Title:
Reduce, Reuse, Recycle
Student
population: Level 1, 17 yr. old ninth grade boy from
Level
2, 14 yr. old eighth grade girl from
Level
3 12 yr. old sixth grade girl from
Level
3 12 yr. old sixth grade boy from
SOL’s: Science
K.10 The student will investigate and understand that
materials can be reused, recycled, and conserved. Key concepts include
a) materials and
objects can be used over and over again;
b) everyday
materials can be recycled; and
c) water and energy
conservation at home and in school helps preserve resources for future use.
1.8
The student will investigate and
understand that natural resources are limited. Key concepts include
a) identification
of natural resources (plants and animals, water, air, land, minerals, forests,
and soil);
b) factors that
affect air and water quality; and
c) recycling, reusing,
and reducing consumption of natural resources.
3.10
The student will investigate and understand that natural events and human
influences can affect the survival of species. Key concepts include
b) the effects
of human activity on the quality of air, water, and habitat;
c) conservation and resource
renewal.
6.9 The student will investigate and understand
public policy decisions relating to the environment. Key concepts include
a) management of
renewable resources (water, air, soil, plant life, animal life);
b) management of
nonrenewable resources (coal, oil, natural gas, nuclear power, mineral resources);
d) cost/benefit tradeoffs in
conservation policies.
E.S.7The student will investigate and understand the
difference between renewable and nonrenewable resources. Key concepts include
a) fossil fuels, minerals, rocks, water, and
vegetation;
d) making informed judgments related to resource use and its
effects on Earth systems; and
e) environmental cost
and benefits
BIO.9 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems.
Key concepts include
d) the effects of
natural events and human activities on ecosystems; and
VA
LEP: 1.1/2.1/3.1 The student will demonstrate growth
in the understanding and use of oral language.
1.4 The student will demonstrate an
understanding that print and signs convey meaning (the recycle logo.)
1.5/2.4 The student
will read and demonstrate comprehension of fiction/nonfiction (analyze for
level 2.)
2.2/3.2 The student will develop oral
communication skills.
2.7 The student will use meaning clues and
language structure to expand vocabulary when reading.
3.4 The student will read and
demonstrate comprehension of familiar stories, poems, and informational text as
a result of classroom instruction.
3.6 The student will use strategies to read a
variety of narrative materials, poetry, and informational text.
3.7 The student will expand vocabulary and
concept development.
3.9 The student will write to communicate
ideas.
TESOL
standards: Goal 1, Standard 1-To use English to communicate in social settings:
Students will use English to participate
in social interactions
Goal 1, Standard 3 To
use English in social settings: Students will use
learning
strategies to extend their communicative competence
Goal 2, Standard 1To use English to
achieve academically in all
content areas:
Students will use English to interact in the classroom
Goal 2, Standard 2 To
use English to achieve academically in all content areas: Students will use
English to obtain, process, construct, and provide subject matter information
in spoken and written form
Goal 2, Standard 3To use English to
achieve academically in all content areas: Students will use appropriate
learning strategies to construct and apply academic knowledge
Goal 3, Standard 3 To
use English socially and culturally appropriate ways: Students will use
appropriate learning strategies to extend their sociolinguistic
and socio-cultural competence.
Student
objectives:
Ø
The students will demonstrate the effects of pollution in an
ocean environment.
Ø
The students will connect ways pollution affects ocean
organisms.
Ø
The students will formulate ideas and ways to reduce the
amount of pollution in our environment.
Ø
Students will be able to classify items into a recycle bin
or trash can.
Ø
Students will be able to choose the material that is better
for the environment.
Ø
Students will be able to recognize vocabulary words from the
book’s illustrations.
Ø
Students will be able to answer questions about what has
been read.
Ø
Students will be able to create artwork from recyclable
materials.
INTASC
principles:
Principle
#4: Language teachers use a variety of strategies to help learners develop
proficiency.
Principle
#5 Language teachers create an interactive, engaging, and supporting learning
environment.
Key
vocabulary words:
Garbage trash waste dump landfill incinerator
Renewable
Resources Non-renewable
resources
Presentation:
1.) Connect to last week’s lesson: Teacher says, “Many species of whales are
endangered, because people have polluted the ocean waters.”
Now,
put students into two pairs. One person
will measure out one cup of water in a big glass jar representing the
ocean. The other student will add two
drops of food color into the water, representing chemicals or trash. Have students take turns adding water to the
ocean. How many cups of water does it
take before the “ocean” does not look red anymore? Do the chemicals ever really leave the “ocean?”
Let students discuss their results with each other.
Now,
give each student a rubber band. Have
the students wrap the rubber band from their pinky finger, around the back of
their hand, to their thumb. Without using their other hand, students will try
to remove it from them. This will show
the students how hard it is for ocean animals to remove things like 6-pack
holders from their necks, or how hard it is for ocean animals to escape the
pollution human beings cause. Now have
students cut each other’s rubber bands to “free” them. Give students some 6-pack holders to cut up
with a partner.
Quick-write: Have students write for two minutes ways that
they can help cut down on the amount of pollution that they produce at home or
in school. Students can then share their
ideas to compose a class list.
Attention:
Nature Detectives
Show students an assortment of
items. Tell them that they are going to
make predictions about which product is better for the environment. Ask them which of the two is better for the
environment: paper plate vs. china
plate, paper towel vs. dish towel, and plastic bag vs. paper bag.
Dump
a bag of “trash” onto a table or the floor.
Identify the items that were in the bag.
Tell students that everyday Americans add 230 million tons of trash into
landfills everyday, about 4.6 lbs. per person.
Say, “That is the same weight as throwing away 230 million Orca whales.” Then tell students that approximately 70% of
material currently in landfills today could have been recycled. Ask students for their ecological assistance
in sorting items into the recycle bin and trash can. Look for the recycling symbol on each of the
items.
Co-construct:
Identify the genre of the book, Where Does the Garbage Go? Identify the author and illustrator. Preview
the story by taking a picture walk, discussing the pictures on each page.
Pg.4,5 Pay attention to the bulletin board and the containers
underneath it.
Pg
6,7 What items can you identify in the picture on pg
7?
Pg
8,9 What is that
truck called?
Pg
10,11 How do you think the fish are feeling on page
10?
Pg
12,13 What are the machines called on pg 13? What are
they doing?
Pg
14, 15 Notice
the structure of the landfill.
Pg
16, 17 Why do
you think there is a picture of a park here?
Pg
18, 19 What do
you think they are doing with the trash here?
Pg
20, 21 Why do
you think the people are holding the barrels there?
P22,
23 How is the boy on the left helping more than the
girl on the right?
P24, 25 Read the caption to see what
happens in each step.
P26,
27 What materials are being recycled?
P28,
29 Read the ways the boys and girls in this class are helping the environment
on the bulletin board on page 28.
P30,
31What kind of bags are they using in the picture?
Pass
out Active Reading questions. Read
through questions and highlight any materials that could be considered
renewable/non-renewable resources.
Popcorn
read the book, answering the active reading questions after each page.
Extension
activities:
Active
Pg.
4,5 Look at the blackboard in the picture. Predict the answers to the questions on the
blackboard.
P
6,7 What is the difference between garbage, trash, and
waste?
Pg
8,9 Where do they take the trash?
Pg
10,11 How did people used to pollute the ocean?
Pg
12,13 What is
the place where they take the trash called?
Pg
14, 15 Why do you think they make it in layers?
Pg
16, 17 What percentage of the landfill is paper? Food? Plastic?
Pg
18, 19 How could incinerating the trash be more harmful than helpful?
Pg20,
21How much of our trash can be recycled?
Pg
22, 23 Can you get money from the things you recycle?
P24,
25 How do factories make the old aluminum and paper
new?
P26,
27 What new resources can be made from recycled
plastic?
P28,
29 How can we help the environment at the grocery
store?