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Conservation, Disposal and Recycling

Conservation, Disposal and Recycling

TEKS Objective

The student is expected to make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.

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Essential Understanding

The student is expected to make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.

Science Background

Recycling: Environmental Protection Agency (website) - Recycling creates valuable resources from materials that otherwise would become waste. This EPA website outlines the benefits to recycling, and explains the steps involved in the recycling process.

Recycling
Environmental Protection Agency, http://www.epa.gov

Reduce & Reuse: US Environmental Protection Agency (website) - By reducing consumption and reusing materials, individuals and industry can save natural resources and lower costs. Navigate this site for information about strategies we all can employ to conserve resources—and the benefits to be gained by doing so.

Reduce & Reuse
US Environmental Protection Agency, http://www.epa.gov

Signature Lesson

In Search of Recyclable Plastic: Wonderville (website) - Students collect and list plastic items from home, learn how to recycle different types of plastic, and become able to make informed choices regarding best ways to use and conserve natural resources, and to recycle when possible.

In Search of Recyclable Plastic
Wonderville, http://www.wonderville.ca

Supporting Lessons

Recycling: Discovery Education (website) - Students learn what biodegradable materials are, how they compare to man-made materials, and how they are “friendly” to the environment.

Recycling
Discovery Education, http://www.discoveryeducation.com

Elaboration Lessons and Extensions

Trash Art: US Environmental Protection Agency (PDF) - Scroll to page 59 for an activity that raises student awareness of the materials they throw away. With assistance from their parents, students collect trash from home, along with images of disposable garbage to create murals that illustrate how much we routinely waste.

Trash Art
US Environmental Protection Agency, http://www.epa.gov

Assessment Ideas

Waste Race: US Environmental Protection Agency (PDF) - Scroll to page 201 of this activity guide for instructions on setting up a relay race in which students demonstrate their understanding of the difference between reusable, recyclable, compostable and/or disposable waste.

Waste Race
US Environmental Protection Agency, http://www.epa.gov

Literature Connections

Why Should I Recycle? Green, Jen (ISBN-13: 978-0764131554)

Temperature: Heating Up and Cooling Down. Stille, Darlene (ISBN-13: 978-1404803459)

The Lorax. Dr. Seuss (ISBN-13: 978-0394823379)
 

Related Science TEKS

(4.2A) Plan and Implement Descriptive Investigation
The student is expected to plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions.

(4.2B) Collect Data
The student is expected to collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps.

(4.2C) Graphs, Tables, Charts
The student is expected to construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data.

(4.2D) Analyze Evidence and Explain
The student is expected to analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured.

(4.2E) Value of Repeated Experiments
The student is expected to perform repeated investigations to increase the reliability of results.

(4.2F) Communicate Conclusions
The student is expected to communicate valid, oral, and written results supported by data.

(4.3A) Analyze, Evaluate, and Critique Explanations
The student is expected to in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

(4.3C) Develop a Model
The student is expected to represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size

4.4 Science Tools
The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry.

4.4A Tools for Collecting and Analyzing Information
The student is expected to collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums.

4.4B Safety Equipment
The student is expected to use safety equipment as appropriate, including safety goggles and gloves.

Related Math TEKS

4.11A  The student is expected to estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary.

4.11B   The student is expected to perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system.

4.11C   The student is expected to use concrete models of standard cubic units to measure volume.

4.11D  The student is expected to estimate volume in cubic units.

4.11E   The student is expected to explain the difference between weight and mass.

4.12A  The student is expected to use a thermometer to measure temperature and changes in temperature.

4.12B   The student is expected to use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time.

4.13A  The student is expected to use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation.

4.13B   The student is expected to interpret bar graphs.

4.14A  The student is expected to identify the mathematics in everyday situations.

4.14B   The student is expected to solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

4.14C   The student is expected to select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

Additional Resources

Recycling Lessons and Activities for Students: Kitsap County (WA) Public Works (PDF) - Activities, suggested further reading, and vocabulary focusing on recycling/reuse, waste reduction, composting and more.

Recycling Lessons and Activities for Students
Kitsap County (WA) Public Works, http://www.kitsapgov.com

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