IERCD LESSON PLAN: REDUCE, REUSE, RECYCLE VOCABULARY

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1 IERCD LESSON PLAN: REDUCE, REUSE, RECYCLE Grade Level/Age: Kindergarten first/ 5 7 years Length of program: minutes Materials: Zero Waste Communities board Trash can Trash and recycle items Commitment forms, parent letters, teacher pre and post surveys recycled paper activity items VOCABULARY IERCD Educator introduces herself to class and writes program topic on board. She places the recycle display board at prominent location at front of room and begins to go over key vocabulary. Reduce o Examples include: buying products with less packaging, refurbish items before buying new items Reuse Recycle Natural resources o What is a natural resource and which ones are used to make common items? Landfills REDUCE, REUSE, RECYCLE Concepts covered: o Natural resources, including common products formed from those resources. In particular, students need to understand resources used in creating paper, plastic, and glass. K.1.a: Students know objects can be described in terms of the materials they are made of and their physical properties. K.3.c: Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved. 1.1.a: Students know solids, liquids, and gasses have different properties. 1.1.b: Students know the properties of substances can change when the substances are mixed, cooled, or heated. o Renewable resources; including limits, if any, to those renewable resources o Non renewable resources; including the major three: petroleum, coal, natural gas

2 o The acts of reducing, reusing, and recycling are defined during an instructor led student discussion: Reduce: lowering personal consumption of both renewable and nonrenewable resources Reuse: finding everyday, at times creative ways to extend the life of common household, school, and business products in order to delay/reduce the need for reliance on both renewable and nonrenewable resources Recycle: a process which alters properties of a variety of materials in order to create new products from reclaimed materials, making it a chemical rather than physical reaction. FINAL DESTINATION OF RESOURCES: SUSTAINABLE OR UNSUSTAINABLE? For this portion of the lesson, students go over the final destination of a variety of everyday household and school items; options explained include: o Landfill Students are challenged by instructor to engage in the Is it Recyclable/Reusable game, where a variety of common household products are: Characterized according to resource used to make them Identified as Recyclable and/or Reusable, as trash, or as hazardous waste and where to send individual items accordingly ACTIVITIES Before the educator begins, the teacher will receive a pre presentation survey to fill out immediately and return to the educator. The IERCD educator begins the game with showing kids the board and the trash can. The educator will hold up an item and ask where the item goes, the trash can or the recycle board. The educator will repeat this with all the items. During this game, the educator will ask the students for ideas on how to reuse the various items and what natural resources were used to make them. Following the game, the educator will demonstrate how to make recycled paper. Following the activity, the educator will pass out commitment letters, if in the Zero Waste Communities.

3 IERCD LESSON PLAN: REDUCE, REUSE, RECYCLE Grade Level/Age: second to fourth / 8 10 years Length of program: minutes Materials: Zero Waste Communities board Trash can Trash and recycle items Commitment forms, parent letters, teacher pre and post surveys Scissors, markers, paper plates or recycled paper items* Soup cans and construction paper* *These materials are for an alternate activity VOCABULARY IERCD Educator introduces herself to class and writes program topic on board. She places the recycle display board at prominent location at front of room and begins to go over key vocabulary. Reduce o Examples include: buying products with less packaging, refurbish items before buying new items Reuse Recycle Natural resources o What is a natural resource and which ones are used to make common items? o What is a renewable resource? o What is a non renewable resource? Landfills Decomposition and compost REDUCE, REUSE, RECYCLE DISCUSSION Concepts Covered: o Natural resources, including common products formed from those resources. In particular, students need to understand resources used in creating paper, plastic, and glass. o 2.3.e: Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials that humans use. o Renewable resources; including limits, if any, to those renewable resources o Non renewable resources; including the major three: petroleum, coal, natural gas o The acts of reducing, reusing, and recycling are defined during an instructor led student discussion:

4 Reduce: lowering personal consumption of both renewable and nonrenewable resources Reuse: finding everyday, at times creative ways to extend the life of common household, school, and business products in order to delay/reduce the need for reliance on both renewable and nonrenewable resources Recycle: a process which alters properties of a variety of materials in order to create new products from reclaimed materials, making it a chemical rather than physical reaction. o 3.1.g: Students know that when two or more substances are combined, a new substance may be formed with properties that are different from those of the original materials. FINAL DESTINATION OF RESOURCES: SUSTAINABLE OR UNSUSTAINABLE? For this portion of the lesson, students go over the final destination of a variety of everyday household and school items; options explained include: o Landfill o Compost/Decomposition Standard 4.2.c: Students know decomposers; including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. o Materials Recovery Facility Students are challenged by instructor to engage in the Is it Recyclable/Reusable game, where a variety of common household products are: Characterized according to resource used to make them Identified as Recyclable and/or Reusable, as trash, or as hazardous waste and where to send individual items accordingly GAME AND ACTIVITY Before the educator begins, the teacher will receive a pre presentation survey to fill out immediately and return to the educator. The IERCD educator begins the game with showing kids the board and the trash can. The educator will hold up an item and ask where the item goes, the trash can or the recycle board. The educator will repeat this with all the items. During this game, the educator will ask the students for ideas on how to reuse the various items and what natural resources were used to make them. In addition to the board, the educator will bring out another game that has pictures of items on it and ask the students to guess how many years it takes for the items to decompose in a landfill. Following the game, the supplies will be passed out for the t shirts. The educator will demonstrate how to make the reusable bag out of the t shirt. Following the activity the educator will pass out commitment letters, if in the Zero Waste Communities area.

5 If the teacher would prefer or not all of the students have a used t shirt, the educator can also do a demonstration of how to make recycled paper and demonstrate how to make the t shirt bag. Another option is to make a desk organizer out of empty, clean soup cans. This activity is quicker than the t shirts bag activity.

6 IERCD LESSON PLAN: REDUCE, REUSE, RECYCLE Grade Level/Age: fifth sixth/ years old Length of program: minutes Materials: ZWC board Trash can Trash and recycle items Commitment forms, parent letters, teacher pre and post surveys Scissors, markers, paper plates or recycled paper items* Soup cans and construction paper* *These materials are for an alternate activity VOCABULARY IERCD Educator introduces herself to class and writes program topic on board. She places the recycle display board at prominent location at front of room and begins to go over key vocabulary. Reduce o Examples include: buying products with less packaging, refurbish items before buying new items Reuse Recycle Natural resources o What is a natural resource and which ones are used to make common items? o What is a renewable resource? Water and plants o What are limits to renewable resources? o What is a non renewable resource? aluminum, petroleum, coal, natural gas Landfills Decomposition and compost Hazardous waste: electronics, chemicals, paint REDUCE, REUSE, RECYCLE Concepts covered: o Natural resources, including common products formed from those resources. In particular, students need to understand resources used in creating paper, plastic, and glass f: Students know plants use carbon dioxide and energy from sunlight to build molecules of sugar and release oxygen. o Renewable resources; including limits, if any, to those renewable resources o Non renewable resources; including the major three: petroleum, coal, natural gas

7 o 6.6.b: Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable. The acts of reducing, reusing, and recycling are defined during an instructor led student discussion: Reduce: lowering personal consumption of both renewable and nonrenewable resources 6.6.c: Students know the natural origin of the materials used to make common objects. Reuse: finding everyday, at times creative ways to extend the life of common household, school, and business products in order to delay/reduce the need for reliance on both renewable and nonrenewable resources Recycle: a process which alters properties of a variety of materials in order to create new products from reclaimed materials, making it a chemical rather than physical reaction. FINAL DESTINATION OF RESOURCES: SUSTAINABLE OR UNSUSTAINABLE? For this portion of the lesson, students go over the final destination of a variety of everyday household and school items; options explained include: o Landfill o Compost/Decomposition 6.5.b: Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment. o Materials Recovery Facility o Hazardous Waste Reclamation Facility Students are challenged by instructor to engage in the Is it Recyclable/Reusable game, where a variety of common household products are: Characterized according to resource used to make them Identified as Recyclable and/or Reusable, as trash, or as hazardous waste and where to send individual items accordingly 6.7.a: Students will develop and test a hypothesis. 6.5.a: Classify objects in accordance with appropriate criteria. ACTIVITIES Before the educator begins, the teacher will receive a pre presentation survey to fill out immediately and return to the educator. The IERCD educator begins the game with showing kids the board and the trash can. The educator will hold up an item and ask where the item goes, the trash can or the recycle board. The educator will repeat this with all the items. During this game, the educator will ask the students for ideas on how to reuse the various items and what natural resources were used to make them. In addition to the board, the educator will bring out another

8 game that has pictures of items on it and ask the students to guess how many years it takes for the items to decompose in a landfill. Following the game, the supplies will be passed out for the t shirts. The educator will demonstrate how to make the reusable bag out of the t shirt. Following the activity the educator will pass out commitment letters, if in the Zero Waste Communities area. If the teacher would prefer or not all of the students have a used t shirt, the educator can also do a demonstration of how to make recycled paper and demonstrate how to make the t shirt bag. Another option is to make a desk organizer out of empty, clean soup cans. This activity is quicker than the t shirts bag activity.

9 IERCD LESSON PLAN: REDUCE, REUSE, RECYCLE Grade Level/Age: 7 th 8 th / years old Length of program: minutes Materials: ZWC board Trash can Trash and recycle items Landfill Enviroscape VOCABULARY IERCD Educator introduces herself and the program topic to the class and writes program topic on board. IERCD Educator introduces herself to class and writes program topic on board. She places the board on display in a prominent location at front of room and begins to go over key vocabulary and concepts, using corresponding visual aides for each concept covered: Reduce o Examples include: buying products with less packaging, refurbish items before buying new items Reuse Recycle Natural resources o What is a natural resource and which ones are used to make common items? o What is a renewable resource? Water and plants o What are limits to renewable resources? o What is a non renewable resource? aluminum, petroleum, coal, natural gas Landfills Decomposition and compost Hazardous waste: electronics, chemicals, paint REDUCE, REUSE, RECYCLE DISCUSSION Concepts covered: o Natural resources, including common products formed from those resources. In particular, students need to understand resources used in creating paper, plastic, and glass. The over use of our natural resources affect all life on earth. o o 7.3.e. Students know that extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival. Renewable resources; including limits, if any, to those renewable resources Non renewable resources; including the major three: petroleum, coal, natural gas

10 o The acts of reducing, reusing, and recycling are defined during an instructor led student discussion: Reduce: lowering personal consumption of both renewable and nonrenewable resources Reuse: finding everyday, at times creative ways to extend the life of common household, school, and business products in order to delay/reduce the need for reliance on both renewable and nonrenewable resources Recycle: a process which alters properties of a variety of materials in order to create new products from reclaimed materials, making it a chemical rather than physical reaction. 8.5: Students know chemical reactions are processes in which atoms are rearranged into different combinations of molecules. FINAL DESTINATION OF RESOURCES: SUSTAINABLE OR UNSUSTAINABLE? For this portion of the lesson, students go over the final destination of a variety of everyday household and school items; options explained include: o Landfill o Compost/Decomposition o Materials Recovery Facility o Hazardous Waste Reclamation Facility Students are challenged by instructor to engage in the Is it Recyclable/Reusable game, where a variety of common household products are: Characterized according to resource used to make them Identified as Recyclable and/or Reusable, as trash, or as hazardous waste and where to send individual items accordingly ACTIVITIES The Educator will begin the program by introducing the Is it Recyclable/Reusable game. Students will guess if the item held up is recyclable or trash. During this game, the educator will discuss what natural resources are used to make various products. The students will participate in a demonstration using the Landfill Enviroscape, which is a model demonstrating the functions, hazards, and uses of landfills. Key features of the Landfill Enviroscape include: Solids waste; its placement and storage, with emphasis on lack of oxygen and the resulting slow speed of decomposition happening within the landfill. Rain; specifically, its path through the solid waste in the landfill Leachate; definition of and the process of collecting and disposing of it to a wastewater treatment plant

11 Cover; demonstrated to ensure student comprehension of impermeability of landfills/need for stormwater collection areas. Groundwater; defined to ensure student comprehension of potential effects on groundwater of landfills (especially leachate) At end of activity, students should have an understanding of the role of landfills in our world, including their functions and dangers, as well as the benefits of the modern capped/sealed landfills. Students will understand that landfills are a necessary part of our current waste collection system, and will be challenged to consider waste to reduce personal use of unsustainable items through reuse and recycling. The lesson will end with a review of major concepts outlined in this lesson plan, as well as the longterm effects of environmental change due to polluted waterways, soil, and atmosphere.

12 IERCD LESSON PLAN: REDUCE, REUSE, RECYCLE Grade Level/Age: 9 th 12 th / years old Length of program: 50 minutes Materials: ZWC board Trash can Trash and recycle items Landfill Enviroscape VOCABULARY IERCD Educator introduces herself to class and writes program topic on board. She places the recycle display board at prominent location at front of room and begins to go over key vocabulary. Reduce o Examples include: buying products with less packaging, refurbish items before buying new items Reuse Recycle Natural resources o What is a natural resource and which ones are used to make common items? o What is a renewable resource? Water and plants o What are limits to renewable resources? o What is a non renewable resource? aluminum, petroleum, coal, natural gas Landfills Decomposition and compost Hazardous waste: electronics, chemicals, paint REDUCE, REUSE, RECYCLE DISCUSSION Concepts covered: o Natural resources, including common products formed from those resources. In particular, students need to understand resources used in creating paper, plastic, and glass. o o Earth Sciences. 9.c: Students know the importance of water to society, the origins of California s fresh water, and the relationship between supply and need. Renewable resources; including limits, if any, to those renewable resources Non renewable resources; including the major three: petroleum, coal, natural gas Earth Sciences.4.d: Students the differing greenhouse gas conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each.

13 o Earth Sciences 7.b: Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs. The acts of reducing, reusing, and recycling are defined during an instructor led student discussion: Reduce: lowering personal consumption of both renewable and nonrenewable resources Reuse: finding everyday, at times creative ways to extend the life of common household, school, and business products in order to delay/reduce the need for reliance on both renewable and nonrenewable resources Recycle: a process which alters properties of a variety of materials in order to create new products from reclaimed materials, making it a chemical rather than physical reaction. FINAL DESTINATION OF RESOURCES: SUSTAINABLE OR UNSUSTAINABLE? For this portion of the lesson, students go over the final destination of a variety of everyday household and school items; options explained include: o Landfill What are the negative effects landfills can have on the environment? o Ecology.6.a: Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. o Ecology.6.b: Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. o Compost/Decomposition Biology.6.e: Students know a vital part of an ecosystem is the ability of its producers and decomposers. o Materials Recovery Facility o Hazardous Waste Reclamation Facility Students are challenged by instructor to engage in the Is it Recyclable/Reusable game, where a variety of common household products are: Characterized according to resource used to make them Identified as Recyclable and/or Reusable, as trash, or as hazardous waste and where to send individual items accordingly ACTIVITIES The Educator will begin the program by introducing the Is it Recyclable/Reusable game. Students will guess if the item held up is recyclable or trash. During this game, the educator will discuss what natural resources are used to make various products.

14 The students will participate in a demonstration using the Landfill Enviroscape, which is a model demonstrating the functions, hazards, and uses of landfills. Key features of the Landfill Enviroscape include: Solids waste; its placement and storage, with emphasis on lack of oxygen and the resulting slow speed of decomposition happening within the landfill. Rain; specifically, its path through the solid waste in the landfill Leachate; definition of and the process of collecting and disposing of it to a wastewater treatment plant Cover; demonstrated to ensure student comprehension of impermeability of landfills/need for stormwater collection areas. Groundwater; defined to ensure student comprehension of potential effects on groundwater of landfills (especially leachate) At end of activity, students should have an understanding of the role of landfills in our world, including their functions and dangers, as well as the benefits of the modern capped/sealed landfills. Students will understand that landfills are a necessary part of our current waste collection system, and will be challenged to consider waste to reduce personal use of unsustainable items through reuse and recycling. The lesson will end with a review of major concepts outlined in this lesson plan, as well as the longterm effects of environmental change due to polluted waterways, soil, and atmosphere.

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