Jenni Hollingsworth

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Jenni Hollingsworth Product 8 Recycling Unit
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Product 8 Recycling This unit was designed to
focus on the importance of recycling.  The
activities are for students between grades 3-5
however for the purpose of this unit, we will
concentrate on grade 4.  Through the activities,
students will be able to   1. Understand the
enduring nature of solid waste.  2. Study the
construction and management of sanitary
landfills.  3. Participate in recycling projects
in our school community. 4. Develop research
skills using community resources, Internet, and
electronic encyclopedias. These lessons
are meant to help students develop an
understanding of what many of the common items we
use everyday are made and how recycling can help
reduce waste.
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Activity 1

• For the initial activity, the students are
  introduced to what recycling is and what it
  entails.  Then, the students are divided into
  groups of four each.  Students will be asked to
  put their lunches out on their desks. Students
  will then be instructed to count the total number
  of boxes, bags and bottles. (Students can look at
  Solid Waste and Recycling at http//www.metrokc.go
  v/dnr/kidsweb/solid_waste_main.htm
• for a list of what can and cannot be
  reused.) Next, they write down the number of
  these items that they will reuse.  They will then
  write down the number of these items that they
  will throw away.  They then collect this data for
  a week's time period. Using the program Graph
  Club, they create a graph showing the total
  number of items each child of the group has
  daily, to the total number of items that will be
  thrown away.

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Activity 1 Management

• This lesson can take place in the classroom, but
  would be more effective if it were done in the
  lab-that way each student can graph there own
  lunch in a time effective manner. This should be
  done right before lunch so that it will not
  distract them during the time the experiment is
  over until lunch. In this activity, the teacher
  becomes an observer.
• If technology fails, have them either take
  pictures with digital cameras to graph at a later
  time, or have them make a graph on paper and
  transfer the information when technology is
  available.
• If students are above grade level, they should be
  allowed to do research on the internet of foods
  that could be placed on their graph.
• If the students are below level, the teacher may
  need to facilitate more, or allow them to make a
  chart on paper, and transfer the information
  technologically when the teacher will be
  available for personal assistance.

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TEKS for Activity 1

• Content
• (4.14) Underlying processes and mathematical
  tools.
• identify the mathematics in everyday situations
• (D) use tools such as real objects,
  manipulatives, and technology to solve problems.
• Technology
• (10) Communication.
• (C) use appropriate applications including, but
  not limited to, spreadsheets and databases to
  develop charts and graphs by using data from
  various sources.

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Activity 2

• In the beginning of the school year, students
  will bury sample trash items.  A list with
  measurements of each item as well as pictures,
  taken with digital cameras, of the items will be
  made. Items should include biodegradable and non
  biodegradable materials.  Throughout this time
  period, extensive research will be done on
  landfills. (Students can acquire their research
  from Recycle City at http//www.epa.gov/recyclecit
  y/ .) This activity will be charted in Excel with
  tally's next to the inserted pictures.  In April
  items will be uncovered, measured, and the
  results photographed and charted once again. 
  Students will then evaluate the enduring nature
  of the items and relate to public landfills.

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Activity 2 Management

• This should be done in the classroom either in
  once in a whole group, or at different times
  within smaller groups. In this activity, the
  students are primarily observers. Timing calls
  for this activity to take place at the beginning
  of the year.
• If technology fails, the teacher can take
  pictures with a Polaroid Camera and make a paper
  graph, or find pictures off the internet of the
  buried foods, and insert them into Excel when
  technology is available.
• If the students are above grade level, they can
  do extensive research on bio- verses
  non-biodegradable foods and make it more of a
  science experiment. They can make predictions
  and draw conclusions based on their research.
  They can also do a final presentation of all data
  in the form of a paper, Inspiration, PowerPoint,
  etc.
• If the students are below grade level, more time
  should be spent on teaching the difference
  between bio- and non-biodegradable foods. They
  can use picture charts to assist in
  understanding. Paper charts can be made first,
  then with more assistance, a technological one
  can later be made.

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TEKS for Activity 2

• Content
• (4.1) Scientific processes.
• (A) demonstrate safe practices during field and
  laboratory investigations and
• (B) make wise choices in the use and conservation
  of resources and the disposal or recycling of
  materials.
• Technology
• (7) Solving problems.
• (B) use appropriate software to express ideas and
  solve problems including the use of word
  processing, graphics, databases, spreadsheets,
  simulations, and multimedia

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Activity 3

• The students will create a "web-wall" of helpful
  links that give useful information on recycling. 
  Whether it be pictures, data, graphs, or
  articles, the children find a informative site
  copy down the URL go to the "web-wall" (that
  will change depending on the theme) and use
  paint pens to display their link.  This will give
  the children a sense of importance and a source
  for information. This wall can also be used to
  display contact information for various recycling
  organizations. For contact information, the
  students can go to Paper University at
• http//www.tappi.org/paperu/links_resources/l
  inks.htm.

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Activity 3 Management

• This activity should be done in both the
  classroom and the lab. This way information is
  shared in both locations. This is an activity
  that the students make their own, however the
  teacher should check for the appropriateness of
  the URLs. This activity should be done
  throughout the year, changing with the current
  theme being implemented.
• In this activity, if technology fails, the
  students can look through encyclopedias and
  newspapers for information and make part of the
  wall a bibliography section.
• For above grade level students, make it an
  annotated website/bibliography page.
• For below grade level students, have them find an
  interesting URL or article and assist them in
  posting the information.

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TEKS for Activity 3

• Content
• (4.13) Reading/inquiry/research.
• (C) use multiple sources, including electronic
  texts, experts, and print resources, to locate
  information relevant to research questions.
• Technology
• (8) Solving problems.
• (A) use communication tools to participate in
  group projects

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Activity 4

• Students will write a four part report about
  recycling.  The first section will state the
  pollution problem.  The second part will tell
  different ways communities pollute.  The third
  segment will tell about changes which can be made
  to help the environment. The last piece will tell
  about ways the students thinks recycling can help
  change the earth. This will call for the students
  to do research prior, including both the internet
  and CD ROMs.  The final presentation can be
  present in the form of PowerPoint, Inspiration,
  Kidspiration, or any other technological form the
  children desire.

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Activity 4 Management

• This activity should occur in both the lab and
  the classroom. Students will need to do
  extensive research for this, and will need any
  available time. The teacher should be an
  observer, yet available when needed. This
  activity can take place throughout the recycling
  unit, and a final presentation should be due near
  the end.
• If technology fails, have the students go to the
  library to do research. If it fails on
  presentation day, have the students orally give
  the information that they consider to be
  interesting from their research. Then, when
  technology is available, allow them to give the
  technological presentation. If this occurs,
  reschedule the presentations in the evening so
  parents and faculty can attend.
• If the students are above grade level, they can
  be assigned to conduct over-the-phone interviews
  with recycling organizations, etc. They can also
  be challenged to present each part of their
  report with a different technological tool.
• If the students are below grade level, this can
  be turned into a group project where each person
  is assigned a segment of the project. Also,
  technology assistant tools, such as Alpha Smarts,
  can be brought in to assist those with
  disabilities. For those who have trouble
  reading, the Narrator program from Microsoft
  should be incorporated.

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TEKS for Activity 4

• Content
• (4.15) Writing/purposes.
• write to express, discover, record, develop,
  reflect on ideas, and to problem solve.
• Technology
• (11) Communication
• (B) use presentation software to communicate with
  specific audiences.

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Activity 5

• Students will work in groups of 4-5 to
  complete a recycling rap.  They can also bring in
  a rendition of 'Stomp" by using trash cans,
  brooms, etc.  The rap will be performed on the
  school stage to a small audience of peers and
  parents.  This performance will be video taped,
  as well as tape recorded, by a student and posted
  on the class website for all to enjoy. For an
  extension, the tape can be mailed to one of the
  organizations listed in Paper University at
• http//www.tappi.org/paperu/links_resources/li
  nks.htm.
•  

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Activity 5 Management

• This will be done mostly out of class, however
  the linking to the class website can be done
  within the classroom in whole group or small
  group lessons. The teacher will definitely have
  a hands-on role during this activity. This
  should be done at the conclusion of the unit.
• If Technology fails, have the students recreate
  the performance using audio clips and clip-art
  once technology is available.
• If the students are above grade level, they can
  be more elaborate in their performance. They can
  also post their final product using iMovie.
• If the students are below grade level, more
  parental assistance may be required. The posting
  of the final product may need to be more teacher
  oriented. Also, instead of putting on a
  performance, they can watch Stomp performances
  and discuss the ways trash objects were used.

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TEKS for Activity 5

• Content
• (4.3) Creative expression/performance.
• (D) interact cooperatively with others in brief
  dramatizations.
• Technology
• (11) Communication.
• (A) publish information in a variety of media
  including, but not limited to, printed copy,
  monitor display, Internet documents, and video

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Web Sources

• Recycle City http//www.epa.gov/recyclecity/
• This site will help the students to learn more
  about recycling. It includes games, activities,
  facts, and graphics. In a couple of the
  activities, the students are required to do
  research. This site offers great versatility for
  all of the activities, as well as a must have on
  the web-wall.

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Web Sources

• Solid Waste and Recycling http//www.metrokc.gov/
  dnr/kidsweb/solid_waste_main.htm
• This is also a wonderful research website to
  employ. In one activity, the students are asked
  to sort their lunches into reusable verses non-
  reusable items. This site offers a master lists
  of just what is reusable and what is not.

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Web Sources

• Paper University
• http//www.tappi.org/paperu/links_resources/links.
  htm
• To further this unit, students can write to
  organizations regarding recycling. This site
  offers contact information for various
  organizations that exist around the world.

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Supportive Software

• The Graph Club 2.0
• PowerPoint
• Inspiration
• Kidspiration
• Excel
• Internet

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Technology Tools

• Digital Camera In one of the activities, the
  students are to take pictures of the trash with
  a digital camera. The pictures are then inserted
  into Excel to create a pictorial graph.
• Video Camera In the last activity, the students
  put on a rap with their own rendition of Stomp.
  It is then video taped to be watched,
  reproduced, and mailed off to the various
  organizations.
• Tape Recorder This will also be used with the
  last activity. Not only are the students being
  video taped, they are also tape recorded. This
  can be used to add sound on their class website,
  as well as reproduce the rap given on
  performance night.
• Alpha Smarts may need to be available for some
  of the activities for those students with
  disabilities.

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The Types of Technology Integrated

• Technology as a Business Resource The students
  use the internet for research purposes as well as
  to look up appropriate contact information.
• Technology as a Subject The main focus entailed
  recycling, however each activity was designed to
  incorporate technology to make the activity
  complete.
• Technology as Lesson Support Student used the
  Internet, appropriate supportive software,
  Digital cameras, Video recorders, and Tape
  recorders to enhance all of the activities.

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The Engauge 21st Century Skills

• Digital-Age Literacy The students were able to
  use the Internet, supportive software, digital
  cameras, etc. to complete their assignments.
• Inventive Thinking The students are required to
  use higher-order thinking when understanding the
  process of recycling. They learn what is the
  difference between biodegradable and what is not.
  They take risks within the lesson by performing
  in front of peers and parents, and use
  self-direction when writing to various recycling
  organizations.
• Effective Communication The students are
  required to communicate throughout the entire
  lesson. They put on performances in groups, and
  communicate through a web-wall for pertinent
  information.
• High Productivity The students demonstrate
  effective use of real-world tools via the
  Internet. They also deal with trash hands-on in
  a recycling experiment. They then must produce
  high-quality products for the units grade. This
  can be assessed within their Stomp performance
  and their research presentations using
  Inspiration, PowerPoint, etc.

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The Quality of Technology Usage in this Unit

• Technology brings an interactive aspect to every
  lesson. They would become almost impossible
  without the integration of technology. It shows
  the students the connection between everyday life
  and the use of technology, however, it focuses on
  collaboration, not the old way verses the new.
• All of the activities are ideal when each student
  has access to their own computer. If the only
  accessible computer is in the classroom, then
  some of these lessons might need to be done at
  home (if possible), or in more small/whole group
  lessons. Worse case scenario, the teacher may
  need to do a lot of the groundwork at home, and
  present the needed information in class. In the
  dream world, each student would have a laptop
  that ca be stored in their desks, and accessed
  when needed.