Recycling Unit September 28-October 5, 2012 Grade: 1 Topic: Recycling Pre-Assessment: I will be using a written pre-assessment.

It consists of 5 multiple choice questions and 5 sorting questions. In order to ensure that the students understand each part of the assessment, I will be reading each question and the choices to the students. The results of this pre-assessment will determine the difficulty and amount of material that will be introduced. The pre-assessment can be found in the materials section of the Recycling unit. (It will be administered on September 28) ALCOS: Social Studies 7.) Identify ways to take personal action to protect the environment. Science ALCOS 9.) Identify ways to conserve Earth's resources. Science ALCOS 10.) Describe uses of recycled materials. Reading ALCOS 4.) Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. Stating main ideas about a topic in informational text Art ALCOS 1.) Create works of art using a variety of techniques.

Big Idea of the Recycling Unit Students should be able to categorize different recyclable items and determine why it is important to take care of our environment. Students should also be able to recommend different ideas to help save our environment and place emphasis on the importance of recycling.

Objectives: Students should be able to State the main idea behind recycling. Create their own collage tree. Recognize ways that recycling can reduce the amount of garbage that has to be thrown away. List ideas of how to reduce, reuse, and recycle. Write about how the once-ler (the lorax) did not take care of the land of lorax and how they would take care of it. Talk about the term mother earth and write a letter. The students can ask her questions and tell her about how they plan to keep her safe and clean.

References http://www.brainpopjr.com/science/conservation/reducereuserecycle/ - This website is useful, because it has videos that are age appropriate and discuss recycling. The Earth and I by Frank Asch -This book is age appropriate and will help the students with their understanding of the Earth. The Lorax by Dr. Seuss- This book is age appropriate and will help the students form opinions about pollution and recycling.

Day One: Set Induction The teacher will show the students a short video about recycling that can be found on brainpop.com. The teacher will let the students know that she is going to ask them a question. The question is not going to be graded. The teacher just wants the students to make some predictions. The question is, How do you think we

can recycle? The students will document their predictions in their journals. After the students have made their predictions, the teacher will use equity sticks to have the students share their predictions. The teacher will draw five different equity sticks and have the three students share their predictions. Transition The teacher will say Boys and girls, now that we have shared our predictions, lets talk more about recycling.

Information Knowledge The teacher will give more background on the 3 Rs. The teacher will let the students know that the 3 Rs are Reduce, Reuse, and Recycle. The teacher will help the students understand that the conservation of our natural resources is very important. The students should understand how everyones actions can affect the environment, and the entire planet. By making changes in the way we live, we can help improve and care for our environment. The students will be learning about the importance of reducing, reusing, and recycling and brainstorm different ways they can reduce waste to maintain and improve our Earth. The teacher will guide the students to reflect on how their daily activities impact the environment, and help them make choices that are ecologically conscious to instill "green" habits. Before the teacher introduces the activity, she will let the students know that there are many vocabulary words that they will learn that have to do recycling. The teacher will write the vocabulary words on the board and have the students copy the words down in their journal. The teacher will then define each of the vocabulary words and write the definitions on the board. The students should do the same and write the definitions in their journal. The teacher will let the students know that if they become confused about a certain vocabulary word they can refer to the board or their journal to see the meaning of the vocabulary word. (The vocabulary words and definitions will be listed at the end of Information Knowledge). The teacher will introduce a recycling activity to the students. The teacher will have three different charts displayed on the walls around the room. There will be a

separate chart for reduce, recycle, and reuse. The teacher will pass out three note cards for the students to write their ideas on. The students should write an idea on how they can reduce, reuse, and recycle on each notecard. Once the students have completed their notecards, they will go tape their note cards on the designated chart. Vocabulary: 1. Recycle: to use materials from old items to make new items. 2. Reuse: to use again and again. 3. Reduce: to cut down or to make smaller. 4. Conserve: to save or protect from loss or harm. 5. Disposable: only able to be used once or just a few times.

Procedural Knowledge The form is attached to this lesson plan. The teacher will hand each student a reduce, reuse, recycle form. The teacher will place her copy of the form on the ELMO projector. The teacher will tell the students to take out a pencil and get ready to participate in suggesting ways to reduce, reuse, and recycle. The teacher will use the equity sticks to make sure there is equal participation in completing the form. The students will write in their own ideas of how they can personally reduce, reuse, and recycle. The teacher will facilitate and make sure that the students are giving correct information to be written in the form. The teacher will fill in the form on the ELMO projector as the students give their input. Once the form is complete, the teacher will instruct the students to place it in their journal. The students will need to reference this form. The information will more than likely appear on an assessment in the future.