recycling lesson plans

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5E printable lessonsto promote recycling

Dear Educators,

You’re teaching a generation of kids who will have a huge impact on our environmental future. Lessons about recycling, sustainability, and eco-friendly practices are incredibly important. To help bring these important topics to your classroom, we pulled together five complete lesson plans in the popular 5E lesson format. These lessons focus on key subject

The 5E model is an easy, hands-on way to create lesson plans for your classroom. You can either choose to do the activity in a single lesson, or you can spread it out over several days or weeks.

There’s no perfect or right way to do these lessons. In fact, adapting them to work for you and your classroom needs is definitely recommended. Based on your students’ age, interests, or the unit you’re trying to cover, always adjust to make them work for you.

Best of all, they’re designed to be printed on a single 8½ x 11 sheet of paper, making it even easier to incorporate into your daily lesson plans.

Engage: Introduce the topic.In the engage area, introduce your students to the topic in a clear, concise way. Make sure all your students have a strong understanding of the main concepts before moving forward.

Explore: Go to the lab. Now it’s time to really get hands on with the lessons. This section includes an interactive activity where students get to put their own personal touch on the project.

Explain: Take notes. The notes section, where students write about what they learn, is a feature in all the projects. This will help students grasp important concepts they’ve been putting into practice in the lab section.

Elaborate: Review and extend. This section checks for understanding, and then it encourages students (and you) to take it to the next level. What more can you do with this lesson? What questions have come up that you can tackle? This is a great place to grow.

Evaluate: Check for understanding.Each lesson should have a follow-up to check for understanding. If much of your class didn’t understand a key concept or takeaway, it might be time to go back to the lab or review and extend again.

Brought to you by WeAreTeachers and PepsiCo Recycling

areas like science, technology, and language arts. Through the easy-to-implement 5E model, you’ll be able to incorporate these into units you already have planned for the year.

For even more resources, we recommend checking out the free lessons, articles, ideas, and printables on PepsiCo Recycling’s website, PepsiCoRecycling.com. You can also sign up to participate in their recycling program for schools, Recycle Rally.

Thanks for all you do as educators in teaching our future generation.

the basics of 5E

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Print them exactly as they are to use in your lesson planning. There’s no need to write out the steps separately.

Look for ways to incorporate them into existing lessons and standards that you already have to meet. These lessons have lots

of science and reading ties!

Share them with parents who want to continue the lesson at home.

Choose a 5E lesson to tackle during Earth Month.

Look for the free worksheets available at the end of this packet to use within the lessons. All lessons have free worksheets, and we have them all ready to go for you!

Always make adjustments as needed. We have several suggestions on how to scale the lessons up or down, but you should feel free to do this on your own as well.

Share the lessons with others. What works for you will work for other educators. Share these free 5E lessons with other teachers and educator friends.

7 tips for using the 5e lessons

Grades: 1–6

Core Concepts: Reuse, Decomposition

Key Question: What is needed for decomposition to occur?

micro-composter in a bottle

Lesson 1

• Two-liter plastic bottles • Organic materials• Thermometer • Kitchen scale • Whiteboard and markers for recording results • Chart paper and colored pencils for graphing • “Composting in the Classroom” worksheet

Students will explore the process of decomposition using a micro-composter made of two-liter plastic bottles.{ Materials »

ngage: introduce the topic

1 Explain: take notes3 E

laborate: review and extend4 E

valuate: check for understanding5 E

xplore: Go to the lab2 E

Teacher: What do students know about the process of composting? Prompt students by using images or video of compost bins. Write notes and questions on chart paper to refer back to throughout the project.

Student: Discuss the compost bin and what happens to any materials put inside. What questions do you have about composting and decomposition?

Teacher: Use student observations and data from tracking the temperature and mass of the compost to explain the process of decomposition. Create a class poster of vocabulary words and their definitions.

Teacher: Ask students to respond to questions about the lesson (samples below) in writing or through a class discussion. • How does what happens in a compost bin compare with what happens in nature? • Why do cities and towns have green waste and composting programs?

• Why would it be important for them to collect organic materials separately from garbage?

Student: Think about why you think it’s important to compost. Discuss your ideas as a class or write them on your own.

Teacher: Using the worksheet, have students draw a series of pictures with labels. Have them explain the decomposition process from their observations on the worksheet.

Student: Use the data and information from your notes for the final step in this project. Be sure to use the right vocabulary words.

Teacher: Give your students a jump-start by preparing your bottles for the micro-compost bin. Cut the top off a plastic bottle, about three inches below the neck. Then cut a second bottle about four inches from the bottom. Place air holes in this second bottle—a thumbtack works great. Do this with several bottles so they are ready for student assembly and graphing.

Student: Assemble the micro-composter by turning the second bottle upside down and filling it with organic material (mixing food scraps, soil, paper scraps, etc.). Then place the inverted top of the first bottle into the bottom of the second bottle. Secure the pieces together with packing tape. Now record the temperature and weight of organic material. Every other day, draw and label a picture of the organic material and record the temperature and weight of the bottle. Once you have enough information, put it into graphs.

Student: Use the data collected and the vocabulary words to explain what happened to the materials in the mini-composter.

composting in the classroomLesson 1 Worksheet

Name:

Date:

observationsRecord your observations about your micro-composter in these boxes.

Date:Temperature:

Weight:Observations:

Date:Temperature:

Weight:Observations:

Date:Temperature:

Weight:Observations:

Date:Temperature:

Weight:Observations:

Date:Temperature:

Weight:Observations:

Date:Temperature:

Weight:Observations:

the life cycleof recycling

Lesson 2Grades: 3–6

Core Concepts: Recycling, Writing

Key Question: What are the steps for recycling aluminum cans?

Students will mix science and language arts by using the process of recycling aluminum cans to explore transition words and paragraph organization.

{ • Pens and pencils • Chart paper • Markers • “What Happens to Aluminum Cans?” worksheet

Materials »

ngage: introduce the topic1 ETeacher: What do students know about the process of recycling aluminum cans? Record what they think happens to an aluminum can once it is put in a recycling bin. Make sure to number what they believe are the steps in the process.

Student: Share what you know and ask any questions you have about the process of recycling aluminum cans.

xplore: Go to the lab 2 ETeacher: Use the “What Happens to Aluminum Cans?” worksheet. For younger students, use an overhead projector. You can cut the worksheet up into sentences and then review as a group. Have students put them in the correct order. Older students can do the worksheet on their own or in small groups.

Student: Complete the worksheet. How did you know the correct order for the sentences? Did you use transition words to help you identify the correct order?

xplain: take notes3 ETeacher: Return to the initial list of steps in the recycling process the class made in the Engage step and have students compare them with the actual steps. Review with the students how they knew they were putting the sentences in the correct order. Create a poster of transition words and phrases and ask the class for new ideas, too.

Student: In your journal list three transition words you learned and write about the aluminum can recycling process. Write one question you still have about how aluminum cans are recycled.

laborate: review and extend4 ETeacher: Take a look at the remaining questions from your students. Tackle each question so students understand each step of the process of recycling aluminum cans. Introduce the next assignment to your students: writing a process paragraph.

Student: Brainstorm other processes you can write about. For example: How cheese is made, how to walk your dog, or how to brush your teeth. Write a clear paragraph, outlining the steps of the process you chose, using at least five transition words or phrases.

valuate: check for understanding5 ETeacher: Work with students to rewrite and edit their process paragraphs, focusing on organization and transitions.

Student: Share your process paragraph with a classmate. Circle the transition words and phrases. Are the steps of the process clearly written and organized?

what happens to aluminum cans?

Lesson 2 Worksheet

Name:

Date:

How to

Write a how-to paragraph using the following transitional words and phrases:

FirstNext

After that step is complete

If... Then...When you are finished

Finally

Read the sentences below. Circle all transitional words and

phrases and then number the sentences in the correct order.

When it reaches 750°C, the molten aluminum gets so hot it removes all the ink (and germs!).

Once at the treament plant, the cans are sorted, cleaned, and melted down into molten aluminum.

Finally, the aluminum ingots leave the treatment plant and are sent to factories where they become new cans, airplane parts, and bicycles.

First, hundereds of thousands of aluminum cans are brought to treament plants every day.

Next, the melted aluminum is poured into large bricks called ingots. Each ingot is made of about one and a half million aluminum cans.

Have you ever wondered what happens to an aluminum can after you put it in a recycling bin?

transforming plastics

Lesson 3Grades: 4–6

Core Concepts: Math, Language Arts

Key Question: How can charts and graphs help organize information?

Students will study the process of transforming recycled plastic, and they’ll learn how to create their own charts and graphs to present information.

{• Chart and graph paper• Poster board • Pens and pencils• Markers • “Recycling Rates” worksheet

Materials »

ngage: introduce the topic1 ETeacher: Introduce the “Recycling Rates” worksheet to your students. Have them complete it. Ask students why this information works well in a chart. Once students complete the worksheet and questions, review their answers. Then talk about charts in general. Start a class discussion with questions like: • Why do we use charts or graphs? • What kind of information works best in a chart or graph?

Student: Complete the worksheet by charting the additional items and answering the questions. Participate in a group conversation about your answers and charts.

xplore: Go to the lab 2 ETeacher: Break students into small groups, giving each group a few different samples of charts and graphs of varying types and subjects. Then give the class (or individual groups) an assignment with information they need to turn into a chart or graph.

Student: Identify the types of graphs and charts used and the information they provide. Then use graph or chart paper to make your own with the information your teacher gave you. Present your group’s original graph or chart to your classmates.

valuate: check for understanding5 ETeacher: Give students three graphs or charts they haven’t seen before. If you can find graphs or charts about recycling, this will help keep the discussion focused. Ask them to identify the type of graph or chart and what information it provides.

laborate: review and extend4 ETeacher: Bring the discussion back to recycling. Talk to students about why it can be useful to talk about the subject of recycling through a graph or a chart.

Student: Discuss why this information works well in a bar graph. Could the same information be put into a pie chart or a line graph? Why or why not?

xplain: take notes3 ETeacher: As students present their charts, explain the different charts and graphs. Go into detail about the benefits of the chosen chart.

Student: Write down the key takeaways from your classmates’ charts. What kind of information do you like to see presented in this way?

Student: Identify other information you think would work well in a graph or chart. Can your teacher help you find that information online in graph or chart format?

recycling ratesLesson 3 Worksheet

Name:

Date:

1. Complete the graph by adding the following data:

Yard trimmings: 61%Plastic Bottles: 30%

2. Circle the best label for the x-axis:

a. Recycling or Composting Rateb. Yearc. Household Items and Products

3. If 30% of plastic bottles are recycled, what percentage of plastic bottles are not recycled?

4. Write one idea you have for improving recycling rates in your school or community.

The graph below shows 2014 U.S. recycling and composting rates for different household items. Use the graph to complete the worksheet.

Aluminum Cans

0%

15%

30%

45%

60%

Glass ContainersYard Trimmings Plastic Bottles

can you recycle it?

Lesson 4Students will conduct research to find out what materials they can and can’t recycle in their area. They will also create signs and posters to help educate others.

{ngage: introduce the topic

1 E

xplore: Go to the lab

2 E

valuate: check for understanding

5 Elaborate: review & extend

4 E

xplain: take notes3 E

Teacher: Engage students in a conversation about what items they know can and can’t be recycled. Ask students to share their personal experiences with recycling and then hand out the worksheet.

Student: Use the “Can it be Recycled?” worksheet to record what items are recycled frequently, infrequently, or never. Note any items that are surprising (like cell phones) or confusing (like pizza boxes).

Teacher: Help students research local and national recycling programs. Look at city, county, and private programs or school programs, like Recycle Rally. Encourage students to make posters, signs, or charts to educate others.

Student: Conduct online research to find out what materials can and can’t be recycled. Also look up where to take local recyclables. Then use poster boards and markers to create signs to share important recycling messages with others. Hang your posters around the school to help educate other classmates.

Teacher: Introduce the concept of contamination and what it means in relation to recycling. Since it relates to unwanted materials, give a few examples and then ask students to add their own.

Student: Research recycling contamination and how it affects the recycling process. Come up with ideas to help reduce contamination.

Teacher: Support students as they share their posters and messages with others. Ask them questions, like why they chose the message they did and why it’s important for others to understand what can and cannot be recycled.

Student: Share your message with classmates. Then when given the opportunity, share your message with family, friends, and community.

Teacher: Use student research to compile a list of things that can and can’t be recycled locally. Guide students in a discussion of how they might apply their new knowledge.

Student: Write down your answers to questions like: • What did you learn about recycling in your community? • How might you use this information in your daily life?• How can we increase recycling?

• Laptops or tablets • Pens and pencils• Poster board • Markers• “Can You Recycle It?” worksheet

Materials »

Grades: 3-8

Core Concepts: Language Arts, Art

Key Question: What can you recycle in your community and how?

can it be recycled?

??Lesson 4 Worksheet

Name:

Date:

item

phone charger

where can yourecycle it?

additionalinformation

cite yoursource

increase recycling in your school & community

Lesson 5Grades: 3-8

Core Concepts: Science, Community Outreach

Key Question: How can schools and communities increase participation in recycling programs?

Students will use the scientific method to increase recycling in their schools and communities. {

• Paper• Pens and pencils• Chart paper• Markers • “My Scientific Method on Recycling” worksheet

Materials »

xplore: Go to the lab 2 E

valuate: check for understanding5 E

laborate: review and extend

4 E

xplain: take notes3 E

Teacher: Lead a classroom discussion about the recycling or other environmental programs at school and in the community.

Teacher: Put students into groups and work with them to identify an aspect of their school’s recycling or other environmental program they want to improve. It’s OK if there’s no existing program. Next, help teams devise an accurate way to gather baseline data and a meaningful strategy for increasing participation.

Student: Work with your group to identify a single, measurable activity around recycling you can improve in your school or community. For example, you might set a goal to collect a certain number of bottles and cans by a specific date. You can also look to get involved in recycling programs, like Recycle Rally, or recycling crayons. Write a plan with several measurable goals you will try to accomplish. This could include educating others, hanging up posters or signs in the community, adding recycling bins, signing up for a school recycling program, etc. Then spend at least three weeks implementing your new strategy.

ngage: introduce the topic

1 E

Teacher: Introduce the scientific method, identifying and defining the main steps: Question, Research, Hypothesis, Experiment, Conclusion. Put each step on its own sheet of chart paper and place each sheet in a different part of the room. Have students go around the room and write on the chart paper how they used each step to implement their plan. Note: This part will likely happen while your project is going on, so they’ll be in the middle of the experiment phase. Lead discussions about how you will tackle the rest of the scientific method with this project. Hand out the “My Scientific Method on Recycling” worksheet to encourage students to keep with their project and use throughout the process.

Student: Think about the partsof the scientific method you’ve already completed during the project. Identify parts of the scientific method that you still need to do. Fill out your worksheet and use it as a tool throughout your project.

Student: Return to the steps of the scientific method and finalize your plan. Which steps have you completed? Which steps do you think you should go back to and do again?

Teacher: Guide students in a discussion about what steps of the scientific method they have completed and what their next steps could be. For example, ask them to think about how they might refine their strategy for improving recycling participation (hypothesis) and test it further.

Teacher: Assess students on the steps of the scientific method by asking them to describe each step and give specific examples of how the steps correspond to their efforts to increase recycling at their school.

Student: Really think about (and write about) how you completed the steps of the scientific method through this project. How did it help you create a good plan to increase recycling in your school and community?

Student: Answer questions like: • What items can you recycle or compost at your school? • Does everyone at your school recycle or compost? • Why is it important to recycle? • What do you think would increase participation in recycling?

Lesson 5 Worksheet

my scientific method on recyclingName: Date:

1. question 2. research 3. hypothesis

4. experiment 5. conclusion