Reduce, Reuse, Recycle Lesson Plans Grades 4, 5, and 6

Transcription

1 Reduce, Reuse, Recycle Lesson Plans Grades 4, 5, and 6 If you have a Studies Weekly teacher account, please log in to access the videos and articles mentioned in these lesson plan activities. If you do not have a Studies Weekly teacher account, please be our guest and use our demo account: For the username, please use the two-letter U.S. Postal code (to access the correct state materials) followed by teacher. The username changes from state to state, but the password is always demo. Go to o Username: UTteacher (for Utah teacher access), TXteacher (for Texas teacher access), etc. o Password: demo Materials list: Projector or document camera Video Reduce, Reuse, Recycle Access to Studies Weekly Online o How Big is YOUR Footprint? article found in the Global Responsibility- Save the Earth weekly unit, in the Global Studies Weekly publication o What is Earth Day? article found in the Global Responsibility-Save the Earth weekly unit, in the Global Studies Weekly publication Carbon Footprints Graph (included) Paper and pencils (Extension Activity) Computers Resource Books Digital Developments by Studies Weekly Approximate time the lesson will take not including the video: One hour Balanced Literacy Format: Shared Reading Guided Reading Lesson Presentation Format: Whole Class Small Group Specific Strategies: Observing

2 Listening Independent Writing Discussing Chart Reading Activity: 1. As a class, view the Reduce, Reuse, Recycle video. Have a discussion about the meaning of the words reduce, reuse, and recycle. Encourage students to give some examples of what they do, or can do, to reduce, reuse, and recycle. What happens if we don t reduce, reuse, recycle? 2. As a class, read the article How Big is YOUR Footprint? found in the Global Responsibility-Save the Earth weekly unit, in the Global Studies Weekly publication. Either as a class, in small groups, or independently have students make a T-chart. In the first column have students write all of the things they do everyday that add to their carbon footprint. In the second, have them write activities they can do to make their carbon footprint smaller. If the link to the article does not work and you don t have access to the Global Studies Weekly publication in your teacher account, please log in to the Texas demo account to access the publication. 3. As a class or in small groups, read the article What is Earth Day? found in the Global Responsibility-Save the Earth weekly unit, in the Global Studies Weekly publication. Ask students if they know of an Earth Day activity or celebration at their school or in their community? If so, have them brainstorm ways they can be part of the celebration? Ask the students why we celebrate Earth Day. (If your school doesn t have an Earth Day celebration, encourage students to plan one). 4. Share the Carbon Footprint chart. Explain that the chart shows the different carbon footprints of various countries in the world by average metric tons of carbon dioxide produced per year by each person living in these countries. In partners or small groups, answer the associated questions using the chart. Then have them share their answers as a whole class. A version of this chart with the instructions and questions is available at the end of this lesson.

3 1. Which country has the largest carbon footprint? 2. Which country has the smallest carbon footprint? 3. How many countries have carbon footprints that are less than two? Name these countries. 4. What do you think the countries with the largest carbon footprints have in common? 5. What do you think the countries with the smallest carbon footprints have in common? 6. Go to the website and see how the measurements have changed. According to the website, which countries footprints have increased or decreased? Why do you think so?

4 Suggested Differentiated Instruction Tips: All activities can be done individually, in small groups, or as a class depending on the needs of the students. All activities can have written or oral answers. The students can verbally discuss the articles or write down their thoughts. You can re-word and simplify the questions that go along with the Carbon Footprint chart. For activity 2, instead of having students make a list, you can prepare a list including things that contribute to a carbon footprint and have the students circle the things that actually contribute to their footprint. For activity 2, you can make the two lists for the students and have them draw a line to match the causes and the reductions of carbon footprints in each column. For activity 4, going to the website listed can be optional or used as an extension activity. Extension or Enrichment Activity: Go to On this website students can design a poster. Students choose what they want their poster to say. It can say Reduce, Reuse, Recycle or they can create another phrase about recycling, earth day, carbon footprint, etc. After students have created the poster it can be printed and displayed in the classroom, or saved as a digital version to keep on the computer, to you, or to themselves and print at home. o More information about can be found at under the Resources>K-6 General Resources>General Resources>Digital Developments>Recite.

5 Using resource books, online resources, and the Studies Weekly Media Search students will search for information about American Indians. Tell them to look specifically for ways American Indians used and reused all of the resources available to them. (For example, students may Google search American Indians and Buffalo.) Students can write or type any information they find. Quiz: 1. Compare the words reduce, reuse, and recycle. In what ways are they the same/different? 2. What is pollution? How does it affect our world? Answer Key/ Complexity Levels: Answers will vary. Acceptable answers are: 1. Reduce- to use something less, like electricity, water, or cars Reuse- to use something again instead of throwing it away Recycle- to make into something else They are similar because they all have to do with making the planet better and saving resources. They are different because reduce is using something less, reuse is using the same thing again, and recycle is turning something into something else so you can use the material again. Moderate/1 2. Pollutions is the introduction of harmful chemicals into the environment that can hurt people and the earth. It effects our world by making us sick by putting chemicals into our air and water. It hurts humans and animals as well as the environment. Low/4