Translating the NGSS for Classroom Instruction and the Common Core Standards (CCSS)

Unit Lesson or Title / “Trash and Climate Change Activity Book” by EPA

Pulse of the Planet – free registration required

Navigate to “Conservation Science,” then “Reuse and Recycle” Lesson Plan 9-2, then download zip file of 9 lesson plans and several associated audio files
Age/Grade; Subject / Grades 2-4; Science, Math and Language Arts
NGSS Standard / Structure, Function, and Information Processing
NGSS Performance Expectation(s) / Students who demonstrate understanding can: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
Common Core State Standards Connections / ELA/Literacy:
RI.1.1 Ask and identify questions about key details in a text (1-LS1-2).
RI.1.10 With prompting and support, read informational texts appropriately complex for grade (1-LS1-2).
W.1.7 Participate in shared research and writing projects (1-LS1-1)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer question
Lesson Length: / 5 classes of 30 minutes each
Background Information: / In this lesson, students will learn about reduce, reuse, and recycle. They will choose an item that can be recycled and change it into a new useful item. They will discuss ways to encourage others to reduce, reuse, and recycle. (Pulse of the Planet: you must register first—free).
Disciplinary Core Ideas / LS1.A: Structure and Function
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
Science and Engineering Practice / Constructing Explanations and Designing Solutions
Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1)
Cross Cutting Concepts / Influence of Science, Engineering and Technology on Society and the Natural World
Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (1-LS1-1)
5E Stage / Science/Engineering Practice or Crosscutting / What the Teacher Does… / What the Students Do…. / What Are Students Learning? What is the Evidence of Learning?
Engage / Constructing explanations and designing solutions in K-2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidenced-based accounts of natural phenomena and designing solutions. / Write the words reduce, reuse, and recycle (one at a time) on the board and ask the students what they know about the words.
Teacher will place Zeb’s Recycling POP #696 Recycling on.
Then hand students paper and crayons on reducing, reusing, or recycling. / Illustrate prior knowledge of words and action: the children will name some materials/objects that they or their families recycle.
Students will discuss Zeb’sRecycling in small group.
Students will draw on reducing, reusing, or recycling. Then write a brief sentence on the back about recycling in their homes.
Students will share their picture with the class. / Building connections between prior knowledge and new knowledge through the senses (Using Gardner-learning styles and Bruner meta-cognition—to build schemas).
Prior experiences and observations to connect information to lives and vocabulary (meta-cognition) for word acquisition (vocab building). Examples on chart or blackboard.
Explore / Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1)
Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (1-LS1-1)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / Assign students with task of bringing in a recyclable item that students can reuse in a different manner, e.g. a 2- liter bottle used as a storage bin or plant holder.
Show students a plastic 2 liter soda bottle. Ask the class for ideas they have to reuse that bottle for something else.
Listen to POP #154 Plastic Recycling. Ask students questions (see performance tasks).
Listen to POP #475 Cows and Newspapers for 25 seconds.
Newspapers in recycling (see performance tasks) / Each child will show the recyclable item they brought to school and the teacher will photograph each child with their item.
The class will explore ideas they have to reuse that bottle for something else. / Students will show evidence of comprehension by bringing in a material that is recyclable, and discuss its future purpose.
Explain / Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (1-LS1-1) / Show class a week’s worth of newspapers. Discuss some other uses for newspapers.
Explain how scientists use of newspapers for cattle feed. / Students explain answers to questions: (see lesson plan). / Students interact in a way that supports conceptual advancement and assimilation of knowledge by explaining process through research.
Elaborate / W.1.7 Participate in shared research and writing projects (1-LS1-1)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer question. / Share and pair: computer recycled city.
Tell students to look at recycle city to see how people reduce waste. / Students research information on recycling and uses of natural world (e.g. cellulose fibers for cows from landfill newspapers) to improve human existence. / Students integrate expert and go beyond given information to generate and improve their ideas as is evidenced by the final product, a recycled material into something useful.
Evaluate / Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1) / Show products to class and summarize product’s purpose. / A recycled material into something useful, oral summary, picture and appropriate sentence construction.
Grouping Strategies / Small Group according to material students bring in to reduce, reuse and recycle.
Think-share- Pairs for computers and emerging learners. Whole group for discussion.
Materials and Equipment / Chart paper and markers or chalkboard, computers with internet access, 2-liter plastic bottle, Digital camera andUSB card, newspapers, binding for a book or dollar store album, unlined paper –one per child, and 12 x 18 construction paper—one per child
Description of Performance Tasks
Note: The performance tasks should include elements from the three dimensions from the NGSS – knowing and doing / Lesson 1: Teacher may wish to review “Trash and Climate Change Activity Book” by EPA
  1. Review the concepts of reduce, reuse, and recycle: write the words on the board and ask the students what they know about the words. Ask the students to provide examples of each; then ask each student/group to come to the board and write their example on the board. Then ask: Is there anything we can do to help encourage people to reduce, reuse, and recycle? Discuss.
  2. Listen to POP #696 Zeb’s Recycling.
  3. Discuss what Zeb did in his community. Ask: Now do you have any ideas of what you can do to encourage others to reduce, reuse, and recycle?
  4. Have students draw a picture, on a sheet of unlined paper, of them reducing, reusing, or recycling. On the back they should write a sentence of what they are doing. Students will share their picture with the class. The class will tell what they think the child is doing in the picture-reducing, reusing, or recycling.
  5. Assign: Students decide on a recyclable item from home that they can make into something else to reuse in a different way.
Lesson 2:
  1. Each child will show the recyclable item they brought to school and the teacher will photograph each child with their item.
  2. Show students a plastic 2 liter soda bottle. Ask the class for ideas they have to reuse that bottle for something else.
  3. Listen to POP #154 Plastic Recycling.
  4. Ask students if they know of anything made out of recycled plastic. (benches, picnic tables, boat docks, lumber for deck material…)
  5. Listen to POP #883 Recycled Plastic Fiber.
  6. Discuss what else they heard about that is made from recycled plastic soda bottles (recycled polyester for fleece, biking, skiing garments).
Lesson 3:
  1. Show class a week’s worth of newspapers. Discuss some other uses for newspapers.
  2. Listen to POP #475 Cows and Newspapers for 25 seconds.
  3. Restate these facts to the class: U. S. has 100 million head of cattle, each eats 1 ton of dry feed a year.
  4. Predict: What do you think is in landfills that cattle could eat?
  5. Listen to the rest of POP #475
  6. Ask: What are scientists working on in order to feed cattle and exists in our landfills? (used newspapers)
  7. Ask: Why do scientists think this could work? (newspaper is made of cellulose and so is the straw and grasses that cattle eat)
  8. Write a few sentences on cattle and recycling newspapers to feed them—their interpretation.
  1. In pairs, students can go on the computer and see how people recycle to reduce waste Recycle City:
Lesson 4: (Extension)

1.Teacher may read “A Planet Protector's Club’s: Trash and Climate Change Activity Book” as a fun reinforcement; may be printed.

Supporting English Learners
Reading or Writing Activity
Listed in Learning and Instructional Sequence / Support for Emerging learners / Support for Expanding learners / Support for Bridging learners
Story:
Chart/ vocabulary words / Cooperative teams / Peer teaching / Adult supervision and guidance of difficult or out of child’s or out of the child’s zone of proximal (Vygotzy). Scaffolding information in small increments accomplishes this with discussion feedback: See steps 4 lesson 1, step 3 lesson 2, and step 5 lesson 3.
Creation of Class Recycle Book / With guidance and support from adults, recall information. / Peer teaching or leadership position in a group. / Adult supervision with feedback.
Supporting Struggling Learners
Activity
listed in Learning and Instructional Sequence / Support for Students who Need Minor Support / Supports for Students who Need Intensive Support
Write the word or draw a picture for recycle on a sheet of chart paper
Categorize recyclable materials
create recycled sculptures
Discuss differences and similarities in created sculptures
Create a Recycled Treasure Book:
Supporting Advanced Learners
Activity
Listed in Learning and Instructional Sequence / Extension for Advanced Students

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