Carly Knoche
Reduce, Reuse, Recycle Lesson Plan
Topic: Reuse
Lesson: 2
Grade Level: 1
Behavioral Learning Objectives
1. Students will be able to create an object using reusable materials in order to solve a given
problem.
2. Students will be able to communicate (orally and/or pictorially) within small groups to
determine a solution to a given problem.
Learning Targets
1. I can make something using reusable materials to solve a problem.
2. I can talk to my group about how we will solve a problem and draw a picture to show
my thoughts.
Standard


NGSS.K-2.NS4.1. Scientists use drawings, sketches, and models as a way to communicate
ideas.
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.
Materials/Safety
Materials Needed:
-
Recyclable materials (used in lesson 2)
At least 4 different scenarios
Masking tape (enough for 4 groups)
Safety Precautions:
Glass objects and aluminum cans with sharp edges will not be used in this project to ensure
that students are not cut by the materials. For scenario one, students will be instructed not to
create the costume on another group member so that choking is not a hazard. “When you
make your costume, you will make it on the table instead of a person.”
Vocabulary
Important to Know:


Reuse (Spanish (verb)-reutilizar): use again or more than once
Reusable (Spanish- reutilizable): ability to use again or more than once
Important to be Familiar with (we will not focus on determining definitions in this lesson)

Pollution (Spanish- polución): introduction into the environment of a substance or thing
that has harmful or poisonous effects
Anticipated Misconceptions

Students will already be aware of what is recyclable and what is garbage as it will have
been addressed in the previous lesson. However, students may misconceive that
recyclable materials can only be thrown in recycling bins rather than be used again.
Step-by-Step Lesson Plan
1. Introduce the lesson by asking students what they remember from the lessons they had
prior to this one.
“Do you all remember the book about the monster that we read? What did the monster
do with his old toys?” (show them the picture to refresh their memories) “Instead of
throwing away his old toys, he traded them with his friends to get different toys. This is
a kind of reusing. But we can also reuse the recyclable materials that we sorted last time
to make something new and useful.”
2. Activate students’ prior knowledge by asking them questions about how they may have
reused materials in the past.
“Have you ever gone to a yard sale? What is a yard sale?”
“Have you ever donated your old toys or clothes to a charity?”
“Have you ever gave clothes that no longer fit you to a brother, sister or a cousin?”
“Have you ever used an old glass jar to hold your pencils, pens or paintbrushes?”
Tell the students that these are all examples of reusing things. If they did not do some of
these things, ask students where the items went instead.
3. Tell the students that today they will be working in groups as “inventors” to find a way
to reuse materials to create solutions to problems.
4. Divide students into 4 groups of about 4 or 5 students. “There are some people we
know that need your help to solve some problems, but in order to help the
environment, they only want you to use recyclable materials.” Hand out the scenarios to
each group.
Scenario 1: Billy wants to get a head start on Halloween costume ideas for this year, but
he cannot come up with any ideas. He wants to use reusable materials so he does not
need to buy a new costume that would only be used once anyway. Your job is to create
of a Halloween costume for Billy using recyclable materials.
Scenario 2: Washington Toy Company is accepting new ideas for children’s toys, but
they want to make sure that it is environmentally friendly. Your job is to create a
children’s toy using recyclable materials.
Scenario 3: Your principal does not like the way their office is organized and wants to
figure out how to reuse materials to better organize their office. Your job is to create
something that will organize all of the principal’s school supplies and paperwork using
recyclable materials.
Scenario 4: Your school thinks that the school lunches are wasting too much plastic that
is used to wrap the lunches. Your job is to create something that can hold a school lunch
that can be used again after it is washed.
5. Before the students are able to get their materials, they will need to come up with a
plan as a group. As a model, give the class an example scenario (“How could we use
these materials to grow vegetables?”) and brainstorm a quick list of solutions that could
be done with the recyclable materials. “You will also need to draw a picture of their
anticipated creation as a group to communicate your ideas to not only me, but to
everyone in your group to make sure that you are all on the same page.” Model how the
students should communicate with each other by reminding students to be “respectful,
responsible first graders” (don’t talk while someone else is talking, make sure everyone
has a chance to say their ideas, ask each other questions to make sure everyone is on
the same page, etc.).
6. Give the students 5 minutes to brainstorm collaboratively and plan their project. Walk
around the room to ask groups questions such as:
“How will _________ solve your problem?”
“If you did not use _________ (some recyclable material) in your project, how do you
think you or the person in your situation could use it?”
“Do you think any of the principal’s school supplies are reusable?”
7. Give students 10 minutes to physically create their project as a group.
8. When time is up, ask the students to think about how creating the project would have
been if they had not been given time to talk to one another and brainstorm ideas.
“How do you think being able to talk to each other before you started your project
changed your project?”
9. Discuss the cause and effect relationships that would occur if the reusable materials
students used in their project had not been used. Also discuss other reusable materials
that students may be exposed to.
“If Billy were to buy a new costume, what could he do with the costume after
Halloween? If he threw it away, what would happen to it?”
“What are some reasons to use cloth grocery bags? What about paper bags? What
about plastic bags?”
“What could be used instead of all the plastic used for school lunches so that we could
use it again?”
10. To conclude the lesson, students will present their projects by describing their scenario
and explaining their creation and its use. They should also explain one other way of how
they could reuse one of the materials they were given.
Assessment
Formative:
I will formatively assess this lesson by observing the students during the brainstorming and
communicative process. I will also ask them inquiry questions as I move from group to group in
order to ensure that students have a good understanding of the task as well as the reasoning
behind the task (reusing).
Summative:
The summative assessment for this lesson will be the project that is produced by the groups
through an evaluation of their ability to reuse items and collaborate as a group. Their
explanation their creation as a reusable solution to their given scenario during the presentation
will also serve as a summative assessment.