UNIT OUTLINE

Lesson Title:

Planet Protectors- Reduce, Reuse, Recycle!

Grade
Level/Subject
Area:

Kindergarten/Science

Concept/Topic:

Students will be able to identify and describe the 3 Rs: Reduce,

Reuse, and Recycle, and be able to identify how these steps will
help reduce the negative impact of humans on land, water, and air.
Students will be divided into small groups (2-3 students) to apply
what they have learned about the negative impact humans have on
our environment and the 3 Rs: Reduce, Reuse, and Recycle, to
create, design, and produce solutions that will reduce the negative
impact of humans on our land, water, and air.

Length of
Lesson:

Five 90 minute blocks (Consecutive days)

SLO Objectives

School SLO: 75% of all diploma bound students enrolled prior to

Oct. 1 and remaining enrolled through June 3 will meet or exceed
projected growth in the area of reading as measured by MAP.

STEM
Standards of
Practice

1.b: Apply science, technology, engineering, or mathematics

content to answer complex questions, to investigate global issues,
and to develop solutions for challenges and real world problems.

This unit will run over the course of approximately five days; 3
days in the traditional classroom setting (M, W, F), and 2 days via
synchronous online sessions (T, Th). The first three days will
focus on students identifying and describing the 3 Rs: Reduce,
Reuse, and Recycle. The fourth day will focus on the 3 Rs and
how these steps can be implemented in our homes to reduce the
negative impact of humans on land, water, and air. And the fifth
day will be used to provide students time in class to complete the
group project, and collaborate via PBworks workspace to present
their observations and findings.

2.b: Apply integrated science, technology, engineering,

mathematics content, and other content as appropriate to answer
complex questions, to investigate global issues, and to develop
solutions for challenges and real world problems.
3.f: Communicate effectively and precisely with others.
5.c:Apply science, technology, engineering, and mathematics
content to construct creative and innovative ideas.

Standards
Addressed:
(Local or
National
Standards)

Content Standard:

Next Generation Science Standards (Achieve, Inc., 2013).

o K.ESS3.3: Communicate solutions that will reduce
the negative impact of humans on the land, water,
air, and/or other living things in the local
environment.
Common Core State Standards
o RI.K.1: With prompting and support, ask and
answer questions about key details in the text.
Common Core State Standards
o SL.K.6: Speak audibly and express thoughts,
feelings, and ideas clearly.
Common Core State Standards
o W.K.2: Use a combination of drawing, dictating,
and writing to compose an informative text.

National Education for Technology Standard for Students:

(International Society for Technology in Education, 2007).

2. Communication and Collaboration: Students use digital

media and environments to communicate and work
collaboratively, including at a distance, to support
individual learning and contribute to the learning of others.
o b. Communicate information and ideas effectively
to multiple audiences using a variety of media and
formats.
5. Students understand human, cultural, and
societal issues related to technology and practice
legal and ethical behavior.
o b. Exhibit a positive attitude toward using
technology that supports collaboration, learning,
and productivity.
o d. Exhibit leadership for digital citizenship.

Lesson Goals:

The goal of the lessons is for students, in a variety of learning

experiences, to explore, discuss, research, and present innovative
solutions to reduce the negative impact of humans on land, water,
and air in our environment.

Performance
Objectives:

After completion of the lesson, students will be able to:

Identify and describe the 3 Rs: Reduce, Reuse, Recycle.

Apply the 3 Rs strategies to create innovative solutions
that will reduce the negative impact of humans on land,
water, and air.
Engage in an open and friendly global collaborative
environment online.

Procedure
Outline:

Discuss with students: To celebrate Earth Day this year, share the
Safari Montage video: Earth Day with the students. Have students
discuss the importance of Earth Day. Explain to students that over
the next five days, students will be learning about the 3 Rs:
Reduce, Reuse, and Recycle, and how these strategies can help us
to make better choices that will positively impact our
environment.
Day 1: Brick-and-Mortar
Introduction: The teacher will introduce the essential question:
How can we reduce the negative impact of humans on land, water,
and air? The teacher will show the BrainPOPjr video: Reduce,
Reuse, Recycle (username and password is required, locate
information in the red substitute folder). At the end of the video
encourage students to discuss what they understand about these
strategies?
1. Discuss with students that today, we will be focusing on
the idea of Recycling. Have students turn and talk to a
partner: What do you already know about Recycling?
What can you recycle? What items can we not recycle?
What is the importance of recycling, and how can it help
our environment? Have students share their ideas whole
group.
2. The teacher will create a T-Chart. One side will say
garbage, and the other side will say recycle. The teacher
will write down students examples of items that should
not be recycledgarbageand items that can be recycled.
As students generate examples, have them decide which
list they should go on (garbage or recycled). Guide the
students as they are coming up with ideas to help them
decide which list would be the correct one.
3. Have students create a sharing circle, the teacher will bring
over a basket of items (examples: banana peel, water
bottle, piece of paper, cereal box, a tissue, etc.). Students
will have the opportunity to look at items and discuss and
decide which items are trash and which are recyclables.
Have the students separate the trash and recyclables into
two different categories (recyclables and trash). The
students will throw the items they believe are garbage in
the trash can, and the items they believe can be recycled
into the blue recycling bin.
4. Once all of the items have been categorized, move the
trash can, and recycling bin aside, and read the story The
3Rs: Reduce, Reuse, Recycle by Nuria Roca.
5. Once you have read the text, look back at the items the
student placed in the bins, and see if there is anything the

students wish to change. Allow students time to talk about

the items they want to change and provide reasons as to
why they changed their items.
6. Go over the items with the students, and have a class
discussion on why each item has been placed in either the
trash can or the recycling bin. Continue to refer back to the
text and video and discussing what items should and can
be recycled.
7. Students will then be given a Recycling Assessment sheet.
The students will circle the items on the worksheet that are
considered recyclable.
Day 2: Online- Synchronous Morning Session
Introduction: In Google Classroom: The teacher will post the
essential question: How can we reduce the negative impact of
humans on land, water, and air? Before the google hangout
synchronous session begins, the teacher will ask students to view
the video: Reduce, Reuse, Recycle.
1. In google hangout, The teacher will discuss with the
students using google hangout the 3rs. Reduce
Something I can use less of (example: I can use a water
bottle over and over). Reuse to use again (example: I can
wear my brothers clothes, I can take bags to the grocery
store). Recycle Turn something old into something new
(example: aluminum cans, glass bottles, newspaper).
2. The teacher will discuss with students that today, we will
be focusing on the strategy of reusing. The students will
watch the video: Reusing Old Things. The teacher will
then show a variety of items; paper towel roll, 2 liter soda
bottle, juice box, etc. The teacher will encourage students
to think about how these items could be turned into
something new emphasizing the vocabulary term reuse.
The students will discuss via google hangout
brainstorming ideas on how one or more of the items can
be reused for something else.
3. Students will be given approximately 45 minutes to create
a poster showing their new invention. They will draw a
picture and label it. They will also write about what their
new invention is, the Item(s) they reused to make it, and
how using that item helped the Earth.
4. In google classroom, the students will be assigned different
groups. The students will use google hangout to present
their posters to their classmates. One learning coach from
each group will be asked to record the discussion via
screencast-o-matic, upload the video, and post it in the
google classroom assignment board.

5. The poster will be handed in the next day at school for

grading.
Day 3: Brick-and-Mortar
Introduction: The teacher will review the essential question: How
can we reduce the negative impact of humans on land, water, and
air? The teacher will present the song: Reduce, Reuse, Recycle
(located in music file on desktop computer).
1. Students have been learning about how humans can have a
negative impact on land, water, air, and other living things.
This lesson will focus on conserving water and providing
solutions to reduce the negative impacts. Show the
students a paper bag with a bottle of water hidden inside.
Explain to the students that the most precious natural
resource in the world is hidden inside the bag. Have
students guess.
2. Discuss the importance of water and how we need to
conserve it. Give students the water cards and sort them
from the activities that use the least amount of water to the
activity that uses the most amount of water.
3. Have students discuss the sorting and ways we can help
conserve water in our homes. Show students the YouTube
Video, Save Water to Help our Earth.
4. The students will then come together to review the 3 Rs.
The students will be placed in groups (2-3 students). Given
a bag of materials that can be reduced, recycled, or reused,
students will sort the items onto the correct mat. Students
will share their thinking with a teammates and defend why
they chose to place the objects accordingly.
5. After groups have sorted their items, allow each group to
conduct a gallery walk. Have each group walk around the
room and look at how the items were sorted.
6. The students will come back together as a class. Each
group will discuss the items they placed on the reduce,
recycle, and reuse mat. The teacher will use chart paper to
write and draw the items that were placed in each column
during the discussion. The students will discuss whole
group the justifications for why they placed the item in
each column. A group discussion will commence on items
that should be designated for reducing (such as using a
water bottle over and over again), reusing (a lunch box
instead of a brown paper bag), and recycle (newspaper,
aluminum cans to make something new). Discuss how
some items can be used in more than one area depending
on the justifications.
7. Students will then be given a Reduce, Reuse, Recycle

assessment sheet. Students will be given pictures of items,

and they are to cut and paste each item into a category:
reduce, reuse, or recycle. Students will then share their
thinking with a friend and defend why they chose to place
the objects accordingly. The teacher will walk around the
room with the Rubric to evaluate their assessment sheets
and justifications.
Day 4: Online- Synchronous Morning Session
Introduction: The teacher will post in google classroom the
essential question: How can we reduce the negative impact of
humans on land, water, and air in our homes?
1. In google hangout (synchronous environment), the teacher
will review the 3 Rs with students, and focus students on
the objective for today and the directions for the mornings
session. The teacher will read I Can Save the Earth by
Alison Inches
2. The students will be given 15 minutes to play
EekoHouse Students will explore the virtual world and
discover ways to reduce, reuse, and recycle in their home.
3. Students will come back to the google hangout to discuss
the virtual game, and what they learned about reducing,
reusing, and recycling at home. The teacher will then
introduce and discuss the directions, and rubric for the 3
Rs home action plan video.
4. The students will then be assigned google hangout
breakout groups. The students will brainstorm ways in
which they can utilize these three steps to reduce the
negative impact of humans on air, land, and water within
their own home. Learning coaches will monitor and
support discussion. One learning coach from each group
will be assigned to record the meeting via screencast-omatic, upload the video, and post it to the google
classroom assignment board.
5. The students will be given approximately 45 minutes to
complete the home action plan video. The learning coach
will record the student in various places around the house
that could benefit from one or more of the 3 Rs (Example:
Students standing beside the light switch and explain how
turning off the lights when you leave the room would
reduce the amount of electricity being used in the home).
6. Students will be asked to post the video to the google
classroom assignment. Students will then watch and
respond to at least two classmates videos.
7. To end the lesson, students will respond to the essential
question posted at the beginning of the session.

Day 5: Brick-and-Mortar
Introduction: The teacher will review the essential question: How
can we reduce the negative impact of humans on land, water, and
air?
1. Today the students will have the opportunity to collaborate
and brainstorm with our Kindergarten friends. Using
Google Hangout, the collaborating teachers will present
the project to the students: Reduce, Reuse, Recycle- A
Global Collaboration.
2. Discuss with students, the activity for today; students will
be placed in groups (2-3 students) to apply what they have
learned about the negative impact of humans on land,
water, and air, and what they have learned about the 3 Rs,
to create innovative solutions to help our environment.
Discuss with students that these solutions can be helpful to
the environmental effects in the environment.
3. Allow students the opportunity to ask questions and
discuss the project. Students will have the opportunity to
discuss what they have learned about the 3 Rs, Have
students begin brainstorming ideas on how they can either
reduce, reuse, or recycle in order to help our environment.
Have students turn and talk to peers in their own class, and
then allow both classes to share some ideas.
4. During the exchange of student ideas, teachers will use
chart paper to note some of the brainstorming ideas from
both classes.
5. Students will then be placed in groups (2-3 students). Each
group will develop and create a solution that will reduce
the negative impact of humans on land, water, and air, in
the environment. The solution may be drawn, written, or
created through the use of accessible materials. The
students will have the opportunity (with adult support) to
take pictures and/or videos to present their projects. The
projects when finished will be uploaded to the PBworks
Workspace: Reduce, Reuse, Recycle A Global
Collaboration.
6. Over the last few weeks, items have been collected and
brought to school to aide in the completion of this project.
The teacher will lay out the materials: tissue boxes, cereal
boxes, bottles, etc. Discuss with the students that these
materials are readily available that be used in order to
develop and create your innovative solution. Discuss the
rubric with the students before the start of this project.
7. Allow the students to get into their groups, and give them
time to work on creating and developing their solution
using one of the 3 Rs strategies. Circulate the room and

monitor student progress. As the groups finish, they will be

given the opportunity to upload their images/videos of
their product to the PBworks Workspace: Reduce, Reuse,
Recycle A Global Collaboration. The group will discuss
where the product should be located; the air, land, or water
page. The group will also need to identify if the project can
help the environment. This information can be presented in
the video, or typed underneath of the picture (image of the
project). All projects should be completed at the
conclusion of the lesson.
Extension Activity
Introduction: Review the essential question: What are the
negative impacts of humans on the environment? Discuss with
students that today, we will be collaborating with our other
Kindergarten classes via PBworks Workspace: Reduce, Reuse,
Recycle A Global Collaboration.
1. The teacher will use the interactive whiteboard to display
the Workspace: Reduce, Reuse, Recycle A Global
Collaboration. The teacher will read the homepage, and
share that we have been adding to this Wiki along with our
Kindergarten friends. Today, we will have the chance to
look through our projects to see the creative solutions that
we all came up with.
2. Go through each page: land, water, and air. Read and show
students the projects that have been uploaded. Have
students discuss how these solutions incorporate one of the
3 Rs and how this solution could benefit our environment.
3. As the class navigates through each page, encourage
discussions about each project. Have students share their
thoughts on the projects. In the comment section of each
page, write the childs name and what they think about a
specific project (possible example: Sarah. I love how our
friends in Mrs. Hochs class took a sock and turned it into
a Dust Bunny Eater! This could help both environments.).
4. After students have had a chance to view and discuss the
possible solutions, students will share how these solutions
help reduce the negative impact of humans on the land,
water, and air. The students will have the opportunity to
discuss whole group how these solutions could help not
just our own community, but communities around the
world.
5. In student notebooks, students will be asked to write about
one of the solutions they would like to try at home, and
how this solution will reduce the impact of humans on our
environment.

Technology
Requirements:

Computer and Internet access

Interactive Whiteboard
iPads and/or Cameras
Google Classroom
Google Hangout
Screencast-o-matic
Video/Audio Recording

Resources/Mater
ials:

Text:
The 3Rs: Reduce, Reuse, Recycle by Nuria Roca
I Can Save the Earth by Alison Inches
Video:

Safari Montage video: Earth Day

https://ssl.wcps.k12.md.us/SAFARI/montage/,DanaInfo=.a
11B4D76G9-A+play.php?
keyindex=95995&location=local&filetypeid=7
BrainPOPjr video: Reduce, Reuse, Recycle
https://jr.brainpop.com/science/conservation/reducereusere
cycle/preview.weml
Youtube video: Reduce, Reuse, Recycle
https://www.youtube.com/watch?v=wtoeZ9Nkeqk
Youtube video: Reusing Old Things
https://youtu.be/21gfKIfj4oo

Virtual Game: EekoHouse

PBworks Workspace: Reduce, Reuse, Recycle A Global
Collaboration
Chart Paper, Markers, Crayons, Pencils, Glue, Tape, etc.
Collected Materials: Tissue boxes, cereal boxes, water bottles,
aluminum cans, liter bottles, etc.
Letter sent home in regards to collecting materials (See Appendix
A)
Assessment/Rubrics (Appendix B-G)
Assessment
Based on
Objectives:

Day 1: Students will then be given a Recycling Assessment sheet.

The students will circle the items on the worksheet that are
considered recyclable (See Appendix B).

Day 2: Students will be asked to complete and turn in the Reusing

poster. A rubric (See Appendix C) will be used to evaluate if
students were able to identify and describe how they reused
item(s) and turned it into something new. Students will then share
their posters with classmates via google hangout. Instructor will
review group recordings.
Day 3: Students will then be given a Reduce, Reuse, Recycle
assessment sheet. Students will be given pictures of items, and
they are to cut and paste each item into a category: reduce, reuse,
or recycle (See Appendix D). Students will then share their
thinking with a friend and defend why they chose to place the
objects accordingly. The teacher will walk around the room with
the Rubric to evaluate their assessment sheets and justifications
(See Appendix E).
Day 4: Students will be asked to complete a home action plan
video where students will identify places around the house that
would benefit from one or more of the 3 Rs. A Rubric (See
Appendix F) will be used to assess student knowledge and
understanding of the 3 Rs, and how they can be implemented in
the home to reduce the negative impact of humans on the land,
water, and air. Students will also complete the TedEd lesson:
Reduce, Reuse, Recycle.
Day 5: Students will be divided into small groups (2-3 students).
In each class, these groups will be given time to use what they
have learned about the environment issues from both
environments and the 3 Rs to create, design, and produce
solutions that will reduce the negative impact of humans on land,
water, and air and identify whether their solution will help their
environment. A rubric (See Appendix G) will be used to assess
each groups solution and will include as criteria: whether the
solution could reduce the negative impact of humans on one of the
major environments (land, water, and/or air) and whether the
solution involves at least one of the 3 Rs (Reduce, Reuse,
Recycle). Video/audio recordings, pictures, drawings, and writings
will all be uploaded to the PBWorks Workspace: Reduce, Reuse,
Recycle A Global Collaboration where students from both
classes will be able to discuss and communicate their ideas and
respond to the solutions presented.
Extension Activity: In student notebooks, students will be asked
to write about one of the solutions they would like to try at home
and how this solution will reduce the impact of humans on our
environment.

Differentiation

Comments /
Notes:

Follow Up:

Brick-and-Mortar: Students will be given additional wait time

and support as needed. Advanced students will be paired with
basic students in order to provide additional assistance as
necessary. Students who are in need of additional assistance will
be provided adult support in getting their ideas written.
Online Learning: Learning Coaches will provide additional
support and assistance as needed. Students who are fast finishers
during online instruction days will go to google classroom to the
fast finishers tab for extension activities to complete 3 Rs
activities until the synchronous google hangout session starts.
Additional synchronous learning opportunities will be provided to
students who are in need of remediation.
Throughout Day 5, take pictures and videos of students
creating their projects. The students will need these
pictures and videos to be uploaded to the PBWorks
Workspace.
Days 2 and 4, Learning coaches will be asked to
monitor and support students during online
instruction.
Day 4, Learning coaches will need to be able to take
video of the students creating the home action plan.
The learning coach will also need to support students in
responding to at least two of the classmates videos. It is
suggested that they come up with the response, the
learning coach can assist in typing the response.
During google hangout sessions; the learning coach is
asked to help monitor and support the discussion and
collaboration between peers. If the instructor has asked
to record the session, the learning coach will need to
use screencast-o-matic to record, and upload the video
to the google classroom assignment post.
After the project is completed, have students share the workspace
in class, and have students share the website with their families at
home. Have students follow up on home action plan video to share
how they have changed routines in their homes to reduce the
negative impact of humans on the land, water, and air.

Appendix A

Reduce, Reuse, Recycle!

Dear Families,
April 13-24th, your child will be learning about the
importance of preserving our environment. Students will be
learning ways that they can reduce the impact of humans on
the land, water, and air in our local community. In order to
make this project authentic and successful, we need your
help! Our class is looking for materials that we can use to
show how we can reduce, reuse, and recycle to protect, and
keep our planet healthy. We are asking for:

Empty
Empty
Empty
Empty
Empty

toilet paper rolls

tissue boxes
cereal boxes
water bottles
liter bottles

Please feel free to also have your child bring in any items of
their own that they believe they can use to create a solution
that will reduce the impact of humans on our local
environment. April 20-24th, our students will be using these
items to create ways in which we can help keep our
environment clean. Please feel free to call or email with any
of your questions or concerns.

Thank you for your support!

Kindergarten Team

Appendix B

Appendix C

Reusing Old Things: Poster Rubric

Using drawings and/or writing, the student could
effectively create something new (invention) in order to
reduce the negative impact of humans on one of the
environment: land, water, and/or air. The solution
involves at least one of the 3 Rs (Reduce, Reuse,
Recycle).
4/4
Using drawings and/or writing the student could create
something new (invention) in order to reduce the
negative impact of humans on one of the environment:
land, water, and/or air. The solution involves one of the 3
Rs (Reduce, Reuse, Recycle).
3/4
Adult support and modifications were needed in order
for the student to draw and/or write about a new
invention that could reduce the negative impact of
humans on one of the environment: land, water, and/or
air. The solution involves one of the 3 Rs (Reduce,
Reuse, Recycle).
2/4
Students were unable to draw, write, or develop a new
invention that could potentially reduce the negative
impact of humans on one of the environment: land,
water, and/or air. The solution does not involve one of
the 3 Rs (Reduce, Reuse, Recycle).
1/4

Appendix D

Appendix E

Name: ____________________________________ Date: ______________________

Reduce, Reuse, Recycle Rubric

Appendix F

Appendix G

Name: _____________________________________ Date: ______________________

Collaborative Project: Reduce, Reuse, Recycle Rubric
The solution could effectively reduce the negative impact
of humans on one of the environment: land, water, and/or
air. The solution involves at least one of the 3 Rs
(Reduce, Reuse, Recycle).
4/4

The solution could reduce the negative impact of humans

on one of the environment: land, water, and/or air. The
solution involves one of the 3 Rs (Reduce, Reuse,
Recycle)
3/4
Adult support and modifications were needed in order
for the solution to be able to reduce the negative impact
of humans on one of the environment: land, water, and/or
air. The solution involves one of the 3 Rs (Reduce,
Reuse, Recycle)
2/4
Students were unable to develop a solution that could
potentially reduce the negative impact of humans on one
of the environment: land, water, and/or air. The solution
does not involve one of the 3 Rs (Reduce, Reuse,
Recycle)
1/4