The 3 R’s: Creating
Conscientious Consumers
in Our community
ELE 3600
Dr. Bob Pettapiece
Spring 2003
Dayna Cicala
Amy Heraty
Angela Hicks
Wendy Lichy
Leslie Marlowe
1
Table of Contents
Topic
Page
Introduction to unit
1-3
Road Map Calendar
4-5
Road Map/Summary of lessons
6-8
Introductory Lesson Plan
Angela Hicks: Earth Rangers
Social Studies, Language Arts
Recycling and the Student Consumer
Mathematics, Technology, Economics, History
Lesson:
Wendy Lichy: Recycle Card Game: Creating Conscientious
Consumers
Economics, Mathematics
9-10
11-12
13-17
Lesson:
Amy Heraty: Processes of Recycling and Reusing: Arts & Scraps 18-20
Economics, Art
Lesson:
Leslie Marlowe: The History and Importance of Earth Day
Social Studies, Language Arts, Fine Arts
21-30
End of Unit Lesson
Dayna Cicala: To Recycle or Not to Recycle
Economics, Technology
31-33
Bulletin Board Descriptions and Photos
34-36
Field Trip: Arts and Scraps
37-38
Reflection
39
Enrichment Activities
40-44
Resources
45
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Introduction
Topic: The 3R’s: Creating Conscientious Consumers
Materials Needed:
Access to Internet and computers
Books: Just A Dream, by Chris Van Allsburg
Garbage! Where it comes from, where it goes, by E & J Hadingham
Recycling, by Lepthien & Kalbacken
Save the Earth: An Action Handbook for Kids, by Betty Miles
Paper, pencils, pens, markers, crayons
Playing Cards created for the Recycle Card Game (several sets)
Level: Upper Elementary
Length of Lessons: activity and lesson times will vary.
(approximately 45 minutes – 60 minutes)
Goals:
This unit will introduce students to the values and processes of recycling. It will
raise their awareness of how each individual and their communities need to take
responsibility for waste management. Students will participate in classroom
committees, discussions and debates, which highlight the economic and political
processes of implementing and maintaining a community-recycling program.
Through creative and cooperative activities and lessons students will participate in
individual and community-wide waste management solution planning. A desired
outcome of this unit is for students to improve their problem solving skills, gain a
sense of community, and global responsibility to care for their environment.
Michigan Social Studies Content Standards:
Historical Perspective
I.4.LE.2 Select decisions made to solve past problems and evaluate those
decisions in terms of ethical considerations, the interests of those affected by the
decisions, and the short- and long-term consequences in those decisions.
Geographic Perspective
II.2.E.2 Describe the ways in which their environment has been changed by
people, and the ways their lives are affected by the environment.
II.2.E.3 Suggest ways the people can help improve their environment.
II.5.LE.1 Locate major world events and explain how they impact people and the
environment.
Civic Perspective
III.1.E.1 Cite examples of government carrying out its legal authority in their
local community.
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III.3.E.1 Explain how conflicts at school or in the local community might be
resolved in ways that are consistent with Core Democratic Values.
Economic Perspective
IV.1.E.1 Identify ways families produce and consume goods and services.
IV.1.E.2 List ways that individuals can conserve limited resources.
Public Discourse and Decision Making
VI.1.E.1 Pose a question about matters of public concern that they have
encountered in school or in the local community.
VI.1.E.2 Compare their own viewpoint about the matter raised with that of
another individual.
VI.2.LE.1 Engage each other in conversations, which attempt to clarify and
resolve issues pertaining to local, state and national policy.
Citizen Involvement
VII.1.E.2 Participate in projects designed to help others in their local community.
VII.1.LE.2 Engage in activities intended to contribute to solving a local, state or
national problem they have studied.
Assumed Student Skills:
We assume that our students possess basic computer skills such as word
processing and how to access the Internet. Students will be familiar with
cooperative group work and problem solving. Students will have basic reading,
writing, listening and communication skills as well as, classroom resource skills
such as using a dictionary.
Needed Skills:
Students will need to learn how to do a “keyword search” on the Internet. They
will need to be taught how to conduct individual surveys and be introduced to the
rules and processes of participating in a mock classroom debate.
Use of the Five Senses:
Taste: Students will have an opportunity to create and taste a food dish reusing
leftover vegetables and food items.
Touch: Students will touch and collect several recyclable items.
Smell: Students will smell their food creations.
Sight: Students will see and observe the processes of recycling at the local
community recycling plant as well as other classroom and student creations such
as recycling promotion posters.
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Hearing: Students will listen to classroom books read by the teacher and will also
hear their peers’ classroom group committee debates as well as the sounds of the
recycling center.
Disciplines:
History: the background of recycling and waste disposal, the formation of Earth
Day.
Economics: the distribution of costs and decisions related to a communityrecycling program, which affects local businesses and residents.
Science: the process of recycling, reducing and reusing waste.
Math: adding, subtracting and figuring recycling costs and savings through
reducing our consumption of resources and reusing items.
Language Arts: creation of recycling promotion posters, classroom committee
proposals and presentations.
Technology:
Computers & Internet access
Multimedia software
Lesson plans which incorporate technology:
Recycling and the Student Consumer
To Recycle or Not To Recycle
Controversy:
To Recycle or Not to Recycle
Should a mandatory recycling program be implemented into our community and
should residents, businesses, community leaders or environmentalists make the
decision?
Field Trips:
Arts & Scraps
17820 E. Warren
Detroit, MI 48224
Students will attend and observe a tour of the recycling
process and participate in a one hour class in which they
create a project using recycled materials.
Local Grocery Store
Core Democratic Value:
The Common Good: to work together for the welfare of the community or the benefit of
all.
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Road Map for "The 3 R's: Creating Conscientious Consumers
in Our Community"
Monday Day 1:
Earth Rangers lesson is going to be taught to introduce the unit.
Students will also be introduced to the recycling center for their
school, which is their classroom. The students will collect objects daily
throughout the school and other classrooms to decide what can be recycled
and what cannot. There will be only two bins in the classroom, one for
paper and one for plastic. Usually there are three but we will not be
collecting glass.
Tuesday Day 2:
Students will be going to the computer lab today to do their lesson.
This lesson is titled Recycling and the Student Consumer. In the computer
lab students will be placed in groups and have a chance to think of survey
questions about recycling. The students will need to type them up and take
them home to ask 1.) another student around their age 2.) a parent 3.)
another adult.
Wednesday Day 3:
Students will participate in a lesson called Conscientious Consumers:
Playing the Recycle Card Game. Students will be engaged in this interactive
lesson while using social studies and math skills.
Thursday Day 4:
Continuation from Day 2. Students will return to the computer lab
and finish up the lesson Recycling and the Student Consumer. Today
students will discuss their results from the surveys and graph the responses.
Students will be able to use the computers to log on to the website
www.epa.gov and go to a place called Dump City. Here students will be
cleaning up a city by recycling and managing their waste products.
Friday Day 5:
Students will decorate brown grocery bags to be redistributed and
passed out promoting recycling.
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Monday Day 6:
Students will be going on a field trip to Arts and Scraps. Arts and
Scraps is a local store where they take recycled material from local
businesses and use it to let citizens make a project for themselves. This
allows students to see the recycling process in action but also interact with
the process as well. When we leave from here the students will have an
actual, concrete, visible product in their hands.
Tuesday Day 7:
Students will do a lesson regarding their field trip experience. Field
Trip Follow-Up Lesson Based on Economics will help students understand
the economic process behind reducing, reusing and recycling.
Wednesday Day 8:
Today students will participate in an activity where they will go out
into the school area and collect data regarding litter. They will go out in
groups to assigned sections of the school and record the litter they have
found. Upon returning to the classroom they will graph the amount of paper,
plastic, bottles, glass, etc. that they found. Once all groups are completed
they will share their results with the whole class.
Thursday Day 9:
Students will begin to learn about Earth day and its history. They will
work on a worksheet relating to the history of Earth day.
Friday Day 10:
We will be cooking today with reusable food. Students will bring in a
leftover vegetable from home and the class will make a vegetable soup for
lunch. This lesson will help promote the concept of reuse but also recycling
in general.
Monday Day 11:
Introduce the lesson, To Recycle or Not to Recycle.
Tuesday Day 12:
Today is Earth day and we will continue some more activities from
day 9. The students will do these activities and talk about Earth day and its
importance. Also students will be assigned to one of three committees
needed for the lesson introduced on day 11.
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Wednesday Day 13:
Students will be working in their committees forming advantages and
disadvantages within their assigned groupings. Also the committees will
begin to form an argument for the upcoming debate. The rules of a debate
will be explained and taught on this day.
Thursday Day 14:
Students continue to work in their groups from Day 13.
Friday Day 15:
We will briefly talk about Arbor Day. Most of our class period will focus on
student presentations from their groups and a debate between the two sides
1.) whether our community should recycle or 2.) whether our community
should not recycle.
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Lesson Plans
Lesson Title:
Earth Rangers
Objective:
Students will learn vocabulary words related to Recycling, reuse, and reduce.
Students will learn and become familiar with examples of what life would be like if we
did not recycle.
Students will construct and utilize “recycle bins” to help clean up around the school
grounds.
Students will learn how to sort recyclables items.
Evaluation:
The students will be assessed through discussion of vocabulary and the reading of Just A
Dream, by, Chris Van Allsburg. They will also be assessed through participation. Did
they construct a “recycle bin” and did they help clean up their school community?
Rational:
This lesson is to introduce recycle, reuse, and reduce. It will help the children to learn the
importance of the three R’s. This lesson will make them think globally and locally. It
also is to teach the students that they have to become active participants within their own
community.
Materials Needed:
Just A Dream, by Chris Van Allsburg
Empty cereal boxes
String or yarn
Plastic bags
Latex gloves
Opener:
Start the lesson by reading aloud, Just A Dream, by Chris Van Allsburg. After reading
the book, ask the class questions about the book. For example, do you think Walter was
afraid when he would wake in strange places? Would you be? Can you imagine what it
would be like if we did not have any trees? Would ever throw your trash on a neighbor’s
lawn? Do you think it is important to clean up after yourself and spend the extra time to
sort through recyclables?
Procedure:
1. Read the book Just A Dream, by Chris Van Allsburg.
2. Discuss the questions mentioned in the opener section.
3. Write vocabulary words on the board to inform the students of words relating to
recycling.
Vocabulary List:
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-recycle
- reduce
- rescue
- plastic bottles
- cans
- paper
- trees
- newspaper - trash
- litter
- clean
- garbage
4. As a class define the vocabulary words.
5. Explain to the children the importance of keeping our school grounds clean and also
our community.
6. Tell the students it is their responsibility to throw away their own trash and recycle all
that is possible.
7. Let the children work in groups to construct our Recycling bins.
8. Cut off the top of each cereal box.
9. Punch a hole near the top of each side.
10. Create a shoulder strap with string or yarn.
11. Line the inside of the box with a plastic bag.
12. Take a class walk around the school grounds. Using latex gloves have the children
collect recyclable materials and trash.
13. Go back to class and sort the materials.
14. Make a class graph on the board of items collected during the class walk.
Wrap-Up:
Have the children write a letter to their parents, grandparents, friend, neighbor or other
relative. The student will share what they have learned about recycling and why it is
important for everyone to play a role and do their part.
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Lesson Title:
Recycling and the Student Consumer
Objective:
Students will learn to write survey questions focusing on how recycling affects us
personally as well as consumers.
Students will survey parents, teachers, and other students to gather information.
Students will construct a chart or graph showing gathered information.
Students will complete a computer recycling game.
Students will write a list of products that they can produce from recycled materials.
Students will gain an understanding of how early Native Americans might have recycled,
by reading and discussing When the Legends Die, by Hal Borland.
Evaluation:
Students will be informally assessed during discussions and activities.
Rationale:
This lesson is to explain and teach the students to become more responsible consumers.
This lesson also makes the students aware that participating in recycling means they are
participating in their community.
Materials Needed:
Computer with Internet Access and Word Processing
Printer
Book- When the Legends Die, by Hal Borland
www.epa.gov/recyclecity
Opener:
Start the lesson by defining recycling for the students. Recycling is the collection of
recyclable waste materials and the re-manufacture of the collected materials into new
products. Tell the students some important reasons we should all recycle. First, it saves
money and creates jobs. How? Secondly, Recycling saves natural resources. How?
Next, it saves clean air and water. How? Lastly, Recycling saves landfill space. How?
Procedure:
1. Have the class brainstorm a list of questions that they might ask others about
recycling.
Suggestions include:
- Do you recycle and why?
- Why don’t you recycle?
- What do you recycle?
- Where do you recycle?
- Do you make money from recyclables?
- Do you buy recycled paper?
- If so, what products?
- Do you choose paper or plastic bags when you shop? Why?
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2. Make a survey form on the computer (word process) and distribute one or several to
each student. Ask the students to interview and complete a survey form for each:
student, teacher, neighbor and a relative.
3. On day two collect the survey forms. List the questions or numbers of the questions
and have students construct a chart with results.
4. Students will construct a graph showing any patterns or relationships.
5. Discuss the results with the class. How does recycling affect us as consumers? Are
certain materials recycled more frequently than others and why? Why do you think
people recycle? How can improve recycling participation in our community?
6. Have the students log on to the internet and visit, www.epa.gov/recyclecity.
7. Organize students into groups for the Clean Up Dumptown Game. Instructions for all
directions are given in Recycle City.
8. Set an overall spending limit ($200,000 for example) and find out which combination
of programs within their budget achieves the most waste reductions.
9. After the game is completed, discuss with the class how waste reduction can affect us
as consumers.
10. Have the students make a list of products they could make from recycled materials.
Wrap-Up
Read When the Legends Die, by Hal Borland. After reading the book, discuss how and
why early Native Americans might have recycled. Compare the Native American
recycling efforts with those of today.
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Title: Recycle Card Game: Creating Conscientious Consumers
Description:
The Recycle Card Game covers two disciplines, Math and Social Studies. The
game revolves around the idea of community recycling and becoming familiar with items
that can be recycled. Before introducing the game the instructor will facilitate a whole
group discussion about how students can become conscientious consumers by being
aware of the types of packaging the products they purchase are packed in and how they
need to be disposed of. The class will also discuss options that consumers have for
purchasing earth/community friendly items and how they can contribute to their
community-recycling program.
Objectives:
1. Students will verbally explain and share the purposes of recycling.
2. Students will be able to identify the recyclable items used in the Recycle card
game.
3. Students will actively participate in small group discussions and determine
ways in which consumers can contribute to the recycling process.
(Examples may include: purchasing products that are packaged in recyclable
materials and reusing grocery store bags.)
Evaluation:
1. Students will verbally share at least two pros and one con of recycling.
2. Students will identify all the recyclable items used in the card game.
3. Students will list at least two ways in which consumers affect and contribute
to the recycling process.
In addition, Students will be evaluated on their group participation and their
contributions to the classroom discussion. After the students have played the card game
two or three times the class will review the recycled items used in the card game.
Rationale:
The Recycle card game heightens awareness by exposing students to different
recyclable materials and reinforces the concept of the value of recycling by awarding
points for accumulating sets of matching cards. In addition, through an age-appropriate
game and follow-up discussion students become familiar with the benefits and economic
impact of recycling, reducing and reusing.
Materials:
Paper and pencils
(5) Decks of the recycle cards
Opener:
“Who remembers the story we read a few days ago about the little boy who had
that horrible dream? Well, do any of you remember why the boy was worried and
wanted to wake-up from his dream? Today we are going to review the story we read at
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the beginning of our unit, Just A Dream, and get into small groups to discuss what
message the author of that book was trying send. After we talk with one another you’ll all
get to play a fun card game that will give you some ideas of what types of materials can
be recycled
Procedures:
1. Place the students into five small groups.
2. Reintroduce the idea of recycling, the value of such a practice, and how each
and every individual needs to take responsibility for recycling.
3. Ask the students what they think they can do to contribute and promote
recycling awareness within their community. Allow the students to share their
ideas.
4. Give the students some examples of what they can do to contribute such as,
reusing their lunch bags and recycling their pop cans.
5. Ask the students if they know what the word “consumer” means and give
them time to answer and share with the class.
6. Define consumer for the students.
7. Discuss with the students that as consumers or future consumers they may
want to begin to look for or purchase items that can be recycled or that are
packaged in recyclable materials.
8. Give the students some examples. Some examples may include Styrofoam
egg cartons versus paper egg cartons.
9. Ask the students to list and share some items that they think can be recycled.
Write their answers on the board.
10. Have the students discuss and cooperatively create a list with their groups of
some pros and cons of recycling for a consumer. Some examples may include
the idea that recycling is good for our environment and it is a way to save our
resources. A con may be that as consumers recyclable items may be harder to
find or more expensive to purchase. Another con may also be that it takes
time and energy to sort and recycle your waste.
11. After the students have shared their lists, introduce the Recycle card game to
them and explain the rules and directions.
(Game rules and procedures are attached.)
12. Allow the groups of students to play at least two hands of the Recycle card
game.
13. After they have had a chance to play the game, review with the students some
of the items that were recyclable from the card game.
Wrap-Up:
“Did you all enjoy playing the Recycle card game? Do you think it will help to
remind you about what items we can and should recycle? We will continue to talk about
the small things that we can do to help our community and keep our Earth healthy and
clean. Later in the week we might do another fun activity called Rate A Lunch Bag later
in the week.” (Extension Activity)
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The Recycle Card Game
Rules:
The Recycle game is played like Fish and Rummy. Fish is a game where players
ask each other for cards that they need to make 2, 3, or 4 of a kind. If the other players do
not have the card in question, the person has to go "Fish" for the card from the remaining
undealt cards in the middle of the table. Once three or four of the same value cards are
obtained, the cards can be claimed by laying them down face up on the table. The first
person to get rid of all their cards wins that hand. The difference in the Recycle game is
that points are awarded for laying down 3 or 4 of the same recyclable. Score is kept and a
winner is determined by being the first person to reach a certain number of points.
Players: The game can be played with two to four players.
Deck Design:
The deck consists of 52 cards. There are four of each type of recyclables:
Newspaper, Cans, Glass, Metal, Magazines, Plastic, Styrofoam, Junk Mail, Rubber,
Computer Paper, and Used Car Oil for a total of 44 cards, plus four (4) Mother Earth and
four (4) Toxic Waste cards.
How To Play:
Dealer: The first person to deal is determined by one person shuffling the deck and,
starting with the person to the left, turning over one card or each person until a Mother
Earth card is turned over. That is the first person to deal. The next person to deal will be
the player to the left, and so on.
The Deal: The dealer shuffles the cards and begins giving out one card at a time (face
down) to each player until everyone has seven cards. The remaining cards are put in the
center of table face down. This is where players will go to draw more cards if no one has
the card asked for.
The Play: Players should arrange their hands by putting all the matching
Recyclables together. Play starts with the first person to the left of the dealer asking the
other players: "Does anyone have any Newspapers (or any other recyclable) to recycle?"
Any player having one or more of that card must give the card to the asker. (A player
may NOT ask for a Mother Earth or a Toxic Waste card.) Each player who does not have
the card asked for should respond: "No, check the garbage pile." When none of the other
players have the requested card, the asker must go the remaining undealt cards to pick a
card. Then the next person asks for a card, and so forth.
When a player gets 3 or 4 of one recyclable, they can lay them down only while it
is their turn. A player's turn begins when the previous player is either forced to pick from
the undealt cards or signals that they don't want to make a lay down. When only 3 of a
kind are laid down by a player, anyone holding the fourth card of that kind may lay it
down in front of themselves and claim points for it. See "The Score" below. The Mother
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Earth cards can be used as wild cards. Only one (1) Mother Earth card can be used with
two (2) of a kind to make three (3) of a kind, or with three (3) of a kind to make four (4)
of a kind. You cannot use two (2) Mother Earth cards with two (2) recyclables to make
four of a kind. However, anyone having the matching recyclable card may exchange it for
the Mother Earth card in the lay down.
Mother Earth cards: Can be used to "neutralize" Toxic Waste cards and may only be
used to complete a grouping, or neutralize a toxic waste card by the person laying down a
grouping. It may not be used to complete a grouping of someone else’s lay down.
Toxic Waste cards: are not desirable cards to have. The only way to get rid of a Toxic
Waste card is by "neutralizing" it with one (1) Mother Earth card. The player must then
pick two (2) cards from the pile to replace the two cards used in "neutralizing" the Toxic
Waste. However, any other player with a Toxic Waste card can exchange it for the
Mother Earth card when it is their turn without having to pick another card from the pile.
Once a player has gone out, the other players can make lay downs of their own provided
they have three (3) or four (4) of a kind. They can also make plays on the person who has
gone out by playing a matching card on any of the first person to go out groupings.
The Score: Players score points for the following:
* 15 points for each three (3) of a kind
* 20 points for each four (4) of a kind
* 5 points for each single card played on an opponent's lay down.
Players lose points for the following:
* 5 points for each recyclable left in the hand.
* 10 points for each Mother Earth card left in the hand.
* 25 points for each Toxic Waste card that has not been neutralized
* Players get 0 points for Toxic Waste lay downs.
The Winner: The first person to reach 500 or more points is the winner. If more than
one person reaches or goes over 500 points, the person with the most points wins.
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Lesson Plan after the field trip to Arts & Scraps
Lesson Title: Processes of Recycling through Reusing: Arts & Scraps
Objectives: Given the materials and information, students will be able to demonstrate
the process from scrap donation to the reused product.
Evaluation: Teacher will observe and help students as needed. Make sure all students
understand the process.
Rationale: Through this lesson, students will become familiar with the process of
recycling and the steps involved with human resources and capital resources.
Materials:
1. human diecuts with particular labels
2. various models used as capital resources
3. a long, rectangle laminated board with squares, top portion labeled capital
resource and bottom portion labeled human resource in each square.
4. worksheet
Opener: Today we are going to review the recycling process we learned yesterday
during the tour at Arts & Scraps. First, we will make sure each person understands the
words that were used. Who would like to look up consumer in the dictionary? Etc..
Vocabulary:
1. consumer – one who uses a commodity or service.
2. producer – a person who creates economic value, produces goods and services,
and is responsible for raising money.
3. distributor – one that is engaged in distributing goods.
4. capital resource – the machines, equipment used to make money for a particular
business.
5. human resource – the workers that help a business make money.
Procedures:
1. Review vocabulary works with students, have students make notes.
2. Group discussion of the tour and the process of recycling.
3. Form groups (3 or 4 to a group).
4. Pass out materials.
5. Discuss the directions to the class, students are to put the proper human resource and
capital resource in the appropriate place by order of operations, scrap donations to
the product that is sold in the store at Arts & Scraps.
6. Let students work together to figure out the correct order.
7. Observe the class, give hints if necessary, let students problem solve together.
8. Discuss students conclusions together.
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9. Demonstrate on chalkboard.
10. Students fill out worksheet, writing the appropriate steps, individually.
11. Collect materials.
Wrap Up:
1. Class discussion on the field trip.
2. Review vocabulary words and recycling process.
3. Discussion on the importance of recycling and Arts & Scraps.
Homework or Extended Activity:
1. At home worksheet to incorporate the economics lesson in class.
2. Write the recycling process in an essay/paragraph form.
3. Role play the lesson, as each student will have a responsibility.
Relationship to other Curriculum Areas:
1. Language Arts
2. Fine Arts
3. Science
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Lesson Title:
The History and Importance of Earth Day
Grade Level: 3-5
Objectives:
Know the History of Earth Day and how it started
Understand the importance of Earth Day
Know what recycle, reusing, and reducing
Put objects into appropriate categories
Evaluation:
The students will be given a multiple choice question sheet on Earth Day. The students
will also collect certain objects and decide if they should be recycled, reused, or can be
reduced.
Rationale:
To have the students understand the history and the importance of “Earth Day.” The
students will also understand what recycle, reuse, and reduce are and the items that fall
into each category.
Materials:
Sheet on “Why We Celebrate Earth Day”
Questions sheet
Paper
Water
Soda Can
Glass Jar
Rubber Tire
Popsicle Sticks
Cereal Box
Milk Carton
Plastic Bags
Opener:
Earth Day in on April 22nd each year. Earth Day is a day to remember to take care of our
planet, Earth. We can take care of our planet by keeping it clean. We can keep our earth
clean by recycling aluminum, paper, and plastic. We can reuse, or use some things, like
jars, and boxes more than once. We can reduce our use, or use of, other things, like
water.
On Earth Day, we remind everyone on Earth that we must do these things. We must do
these things every day, not just on Earth Day. We must all do our part to tell everyone,
and we can make a difference. So, on April 22nd, remind everyone you know that Earth
Day is every day!
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Vocabulary:
Recycle: This means to use the materials over again to make a new product. Paper, for
example is made into new products.
Reuse:
This means you use the materials over again, either for the same purpose, or for
something else. For example a coffee-can could be reused as a container for
nails.
Reduce: This means you reduce the amount of materials you use. For example, if you
use both sides of a paper, you are reducing the number of pages you need.
Procedures:
1. Day One: Read to the class about the History of Earth Day.
2. Review with the students what they have learned and pass out the question sheet
and crossword puzzle.
3. Go over the answers with the class and have fun working on the crossword
puzzle. Tell the class that tomorrow they will be doing an activity that involves
recycling, reusing, and reducing.
4. Day Two: Tell the class that they are going to be given a box of different
materials and will decide what should be recycled, reused, or can be reduced.
5. Divide the class into groups, giving each group the materials listed previously
(see materials).
6. Instruct the students to look into the box with materials and fill out the sheet as a
group.
7. After the students have completed the sheet and discussed with each other,
explain that as a class they will be discussing what they decided would fall under
each category and why.
Wrap Up:
Ask the students why they choice to put the items into the category. Why do they feel
recycling, reusing, and reducing is important.
Paper – recycle/reduce
Water – reduced
Soda Can – recycle
Glass Jar – reuse
Rubber Tire – recycle
Popsicle Sticks – reuse
Cereal Box – recycle/reuse
Milk Carton – recycle/reuse
Plastic Bags – reuse/reduce
Styrofoam – reduce
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Have the students write in their journals about Earth Day and what they learned about the
history and the importance of recycle, reuse, and reduce.
Homework or Extended Activity:
Have the students go home and create a flyer. The Flyer’s title is “PLEASE PICK UP.”
Have them go around the house or outside and find things that should go on the flyer.
Let the students know that they should be creative and can draw on the flyer. Explain
that they should use what they learned in class in creating the flyer.
Relationship to other Curriculum Area: (Fine arts and Language arts)
The students can draw, color, and writing.
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Why We Celebrate Earth Day
The celebration of Earth Day began in the city of San Francisco and was started by the
mayor at the request of John McConnell. The first Earth Day celebration was held on
March 21, 1970, which was the first day of spring.
Earth Day is important because it reminds up to stop and look at the problems of our
environment. We need to make plans to recycle materials that are recyclable and to clean
up our rivers, streams, lakes, and oceans. Pollution is causing danger to the air we
breathe, our soil, and our water sources. Industries, automobiles, and others are releasing
dangerous smoke in to our atmosphere and the air we breathe. This release can cause
health problems to people living on Earth.
Each of us must do our part to recycle and reuse products instead of throwing them away.
The trash we deliver to our landfills each week is taking up valuable land and space we
need for homes and farms.
Earth Day in now celebrated each year on April 22nd. Schools around the world take part
in making sure that our world is a cleaner place. Students volunteer to pick up trash at
their schools, homes, and neighborhoods to do their part in helping our environment.
Think about what you and your classmates can do to celebrate Earth Day this year. We
can all do something.
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Worksheet
Answer the following questions.
1.
2.
Where did Earth Day begin?
a. Atlanta, Georgia
c. San Francisco, California
b. Detroit, Michigan
d. none of these
In which month is Earth Day celebrated:
a. February
c. April
b. March
d. May
3.
Who requested this celebration of our Earth?
a. John Lennon
b. John McConnell
c. Johnny Carson
d. none of these
4.
What is the author’s purpose of this writing?
a. entertain
b. persuade
c. inform
d. none of these
5.
The smoke released in to the air we breathe by automobiles and industry is
______.
a. healthy to breathe
b. unhealthy to breathe
c. helpful to plants
d. helpful to animals
6.
What can we do to help keep trash out of our landfills?
a. don’t eat too much
b. build homes
c. recycle materials
d. none of these
7.
What does Earth Day help us to do?
a. think of ways to recycle materials
c. clean-up our water sources
8.
b. pick up trash
d. all of these
What can students do to help celebrate Earth Day?
a. have a party for the Earth
b. sing songs
c. pick up trash in their community
d. none of these
Match the words with their meanings.
Recycle
To use something over again
Reuse
A day to remember to keep our earth clean
Earth Day
To use less of something
Reduce
To use a material and make it into something else
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Activity
Directions:
Look at the items in the box. Decide if they should be recycled, reused, or can be
reduced. Add some items of your own to the chart. Items can be used in two categories.
Definitions:
Recycle:
This means to use the materials over again to make a new product. Paper, for example is
made into new paper products.
Reuse:
This means you use the materials over again, either for the same purpose, or for
something else. For example a coffee container could be reused as a container for nails.
Reduce:
This means you reduce the amount of materials you use. For example if you use both
sides of a paper, you are reducing the number of pages you need.
Paper
Water
Soda Can
Glass Jar
Recycle
Rubber Tire
Popsicle Sticks
Reuse
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Cereal Box
Milk Carton
Plastic Bags
Styrofoam
Reduce
Journal
Write about Earth Day. Why do you think it is important to have an Earth
Day? Write about what things you think should be done to help the earth.
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By
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Environment
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Planet
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Cans
Pollute
Try
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Earth
Recycle
Trees
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T
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Water
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Help
Refuse
World
Topic: To Recycle or Not to Recycle Debate
Objectives:
Students will learn what it takes to implement a recycling program or not. The
students will be able to work in groups to form a position on the issue of recycling and if
it is good for the given community. Through this group work the students will learn to
debate an argument thoughtfully and productively. Along with the noted the students
will learn that there is a whole economic side to this debate. Everything about recycling
is not all science based. Social studies plays a big role when dealing with our
community.
Evaluation:
In their groups, students will list advantages/disadvantages that back up their
positions.
The students group letter will be well thought out and written with correct
grammar and spelling.
The letter will persuade people to attend the debate and take a position.
The final project presentation will show signs of participation by all group
members.
The final project is creative and focuses on the group position about recycling.
Rationale:
This lesson is being taught so students have an understanding of their own
community as well as others. The students also get to see the behind the scenes view of
big decisions in the community. The students can see that many social studies aspects
impact the very decisions they may be participating in on a daily basis.
Materials:
pen and pencil
paper
debate rules
Opener:
Today is the final day of our weeklong project. We will be debating our positions
on recycling and why we should implement a program or why we should not. Debaters
are you ready? Audience are you ready? Remember the rules 1.) each group will have
five minutes to give us their arguments 2.) each group will then have an additional two
minutes to rebuttal any disagreements 3.) each group will have one minute to make a
final statement. At the conclusion we will judge the effectiveness by asking if the
audience was persuaded one way more than the other.
Procedure:
Day One- Students will be introduced to the lesson and the background of the scenario
(attached to the lesson). The teacher will assign students to three committees.
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Committee #1: town council member, a local teacher who has served on committees for
the state environmental agency, and two local citizens, taxpayers.
Committee #2: president of the local environmental action group, head of the local
department of public works, and two concerned citizens.
Committee #3: president of one of the companies who would like to be contracted for the
pick up of the recyclable material, a member of the local environmental action group, and
a member of the Mayor's economic committee.
The other students will join one of the three groups and help implement the final project
but in the debate they will form the audience.
Day Two, Day Three and Day Four- Students will be working in their groups to form
advantages and disadvantages to the position that they took regarding recycling or not in
our community. The following will be completed within these two days:
- Draft Outline for the debate
- List of advantages and disadvantages along with their position on the issue
- Letter to people persuading them to join their cause for such and such a reason
During these days the teacher will be by each group commenting and helping as needed.
Day Five- Student will participate in a debate that will persuade the audience to one side
or the other. Students need to follow the debate rules they received at the beginning of
the lesson (attached to the lesson). The teacher will be the final judge of the groups and
how they were able to convince the audience of their position.
Wrap-Up:
This lesson ends our unit on recycling and becoming a conscientious consumer.
By doing this debate we bring our unit to a close and hope that the next time you go to
throw something away you think twice before doing it. You will also be continuously
thinking about the impact all of these ideas have on our community on a daily basis. The
economics and planning that goes on behind the scenes will also never be overlooked
again.
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Bulletin Board
Bulletin Board Description 1
This bulletin board will be interactive throughout two weeks of the
unit. The students will have to bring in a picture or an example of
something that falls into the three categories, reduce, reuse or recycle. The
students can also tell us or show us something within our community that
also falls into the three named categories. At the end of two weeks the chart
should be pretty full. The students will be able to refer back to the bulletin
board as needed. Also for the teachers this way we can use it as a teaching
tool. At moments notice we can relate something in our unit to the board.
By doing this the students will be more interested in what they are learning.
The student's contributions will be displayed in the classroom so hopefully
they will become more interested in learning the material as well.
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Bulletin Board Description 2
This second bulletin board will be displayed throughout the last week
of the unit because it correlates with Earth day, which falls within and
pertains to a lesson. The bulletin board endorses Earth Day and how our
students can contribute and be a part of Earth Day. Each student will trace
their hand onto colorful construction paper and cut it out. On the hand the
student will write a sentence telling one thing he/she did or can do to help
our community and the Earth. The students can also tell something they
learned throughout our social studies unit or how our community is a part of
the Earth as a whole. Many ideas can be thought of for this interactive
board.
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Reflection
What you learned about the subject of your Road Map:
We learned many new things about recycling by participating in this subject. We learned
not only the economic and global reasons to recycle but also where to take things in our
communities to be recycled.
What you learned about how to teach your subject:
We feel that the unit plans that our group created will be very useful in our future
classroom. We successfully created a unit that incorporated several content areas but
remained focused on social studies. We learned that a topic such as, Recycle, Reuse, and
Reduce, which is generally a science topic, can be used to teach students about their
community, economics, and becoming involved citizens and conscientious consumers.
We feel that we are better prepared to teach our future students about the necessary
reasons to recycle. We also learned about interactive web pages for children to explore
the possibilities of recycling, reusing, and reducing.
What you leaned about working in groups:
Working in our group was a pleasant experience. We each brought with us our own
individual strengths and talents.
New places you found to get ideas for teaching:
The Internet was great resource for the assignment. There are many interesting websites
that help teachers make up lessons, get ideas, and even games for the students to play.
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Enrichment Activities
Rate A Lunch Bag
You will need: 1 bag lunch from home and a pencil
Follow the steps below to decide how "energy-efficient" your lunch packaging is:
1. Take out the contents of your lunch bag and put it on the desk.
2. Record the number of items that you find in your lunch by typing the number
in the box:
reusable lunch box
paper
reusable thermos
wax paper
single-serving container
plastic wrap or baggie
reusable plastic container
aluminum foil
plastic straw
cellophane
3. Do you throw all these items away every day?
4. How could you use less packaging so you make less garbage?
5. If you had used any item just one more time before throwing it away, you
would have saved one-half of the materials energy needed for one-time use.
You would also reduce garbage.
6. Using your calculator, figure the percentages of items in your lunch bag that
are recycleable, non-reusable, and reusable.
7. Write a list of 3 things you can do at home to cut down on garbage.
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Resources
http://www.abcteach.com
http:/www.artsandscraps.org/our.htm
http:/dept.houstonisd.org/tfy/lesson%20plans/Recycle&Student%20Consumer
http:/www.epa.gov/recyclecity
http:/www.lessonplanspage.com
http:/www.plainfield.k12.in.us
http:/www.union-city.k12.nj.us/curr/preschool&K/I-KinderGartenThematicUnits/
Van Allsburg, Chris. Just A Dream. (1990). Boston, Massachusetts. Houghton Mifflin.
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