Sustainability Curriculum - Grades K-1 Preview

Kindergarten and First Grade: Sustainability Curriculum

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Version 1.0, 2012 Developed by Strategic Energy Innovations

K-1st Grade Sustainability Curriculum: Introduction

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Table of Contents

Module 1.0 Climate Change and Sustainability ........................................................................ 1

Lesson 1.1: Mother Earth ............................................................................................................ 2 Definitions ....................................................................................................................................................................... 2 Preparation .................................................................................................................................................................... 2 Setting the Stage .......................................................................................................................................................... 2 Activity 1 ........................................................................................................................................................................ 3 Activity 2 ........................................................................................................................................................................ 3 Activity 3 ........................................................................................................................................................................ 4 Extension ......................................................................................................................................................................... 4

Lesson 1.2: Air Pollution ............................................................................................................ 5 Definitions ....................................................................................................................................................................... 5 Preparation .................................................................................................................................................................... 5 Setting the Stage .......................................................................................................................................................... 6 Activity 1 ........................................................................................................................................................................ 6 Activity 2 ........................................................................................................................................................................ 8 Extension ......................................................................................................................................................................... 9

Lesson 1.3: The Greenhouse Effect .......................................................................................... 10 Definitions .................................................................................................................................................................... 10 Preparation ................................................................................................................................................................. 10 Setting the stage ........................................................................................................................................................ 11 Activity ......................................................................................................................................................................... 11 Extension ...................................................................................................................................................................... 14

Handouts .................................................................................................................................. 15

Module 2.0 Energy ................................................................................................................... 36

Lesson 2.1: Where Does Electricity Come From? ...................................................................... 37 Definitions .................................................................................................................................................................... 37 Preparation ................................................................................................................................................................. 37 Setting the Stage ....................................................................................................................................................... 38 Activity 1 ..................................................................................................................................................................... 38 Activity 2 ..................................................................................................................................................................... 38 Activity 3 ..................................................................................................................................................................... 39

Handouts .................................................................................................................................. 40

Module 3.0 Waste ................................................................................................................... 49

Lesson 3.1: Nature Walk .......................................................................................................... 50 Definitions .................................................................................................................................................................... 50 Preparation ................................................................................................................................................................. 50 Setting the stage ........................................................................................................................................................ 50 Activity 1 ..................................................................................................................................................................... 51 Activity 2 ..................................................................................................................................................................... 51 Extensions .................................................................................................................................................................... 53

Lesson 3.2: Litter Walk ............................................................................................................. 54 Definitions .................................................................................................................................................................... 54


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Preparation ................................................................................................................................................................. 54 Setting the stage ........................................................................................................................................................ 54 Activity 1 ..................................................................................................................................................................... 55 Activity 2 ..................................................................................................................................................................... 55 Extension ...................................................................................................................................................................... 55

Lesson 3.3: The 4 Rs ................................................................................................................ 56 Key Words .................................................................................................................................................................. 56 Preparation ................................................................................................................................................................. 56 Setting the Stage ....................................................................................................................................................... 56 Activity 1 ..................................................................................................................................................................... 57 Activity 2 ..................................................................................................................................................................... 58

Handouts .................................................................................................................................. 59

Module 4.0 Water .................................................................................................................... 63

Lesson 4.1: Forms of Water ...................................................................................................... 64 Definitions .................................................................................................................................................................... 64 Preparation ................................................................................................................................................................. 64 Setting the stage ........................................................................................................................................................ 65 Activity 1 ..................................................................................................................................................................... 65 Activity 2 ..................................................................................................................................................................... 66

Lesson 4.2: The Water Cycle .................................................................................................... 67 Definitions .................................................................................................................................................................... 67 Preparation ................................................................................................................................................................. 67 Setting the Stage ....................................................................................................................................................... 68 Activity 1 ..................................................................................................................................................................... 68 Activity 2 ..................................................................................................................................................................... 69

Handouts .................................................................................................................................. 70

Module 5.0 Transportation ....................................................................................................... 73

Lesson 5.1: Old and New Forms of Transportation ................................................................. 74 Definitions .................................................................................................................................................................... 74 Preparation ................................................................................................................................................................. 74 Setting the Stage ....................................................................................................................................................... 75 Activity 1 ..................................................................................................................................................................... 75 Activity 2 ..................................................................................................................................................................... 76

Lesson 5.2: Earth Friendly Ways to School .............................................................................. 77 Definitions .................................................................................................................................................................... 77 Preparation ................................................................................................................................................................. 77 Setting the Stage ....................................................................................................................................................... 78 Activity 1 ..................................................................................................................................................................... 78 Activity 2 (On/After Green Transportation Day) ................................................................................................ 79 Extension ...................................................................................................................................................................... 80

Handouts .................................................................................................................................. 81

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K-1st Grade Curriculum Package Introduction Welcome to the K-1st Grade Sustainability Curriculum! This curriculum package includes:

! Eleven interactive lessons and handouts designed for K-1st grade levels;

! Hands-on activities in sustainability and climate change, fundamentals of energy, reduction of solid waste, general concepts of the water cycle, and alternative modes of transportation;

! Addresses California State Content and Common Core Standards; and

! Subject areas include Science, Social Studies, Math, English Language Arts and Technology.

The K-1st Grade Sustainability Curriculum explores the basic fundamental concepts behind sustainability, specifically looking at five different elements: climate change, energy, waste, water and transportation. This interdisciplinary course uses hands-on demonstrations, interactive activities, and discussions to engage students in understanding and applying important sustainability concepts. The course is designed with adaptability in mind to allow the curriculum to span multiple objectives, class schedules, student skill levels and background knowledge.

The K-1st Grade Sustainability Curriculum is a product of Strategic Energy Innovations (SEI), a non-profit organization that provides energy efficiency and renewable energy consulting and related services to underserved markets including schools, local governments, small businesses and affordable housing communities. For more information, please go to http://www.seiinc.org.

GRADE LEVEL TARGET

The course has been designed for integration into existing K-1st grade course materials. This curriculum package can also be taught in a stand-alone format (e.g. after-school program). The modules, background information, and support materials are tailored to address a wide range of student learning styles, skill levels, and prior knowledge. Subsequently, each lesson can be readily tailored to meet specific instructional objectives.

K-1ST GRADE SUSTAINABILITY CURRICULUM MATRIX

The curriculum is comprised of five modules, each consisting of one to three lessons. A summary of each module and lesson are provided below in the curriculum matrix on the next page.

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Module Lesson Estimated Class Time Student Learning Objectives

1.0 - Climate Change

1.1 - Mother Earth 1 hour 35 minutes

• Identify and verbally list different natural resources that are essential for sustaining life on our planet.

• Show sensitivity and awareness to the importance of taking care of our planet.

1.2 - Air Pollution 1 hour

• Match sources and causes of air pollution with appropriate solutions that both adults and kids can act on.

• Identify activities students are already doing to reduce air pollution and identify new activities that they’d like to start to do.

1.3 - Greenhouse Effect

• Explain what global warming is and some of its impact on Earth.

• Recognize that the greenhouse effect traps heat causing the Earth to get warmer.

• Conduct an activity that will help them understand the effect of global warming and demonstrate the greenhouse effect.

2.0 - Energy 2.1 - Where Does Electricity Come From?

1 hour 10 minutes

• Identify in their classroom and home the different items and products that use electricity to operate.

• Differentiate between a “clean” source of electricity versus a “dirty” source of electricity.

3.0 - Waste

3.1 - Nature Walk 2 hours 45 minutes

• Observe in their environment what items the Earth recycles naturally and how it recycles those items.

• Create a waste bin, which the students will use to experiment and hypothesize about which items the Earth can recycle and which items the Earth cannot.

3.2 - Litter Walk 2 hours 20 minutes

• Compare and contrast “before” and “after” scenes of a part of their environment with and without litter.

• Create “Don’t Litter” posters that will be posted around the school.

• Show sensitivity and awareness that litter takes away from the beauty of nature.

3.3 - The 4 Rs 1 hour 30 minutes

• Identify and distinguish the four different solutions – the 4 Rs: recycling, reusing, reducing and rotting (composting) – for reducing the amount of trash that is generated and sent to the landfill.

• Determine and sort what types of trash can be recycled, reused, reduced, composted, or trashed and sent to the landfill.

4.0 - Water

4.1 - Forms of Water 50 minutes

• Experiment with and observe first hand the three different phases of water – liquid, solid, and gas.

• Draw the three different phases of water and explain them to their classmates.

4.2 - The Water Cycle

1 hour 10 minutes

• Understand and draw out the all the steps in the water cycle.


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Module Lesson Estimated Class Time Student Learning Objectives

• Identify different ways students can save water in their homes and school.

5.0 - Transportation

5.1 - Old and New Forms of Transportation

1 hour 20 minutes

• Compare and contrast “old” and “new” modes of transportation, focusing specifically on their contribution to air pollution and global warming.

• Identify and illustrate different alternative transportation options that help to reduce air pollution and greenhouse gases.

5.2 - Earth Friendly Ways to School

1 hour 10 minutes

• Participate in a “Green Transportation Day”, a one-day campaign where students select and travel to/from school using an Earth friendly mode of transportation with the help of their parents.

• Demonstrate commitment to help to reduce greenhouse gases through direct action.

LESSON LAYOUT

Each lesson contains a number of informative sections to ensure that the instructor is well prepared to effectively deliver the course to his/her students. The sections are described in the bullets and in the Sample Lesson Page below:

• Definitions – Each lesson starts with a section entitled, Definitions, which guides the teacher in the delivery of critical information relevant to the module topic.

• Preparation – Lessons also include a Preparation section, which provides specific instructions for what instructors are recommended to do to prepare for teaching the lesson (e.g. gathering lessons materials, making handouts, etc.)

• Setting the Stage – This section provides content for helping instructors “set the stage” for teaching the lesson. It is meant to provide the students a “sneak peak” into what they will be learning during each lesson and what they should be anticipating.

• Activities – Each lesson is accompanied by one or more in-class exercises. Instructors can assess and track student performance based on their satisfactory completion of the assignments.

• Extensions – Many of the lessons include Extensions, project recommendations or assignments that build upon the topic of that particular lesson. Instructors can use these optional Extensions as a guide for expanding upon material covered in the lesson.

• Left Side Bar – Each lesson also includes a side bar, which provides information on the estimated class time, preparation time, the lesson’s learning objectives, alignment of lesson content with the California State and Common Core Standards, a list of materials and handouts needed for the lesson, as well as a list of optional online resources for further investigation by the instructor and/or students.


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• Handouts – Each lesson is accompanied by handout(s) that will help the students complete the in-class activities. Handouts also include information that instructors can use to teach the lessons.

GREEN JOURNAL

As part of the curriculum package, students have the opportunity to create individual Green Journals, a fun, instructive collection of their work from activities they have completed through the lessons in this curriculum package. ! !


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K-1st Grade Sustainability Curriculum Module 2.0: Energy – Lesson 2.1: Where Does Electricity Come From?

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Lesson 2.1

Estimated Class Time: 70 minutes • Activity 1: 20 minutes • Activity 2: 30 minutes • Activity 3: 20 minutes Prep Time: 30 minutes

Learning Objectives: Students will • Identify in their classroom and home the

different items and products that use electricity to operate.

• Differentiate between a “clean” source of electricity versus a “dirty” source of electricity.

California Standards Alignment CA Science: Earth Science: 3.c CCSS ELA Literacy: Writing Standards: 2 CCSS Math: Measurement and Data: 3

Materials • Packets of different colored post-it

notes (ideally, one color for each group and 2-3 packets for each group)

• Green Journals

Handouts • Handout 2.1.1 Photo Gallery: Where

We Get Our Electricity • Handout 2.1.2 Clean and Dirty Sources

of Energy Additional Resources • Chapter 8 (Fossil Fuels – Coal, Oil, and

Natural Gas) and Chapter 15 (Solar Energy) in Energy Story, developed by the California Energy Commission http://www.energyquest.ca.gov/story/chapter08.html

Lesson 2.1: Where Does Electricity Come From?

We use different kinds of energy sources to create electricity, run our transportation systems and power equipment. These sources have different kinds of climate change impacts. This lesson helps students understand the difference between power plants, wind turbines and solar panels. Each use different sources of energy to produce electricity.

DEFINITIONS

Fossil Fuel: Coal, oil, petroleum, and natural gas produced by the decomposition of ancient, fossilized plants and animals. The burning of fossil fuels contributes to global warming.

Power Plant: Large facility that makes electricity by usually burning fossil fuels.

Solar Cells: Solar cells convert sunlight into electricity that we use. A group of solar cells make up a solar panel. Solar cells are made up of positively and negatively charged layers that help generate electricity when sunlight hits their surface.

Transmissions Lines: Long electric lines that send electricity to our homes, our school and businesses.

Wind Turbine: A device that converts wind’s energy into electricity that we use.

PREPARATION

Have print outs of the photos in Handout 2.1 Photo Gallery, or have them ready as to show on a projector. For each student, print out a copy of Handout 2.2 Clean and Dirty Sources of Energy.

Have different colored packets of post-it notes. Ideally, one color for each group, and 2-3 packets for each group.

Required materials and handouts

SAMPLE LESSON PAGE

Class time needed to teach the lesson

Learning objectives for students

Important terms introduced in the lesson

Summary of module purpose and outcomes

Steps to take to prepare for teaching the lesson

Alignment with state standards

List of optional online resources for further investigation



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RELEVANT CALIFORNIA STATE CONTENT AND COMMON CORE STANDARDS

See the Relevant Standards below for module connections to California State Content and Common Core Standards. The standards are based on the following categories:

• California State Science • California State Social Studies/History • Common Core ELA Literacy • Common Core Math

I. Kindergarten California State Standards Alignment 1.0 – Climate Change

1.1- Mother Earth Science Standards

Earth Sciences: 3.c Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.

ELA & Literacy Standards Speaking and Listening: 2. Confirm understanding of a text read aloud or information

presented orally, or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

1.2 - Air Pollution Science Standards

Earth Science 3.c. Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.

ELA & Literacy Standards Writing Standards: 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Mathematics Standards Measurement and Data: 3. Classify objects into given categories, count the numbers of objects in each category and sort the categories by count.

1.3 - Greenhouse Effect Science Standards Investigation and Experimentation: 3.e. Communicate observations orally and through

drawings. ELA & Literacy Standards

Research to Build and Present Knowledge: 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Mathematics Standards Measurement and Data: 2. Directly compare objects with a measureable attribute in

common, to see what object has “more of/less of” the attribute and describe the difference.

2.0 – Energy

2.1 - Where Does Electricity Come From?



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Science Standards Earth Science 3.c. Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.

ELA & Literacy Standards Writing Standards: 2. Using a combination of drawing, dictating and writing to

compose informative/explanatory text, in which they name what they are writing about and supply some information about the topic.

Mathematics Standards Measurement and Data: 3. Classify objects into given categories and count the

number of objects in each category and sort the categories by count. 3.0 – Waste

3.1- Nature Walk Science Standards

Investigation and Experimentation 4.b. Describe the properties of common objects 4.d. Compare common objects by one physical attribute (rots or does not rot) 4.e. Communicates observations orally and through drawings.

ELA & Literacy Standards Writing 6. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Mathematics Standards Measurement and Data 1: Describe Measurable attributes of objects, such as length or weight. Describe severable measurable attributes of a single object.

3.2 - Litter Walk Science Standards

Investigation and Experimentation 4.b. Describe the properties of common objects. 4.e. Communicates observations orally and through drawings.

ELA & Literacy Standards Speaking and Listening: 4. Add drawings or other visual displays to descriptions as

desired to provide additional detail. Mathematics Standards

Measurement and Data 1. Classify objects into given categories, count the number of objects in each category and sort the categories by count.

3.3 – The 4 R’s ELA & Literacy Standards Writing Standards: 7. Participate in shared research and writing projects (e.g.,

explore a number of books by a favorite author and express opinions about them.) 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Mathematics Standards Measurement and Data: Describe and compare measureable attributes 1. Classify

objects into given categories, count the number of objects in each category and sort the categories by count.& Classify objects and count the number of objects in each category. 3. Classify objects into given categories and count the number of objects in each category and sort the categories by count.

4.0 - Water 4.1 – Forms of Water



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Science Standards Physical Sciences: 1.b. Students know water can be a liquid or a solid and can be made to change back and forth from one form to another.

ELA & Literacy Standards Speaking and Listening Standards: 6. Speak audibly and express thoughts, feelings and ideas clearly.

4.2 – The Water Cycle Science Standards Physical Sciences: 1.c. Students know that water left in an open container evaporates

(goes into the air) but water in a closed container does not. ELA & Literacy Standards Writing Standards: 8. With guidance and support from adults, recall information

from experiences or gather information from provided sources to answer a question. 5.0 - Transportation

5.1 - Old and New Forms of Transportation Social Studies Standards

Students understand that history relates to events, people, and places of other times: K.6.4 Understand how people lived in earlier times and how their lives would be different today. 1.4. Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places and things change over time while others stay the same: 2. Study transportation methods of earlier days.

Mathematics Measurement and Data: 1. Describe measureable attributes of objects, such as length or weight. Describe several attributes of a single object.

5.2 – Earth Friendly Ways to School Science Standards

Investigation and Experimentation: 4e. Communicates observations orally and through drawings.

Mathematics Standards Counting and Cardinality: 4.a. When counting objects, say the number names in the

standard order, pairing each object with the one and only one number and each number name with one and only one object. 4.b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

!2. First Grade California Standards Alignment

!1.0 – Climate Change

1.1- Mother Earth Science Standards Earth Sciences: 3.c. Students know the sun warms the land, air, and water.

ELA & Literacy Standards Comprehension and Collaborations: 2. Ask and answer questions about key detail in a text read aloud or information presented orally or through other media.



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1.2 – Air Pollution Science Standards

Physical Sciences: 1.b. Students know the properties of substances can change when the substances are mixed cooled or heated.


Mathematics Standards Measurement and Data: 4. Organize, represent and interpret data within up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

1.3 - Greenhouse Effect Science Standards

Physical Science 1.b. Students know the properties of substances can change when the substances are mixed, cooled or heated. Investigation and Experimentation: 4.b. Record observations and data with pictures, numbers or written statements.


Mathematics Standards Measurement and Data: 3. Tell and write time in hours and half hours using analog and

digital clocks. 3.1 Relate time to events (e.g. before/after, shorter/longer).

2.0 – Energy

2.1 - Where Does Electricity Come From? Science Standards

Physical Science 1.b. Students know the properties of substances can change when the substances are mixed, cooled or heated. Investigation and Experimentation 4.b. Record observations and data with pictures numbers or written statements.

ELA & Literacy Standards Writing Standards: 2. Write informative texts in which they name a topic, supply some

facts about the topic, and provide some sense of closure. Mathematics Standards

Measurement and Data: 4. Organize, represent and interpret data within up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

3.0 – Waste

3.1- Nature Walk Science Standards

Investigation and Experimentation: 4.b. Record observations and data with pictures, numbers or written statements.

ELA & Literacy Standards Writing Standards: 2. Write informative texts in which they name a topic, supply some

facts about the topic, and provide some sense of closure.



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Mathematics Standards Measurement and Data:: 4. Organize, represent and interpret data within up to three

categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

3.2 - Litter Walk Science Standards


ELA & Literacy Standards Speaking and Listening Standards: 5. Add drawings or other visual displays to

descriptions when appropriate to clarify ideas, thoughts, and feelings. Mathematics Standards

Measurement and Data: 4. Organize, represent and interpret data within up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

3.3 – The 4 R’s Science Standards


ELA & Literacy Standards Writing Standards: 7. Participate in shared research and writing projects (e.g.,

explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Mathematics Standards Measurement and Data: 4. Organize, represent and interpret data within up to three

categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

4.0 - Water 4.1 – Forms of Water

Science Standards Physical Sciences: 1.a. Students know solids, liquids, and gases have different properties. 1.b. Students know the properties of substances can change when the substances are mixed, cooled or heated.

ELA & Literacy Standards Speaking and Listening Standards: 6. Produce complete sentences when appropriate to task and situation.

4.2 – The Water Cycle

Science Standards Physical Sciences: 1.b. Students know the properties of substances can change when

the substances are mixed, cooled or heated ELA & Literacy Standards,

Speaking and Listening Standards: 4. Describe people, places, things, and events to descriptions when appropriate to clarify ideas, thoughts and feelings.



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5.0 – Transportation 5.1 – Old and New Forms of Transportation

Social Studies Standards 1.4. Students compare and contrast everyday life in different times and places

around the world and recognize that some aspects of people, places and things change over time while others stay the same: 2. Study transportation methods of earlier days.

5.2 – Earth Friendly Ways to School Science Standards

Investigation and Experimentation: 4.b. Record observations with pictures, numbers or written statements.

ELA & Literacy Standards Speaking and Listening Standards: 4. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Writing Standards: 8. With guidance and support from adults

Mathematics Standards Operations and Algebraic Thinking: 1. Use addition and subtraction within 20 to solve

word problems of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations using a symbol for the unknown number to represent the problem.

Measurement and Data: 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category and how many more or less are in one category than in another.

K-1st Grade Sustainability Curriculum Module 3.0: Waste – Lesson 3.3: The 4 Rs

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Lesson 3.3

Estimated Class Time: 1 hr 30 mins • Activity 1: 45 minutes • Activity 2: 30 minutes Prep Time: 30 minutes

Learning Objectives: Students will • Identify and distinguish the four

different solutions – the 4 Rs: recycling, reusing, reducing and rotting (composting) – for reducing the amount of trash that is generated and sent to the landfill.

• Determine and sort what types of trash can be recycled, reused, reduced, composted, or trashed and sent to the landfill.

California Standards Alignment CCSS ELA Literacy: Writing Standards: 7, 8 CCSS Math: Measurement and Data: 1, 3

Handouts • 3.3.1 Items in the Trash Bag • 3.3.2 How to Reduce Trash

Materials • Trash bag, paper with writing on both

sides, paper that is used on one side, plastic milk jug, cardboard box, tin can, old cell phone, outgrown t-shirt, baby toy, used wrapping paper, plastic grocery bag, banana peel, star stickers, styrofoam packing peanuts, scratched CD/DVD

• Green Journal

Additional Resources • A Recycling Revolution

http://www.recycling-revolution.com/

Lesson 3.3: The 4 Rs The objective of this lesson is for students to understand ways to reduce the amount of waste that is put into a landfill. They will demonstrate an understanding of the 4 Rs that can be applied to their every day lives.

KEY WORDS

Landfill: A place where garbage is sent and buried between layers of dirt.

Recycle: To process used materials and make into something else that can be used.

Reduce: To use less of something.

Reuse: To use again.

Rot: To decay.

PREPARATION

Put the items listed in Handout 3.3.1 – Items in the Trash – into a trash bag. Draw a large chart on the board similar to the handout. Leave the column headings blank and omit the “Comments” column. (You will use the “comments” later when discussing the items with the students.)

Make copies of the Handout 3.3.2 – How to Reduce Trash – for each student. Have star-shaped (or other) stickers for students to use on the Green Journal Handout. Keep Chart 1 handy as you will be using it to fill in the chart on the board with the students.

SETTING THE STAGE

! Do you know where the garbage collector takes the trash? Wait for the students to respond. If they say dump, say, yes a special kind of dump called a Landfill


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! Have the students imagine what would happen if the trash was not collected for a very long time. Encourage them to begin to see that eventually there would not be enough room for all the trash.

! Explain to them that this is what is happening to the landfills. As people generate more and more trash, the landfills are getting full. Soon there will be no more room in the landfills. There is too much trash.

ACTIVITY 1

Explain this activity to students using the following talking points:

1. There are things we can do to reduce the amount of trash we make at home, at school, almost everywhere.

2. Show the students the trash bag. Tell them, I have put some things in this bag that people have thrown away. We are going to see if all of these things are really trash.

3. On the board, I have put a chart. In this first column (point to the column), we are going to list the item. (Note: Write “item” in the column heading). Then, we are going to decide if we can recycle, reuse, reduce how much we use or send the item to the compost to rot. These are what we can call the “4 Rs.”

" Write the word “recycle” in the next column heading. Ask students, Do you know what this word is? What does recycle mean? Making used products into new products. For example, used paper can be made into new paper.

" Write the word “reuse” in the next column. Ask students, Do you know what this word is? “Reuse” – how does reuse help trash? You give the item to someone else to use. For instance, you give a toy you have outgrown to your little sister or brother. Or you may change the way you use it. For instance you can reuse a cardboard box by making it into a bed for a doll or your cat.

" Write the word “rot” in the next column heading. Ask students, Do you know what this word is? What are some things that rot? “Rot” refers to those things that break down or decay and eventually become soil. Fruits and vegetables are examples of things that rot.

" Write the word “reduce” in the next column heading. Ask students, Do you know what this word is? “Reduce” refers to using less of something. For instance, when you’re printing out paper, instead of using just one side, you can reduce the number of sheets of paper you use (and later get recycled/thrown in landfill) by using both sides of the paper. Another example is bringing and using reusable bags when you go grocery shopping so that you reduce the use of plastic bags.

4. Have a student come and pick something out of the trash bag and then hold it up for all to see. Should it go to the landfill? Or, can it be recycled, reused, reduced or composted (rot)? Tell them not to call out their answer, but to raise their hand when they have an idea of what to do with it. Wait until you see several hands and then call on one of the students to say what to do with the item. (The Comment column on the Chart gives you ideas.)


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5. Do this for each item in the bag. Have a new student come up each time until all items have been utilized.

ACTIVITY 2

Lead this activity using the following talking points:

1. Give each student a copy of the Handout 3.3.2 – Reducing Trash. All of the items pictured on this handout might be considered trash. Ask students, If it is thrown out, where will it go? To the landfill. What do you remember about landfills? They are filling up. There is not much space left to put waste. We are making too much trash.

2. Ask students, What do we need to do? We want to find ways to make less trash. We just talked about ways to reduce trash. Point to the work they did on the board. What are these ways? Review the 4 R’s.

3. Tell students you are going to look at the Handout together. Give them the following instructions: You are to look at each item and decide what to do with it in order to reduce the amount of trash that is sent to the landfill. You need to decide if the item is (point to the word “trash”) and wait for the students to response. Or if it is (point to the next word “recycle”) - wait for the students to response. Or, if it is (point to the next word “reuse”) - wait for the students to respond. Or, if it is (point to the next word “rot”) - wait for the students to respond. The last column is “reduce”. Leave that column blank for now. We will talk about it later.

4. I have some stars (or other stickers) for each of you. When you know what you can do with the item put a star in the box that represents that choice. (Note: Pass out the stars). Do not use the stars until we begin to work on the handout. We are going to leave the last column blank for now. When we finish completing the handout, we will talk together about how to reduce the amount of waste we create.

5. Let’s look at the first item and work on it together. Is it – (point to the word “trash”)? All together what is this word? Trash is something we send to the landfill. Should we put a star in this box? Correct – we do not put a star in this box – (point to the box under the word “trash”). How about here? (Point to the box under the word “recycle”.) Yes, we can recycle it so it can be made into more paper. Put a star under the recycle column. Can we reuse it? We may be able to draw a picture on the other side. We may decide to use the picture as wrapping paper for a birthday present. Put a star in that column. Will the paper ”rot”? It will probably rot over time, but recycling or reusing paper is a better to dispose of it. Remind them that we will talk about the last column “reduce” later. Leave it blank for now.

6. Have the students break up into pairs (or small groups) and work on the handout together. They will put star stickers in the appropriate column for each item pictured.

7. When all the students are finished, go over the answers with them. Ask where they put a star for the second item (the letter)? Did everyone put a star there or did you put it in another box? Go over all the items with them. Be sure to ask the students how to reduce the use of an item whenever appropriate. For instance, instead of plastic bags, we can use canvas bags when we go grocery shopping

8. Give each student their Green Journal and have them put this page in it.

K-1st Grade Sustainability Curriculum Module 3.0: Waste – Handout 3.3.1 Items in the Trash Bag

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Items in the Trash Bag

Item Trash Recycle Reuse Rot Reduce Comments

Paper used on two sides

x

Adults can reduce their paper by getting electronic bills and using the computer

Both sides of this paper should have been used. When paper is recycled, what happens to it? Show the students a piece of paper made from 100% recycled paper.

Paper used on one side x x

This paper can still be used. You can make a picture on the back or your parents can make a shopping list.

Plastic Milk Jug x These can be recycled.

Cardboard Box x x Boxes can be recycled or reused to store things, build forts, etc.

Tin Can x A tin can is recyclable.

Old Cell Phone x Cell phones can be recycled at special e-waste collections or at the store where it was bought it.

Out Grown Shirt x This can be handed down to a younger member of the family or brought to a thrift store.

Baby Toy x This can be handed down to a younger member of the family or brought to a thrift store.

Used Wrapping Paper x Wrapping paper can be used again. Some

people use newspaper instead. Plastic grocery bag x x These can be recycled.

Banana peel x This can be put in the compost.

Styrofoam packing peanuts x x Styrofoam cannot be recycled and goes to the

landfill if it is not reused. Broken or damaged DVD/CD x This type of plastic cannot be recycled.

K-1st Grade Sustainability Curriculum Module 3.0: Waste – Handout 3.3.2 How to Reduce Trash

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Green Journal How to Reduce Trash

NAME______________________________________ DATE____________________________

Directions: For each item, mark in the column what to do with it in order to reduce the amount of trash that is sent to the landfill.

Trash Recycle Reuse Rot Reduce

K-1st Grade Sustainability Curriculum Module 3.0: Waste – Handout 3.3.2 How to Reduce Trash

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Trash Recycle Reuse Rot Reduce

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