2- liter
Explore
Teacher will place Zeb’s
Recycling POP #696
Recycling on.
Then hand students
paper and crayons on
reducing, reusing, or
recycling.
Each child will show the
recyclable item they brought
to school and the teacher will
photograph each child with
What Are Students Learning?
What is the Evidence of
Learning?
Building connections between
prior knowledge and new
knowledge through the senses
(Using Gardner-learning styles
and Bruner meta-cognition—to
build schemas).
Prior experiences and
observations to connect
information to lives and
vocabulary (meta-cognition) for
word acquisition (vocab
building). Examples on chart or
blackboard.
Students will show evidence of
comprehension by bringing in a
material that is recyclable, and
discuss its future purpose.
2
Every human-made
product is designed by
applying some knowledge
of the natural world and is
built using materials
derived from the natural
world. (1-LS1-1)
W.1.8 With guidance and
support from adults, recall
information from
experiences or gather
information from
provided sources to
answer a question.
Explain
Elaborate
Every human-made
product is designed by
applying some knowledge
of the natural world and is
built using materials
derived from the natural
world. (1-LS1-1)
W.1.7 Participate in
shared research and
bottle used as a storage
bin or plant holder.
Show students a plastic 2
liter soda bottle. Ask the
class for ideas they have
to reuse that bottle for
something else.
their item.
The class will explore ideas
they have to reuse that
bottle for something else.
Listen to POP #154
Plastic Recycling. Ask
students questions (see
performance tasks).
Listen to POP #475 Cows
and Newspapers for 25
seconds.
Newspapers in recycling
(see performance tasks)
Show class a week’s
worth of newspapers.
Discuss some other uses
for newspapers.
Students explain answers to
questions: (see lesson plan).
Students interact in a way that
supports conceptual
advancement and assimilation
of knowledge by explaining
process through research.
Students research
information on recycling and
uses of natural world (e.g.
Students integrate expert and
go beyond given information to
generate and improve their
Explain how scientists
use of newspapers for
cattle feed.
Share and pair: computer
recycled city.
3
writing projects (1-LS1-1)
Evaluate
W.1.8 With guidance and
support from adults, recall
information from
experiences or gather
information from
provided sources to
answer question.
Use materials to design a
device that solves a
specific problem or a
solution to a specific
problem. (1-LS1-1)
Tell students to look at
recycle city to see how
people reduce waste.
cellulose fibers for cows from
landfill newspapers) to
improve human existence.
ideas as is evidenced by the
final product, a recycled
material into something useful.
Show products to class and
summarize product’s
purpose.
A recycled material into
something useful, oral
summary, picture and
appropriate sentence
construction.
Grouping Strategies
Small Group according to material students bring in to reduce, reuse and recycle.
Think-share- Pairs for computers and emerging learners. Whole group for discussion.
Materials and
Equipment
Chart paper and markers or chalkboard, computers with internet access, 2-liter plastic bottle, Digital camera
and USB card, newspapers, binding for a book or dollar store album, unlined paper –one per child, and 12 x 18
construction paper—one per child
Lesson 1: Teacher may wish to review “Trash and Climate Change Activity Book” by EPA
http://www.epa.gov/recyclecity/activitybooks.htm
Description of
Performance Tasks
Note: The
performance tasks
should include
elements from the
three dimensions from
the NGSS – knowing
and doing
1. Review the concepts of reduce, reuse, and recycle: write the words on the board and ask the students
what they know about the words. Ask the students to provide examples of each; then ask each
student/group to come to the board and write their example on the board. Then ask: Is there anything we
can do to help encourage people to reduce, reuse, and recycle? Discuss.
2. Listen to POP #696 Zeb’s Recycling.
3. Discuss what Zeb did in his community. Ask: Now do you have any ideas of what you can do to encourage
others to reduce, reuse, and recycle?
4. Have students draw a picture, on a sheet of unlined paper, of them reducing, reusing, or recycling. On the
back they should write a sentence of what they are doing. Students will share their picture with the class.
4
The class will tell what they think the child is doing in the picture-reducing, reusing, or recycling.
5. Assign: Students decide on a recyclable item from home that they can make into something else to reuse
in a different way.
Lesson 2:
1. Each child will show the recyclable item they brought to school and the teacher will photograph each child
with their item.
2. Show students a plastic 2 liter soda bottle. Ask the class for ideas they have to reuse that bottle for
something else.
3. Listen to POP #154 Plastic Recycling.
4. Ask students if they know of anything made out of recycled plastic. (benches, picnic tables, boat docks,
lumber for deck material…)
5. Listen to POP #883 Recycled Plastic Fiber.
6. Discuss what else they heard about that is made from recycled plastic soda bottles (recycled polyester for
fleece, biking, skiing garments).
Lesson 3:
1. Show class a week’s worth of newspapers. Discuss some other uses for newspapers.
2. Listen to POP #475 Cows and Newspapers for 25 seconds.
3. Restate these facts to the class: U. S. has 100 million head of cattle, each eats 1 ton of dry feed a year.
4. Predict: What do you think is in landfills that cattle could eat?
5. Listen to the rest of POP #475
 Ask: What are scientists working on in order to feed cattle and exists in our landfills? (used
newspapers)
 Ask: Why do scientists think this could work? (newspaper is made of cellulose and so is the straw and
grasses that cattle eat)
 Write a few sentences on cattle and recycling newspapers to feed them—their interpretation.
6. In pairs, students can go on the computer and see how people recycle to reduce waste Recycle City:
http://www.epa.gov/recyclecity/
Lesson 4: (Extension)
1. Teacher may read “A Planet Protector's Club’s: Trash and Climate Change Activity Book” as a fun
reinforcement; may be printed.
5
Supporting English
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
Cooperative teams
Peer teaching
Creation of Class Recycle
Book
With guidance and support from
adults, recall information.
Peer teaching or leadership
position in a group.
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: See
steps 4 lesson 1, step 3 lesson 2,
and step 5 lesson 3.
Adult supervision with feedback.
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
Discuss differences and
similarities in created
Support for Students who Need Minor Support
Supports for Students who Need Intensive
Support
6
sculptures
Create a Recycled Treasure
Book:
Supporting Advanced Learners
Activity
Listed in Learning and Instructional Sequence
Extension for Advanced Students
7