Reduce, Reuse and Recycle (before we run out of space at the dump!

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LEARNING OBJECTIVES:
Recognize and produce vocabulary related to: the environment and care, environmental education. Learn and implement the following grammatical structures and contents: What are you going to do?, I'm going to throw the cans away, Recycle / Do not recycle; Anything else?; Do you ...?; Yes, I do / No, I do, Do you save ...?. Recognize and pronounce sounds: / a /, / ei /, / ae /. Analyze and recognize the sociocultural aspects of English-speaking countries and compare them to themselves: Environmental Education. Understand the messages from the teacher, other students or the audiovisual and computer use. Apply grammatical and linguistic structures scheduled for Teaching unit. Use basic formulas of interaction. Respond in writing to written or oral stimulation. Recognize the basic structures of English. Apply identification techniques (sounds, words and numbers), relationships and partnerships (pronunciation of vocabulary and verbal information with its graphic and pictorial). Analyze and identify socially acceptable and unacceptable behavior. Recognize and consciously use the mechanisms involved in learning (listening, speaking, reading, singing, represent, interpret the visual context, communicate in pairs or in groups, write, etc..). Make crafts and projects incorporating the vocabulary and language structures studied. Self-assess your own progress orally and in writing. Recognize the importance of being able to communicate orally and in writing in the English language. Show interest in learning the vocabulary and language structures needed to express the basic needs of communication. Show curiosity, interest and respect for the ways of life of English speaking countries. Show curiosity about the functioning of language. Present interest in reading texts as sole source of information, learning and pleasure.

BASIC SKILLS:

Linguistic competence. Mathematical competence. Competence in knowledge of and interaction with the physical world. Data processing and digital competence. Social and civic competence. Cultural and artistic competence.

Learning-to-learn competence. Autonomy and personal initiative.

CONTENTS:
Recognition of vocabulary related to: the environment and care, environmental education. Recognition of / a :/, / ei /, / ae /. Analysis and recognition of socio-cultural aspects of English-speaking countries and comparison with its own: Environmental Education. Recognize and give orders in the classroom. Facilitate and encourage the use of English in the classroom; talking about the environment; talking about personal actions to care for the environment, environmental education. Use learning tasks visual, auditory, linguistic, musical, logical, kinesthetic, interpersonal and intrapersonal. Recognition of the importance of being able to communicate orally and in writing in the English language. Interest in learning the vocabulary and language structures needed to express the basic needs of communication. Curiosity, interest and respect for the ways of life of English speaking countries. Curious about language use. Interest in reading texts as a source of information, learning and pleasure.

TEACHING-LEARNING ACTIVITIES:

LESSON PLAN: SESION 1

Title: Reduce, Reuse and Recycle (before we run out of space at the dump!)

Objectives: Students will be able to: Understand the need for waste management. Understand the meaning of the terms REDUCE, REUSE and RECYCLE. Differentiate between the terms REDUCE, REUSE and RECYCLE. Document their own ideas for using the 3 R's with respect to a number of simple objects. Document their own ideas for recycling tin cans. Key Vocabulary:
GRAMMATICAL STRUCTURES:

What are you going to do?, I'm going to throw the cans away, Recycle / Do not recycle; Anything else?; Do you ...?; Yes, I do / No, I do, Do you save ...?. Pronunciation: / a :/, / ei /, / ae /. Task: Reading, writing and speaking tasks. Fill in the different worksheet. Art and craft tasks. Resources: White board. Trash bin filled with trash. For example: - scrap paper - tin cans - toilet paper rolls - empty kleenex boxes - empty milk cartons - empty pop bottles - tinfoil - newspaper. - On-line resources: Printables for this Lesson Plan. - Make Believe News Story to read or illustrate. - Reduce, Reuse and Recycle worksheet - Tin Can Recycling worksheet Websites for Research: A LOT of ideas for Recycling (They call it 'reusing' but it's actually recycling since they're making something different out of it. Regardless, I've never seen so MANY ideas before!). BOOKS TO READ: The Wump World This story is too young for the Grade 5 and 6 age group, but is a great choice for the kids to read to their 'younger buddies' if you

have a mentoring program at your school. It gives the Grade 5 and 6 students the chance to share their knowledge about the 3 R's with younger classes. (Plus it's a great story) Fun With Recycling: 50 Great Things for... Age appropriate arts and crafts type ideas. Sir Johnny's Recycling Adventure Great story + hands on activities. Age appropriate. Rubbish!: The Archaeology of Garbage Adult book. Good read for teachers prior to the unit. I enjoyed the emphasis on how garbage has been an issue for civilizations throughout history. Warming up: Timing: 5 minutes.

Fill trash bin to overflowing with trash items and place it in the usual spot. Set out books on recycling, the environment, etc in the reading center. Prepare a make believe newspaper article from the year 2025 along the lines (printable version). MAYOR ANNOUNCES THAT THE CITY HAS RUN OUT OF ROOM FOR GARBAGE. TRASH BINS OVERFLOWING! In a news conference yesterday, the Mayor announced that the garbage dumps have started to overflow. Despite the mayor's efforts to find a suitable location for a new dump, the garbage crisis has not been resolved. An emergency meeting has been called for this evening to discuss final plans for dumping the city's garbage. During the news conference, the mayor said, "Er, our best plan so far is to eliminate school playgrounds. If we dumped the garbage in the space currently occupied by all school monkey bars and fields we should be able to resolve the problem for another year or two. And hey, the kids will still have their gyms to play in... " Parents and students began protesting the proposed action but stopped when they realized that the next best plan was to dump garbage in everyone's backyards.

Presentation:

Timing: 10 min.

Ask the children if they know what happens to garbage after they put it in the garbage can. Write their thoughts on the white board. Explain to the children that garbage goes to a garbage dump (landfill) and that once one landfill gets full room for another one must be found. Ask the children to imagine what it would be like if the city ran out of room for garbage. Comments aren't necessary at this point... just have them imagine it in their heads. Read them the make believe news story from the year 2025.

Ask the children what they can do today to keep the news story from coming true? Write their ideas on the board. Introduce the concept of the 3 r's (REDUCE, RECYCLE AND REUSE). Classify their ideas as Reduce, Recycle or Reuse. REDUCE ==> make less garbage. For example, instead of buying juice boxes for lunch, buy a large container of juice and use a washable single serving container to take it to school. REUSE ==> use an item more than once. For example, when you get a plastic bag from the grocery store put it in your car and use it again the next time you go shopping. RECYCLE ==> turn an item into another useful item. For example, scrap paper from the classroom might be turned into newspaper or paper bags when sent to the recycling plant. Practice: Timing: 20-30 min.

Divide the children into groups of 2 to 4 students. Have each group take a few items out of the garbage can and move to their own area. Have them jot down some points on how they might use the 3 R's on the items they've chosen. Have them write down their ideas and which of the 3 R's they're using. Reduce, Reuse and Recycle worksheet. Return to the large group. Have the children share one of their ideas. Write them down on the board. Place a tin can (or a few of them) in a central location in the class. Have the children individually come up with an idea for RECYCLING the tin can. On paper or on the computer, have the children write the directions for recycling the can. They can add diagrams/artwork if they like. Tin Can Recycling worksheet. Task/Recycle: Timing: 10 min.

Short Extension: Write a short story about what it might be like in the year 2025 if the

city runs out of room for garbage? How would you feel? What would you suggest the mayor do to solve the problem? or Illustrate the make believe news story. What would a photo of the city in the year 2025 look like if we weren't careful about managing our garbage? Make Believe News Story with space at the bottom for illustration Homework Extension: Discuss with your parents if/how your family uses the 3 R's. Write down ways you can help your family do a little bit more. Next Day Extension: ARTS/CRAFTS: PENCIL HOLDER Provide the children with a tin can, tacky glue and a number of trash materials to create a pencil holder. Some suggestions: - broken elastic bands - scraps of wool - used/torn gift wrap, ribbon, bows (too torn to reuse) - used, clean tinfoil that's too small to reuse - scraps of colored paper

- dots from the hole punch - pieces of styrofoam (meat trays, egg cartons, etc) If you want to make an example pencil holder, I like to cut everything up into tiny pieces and glue it on collage style (you can make very nice designs this way), but let the kids be creative. DURING THE PROJECT: you can read a book about recycling to the children or you can talk to them about the 3 R's in more detail. Did you know that environmentalists were concerned that recycling might be a bad thing? Environmentalists worried that the idea people could recycle would make them forget to reduce and reuse. This could lead to our resources being used up faster than they would be if we only had 2 R's. It's important that we try to reduce and reuse FIRST and recycle only if we can't do the other two. That's why the 3 R's come in the order REDUCE, REUSE, RECYCLE. They're listed in the order we should try to do them. Ending: Timing: 5 min.

Bind the children's recycling ideas into a book entitled "20 Ways to Recycle a Tin Can" (because this is the number of students we have in the classroom). We can donate our class book to the resource center or sell it at a school auction to raise money. Total timing: 55-60 min.

LESSON PLAN: SESION 2

Title: Reduce, Reuse and Recycle (before we run out of space at the dump!).
Objective:
Work through the blog Know and classify the types of waste. Distinguish between different dumpsters. Recycle the surrounding materials. Know the meaning of the Rule of the 3Rs: reduce, reuse and recycle. Making recycled paper. Encourage creativity and peer relations.

Key Vocabulary: Oral Comprehension: - Invitations expressions: Would you like a (banana)?, Yes, please, No, thank you. Can I have a cake, please? - Questions and answers: How much is it? Its - Instructions and orders: Color, cut, listen, look, stand up, come here, jump, take, touch, open, close, repeat, point to, give me, show me,... - Polite forms: Please, thank you, I'm sorry, Not at all, Toilet, please. - Vocabulary: Trees, flowers, birds, bananas, apples, cake, milk, coke, water, happy, sad, Cherries, biscuits, sandwiches, sweets, ice-creams, hungry-hunger, orange juice, 6, 7, 8, 9, 10. Pronunciation: to incise in w sound. Task: Preparation of figures made with waste material that students bring from home. Photograph and upload to the blog made crafts and photos of your process. Write the script for the theater with the students. Test the theater. Representation. Go to the recording theater blog. Resources: Waste materials Computers

Trash bin filled with trash. For example: - scrap paper - tin cans - toilet paper rolls - empty kleenex boxes - empty milk cartons - empty pop bottles - tinfoil - newspaper. Warming up: Timing: 5-10 minutes.

Children will bring a different kind of home materials (cork, plastic bottles, cardboard boxes, rolls of toilet paper ...). With them we will photograph and crafts that will go up after the class blog for all students and parents can see and comment.

Presentation:

Timing: 20 min.

With the figures made mount a small theater, all from recycled materials and made by students. The roles of each student in the theatre will be write by the teacher and students, with the help of parents and will be put it on the class blog.

Practice:

Timing: 15-20 min.

Finally we will have a video of the theatre will put on the blog, so it can be seen and commented by the entire staff.

Task/Recycle:

Timing: 10 min.

The theater activity will last for several days with sessions of 60 min. daily until students finish crafts and learn their roles.

Ending:

Timing: 5 min.

We try to consult the blog in class daily, if not possible, children will do at home with their parents.

Total timing: 55-60 min.

EVALUATION
EVALUATION CRITERIA: Understand and produce oral and written messages related to: Talking about recycling. Recognize and give orders in the classroom. Talking about the environment. Talking about personal actions to care for the environment. Use visual learning tasks, auditory, linguistic, musical, logical, kinesthetic.

Associate oral and written information with their visual representation. Participate in oral games. Give an active response to simple verbal instructions. Practise simple everyday conversations. Make a game in pairs and in small groups. Assess the skills and knowledge. Confirm actively affirming or denying, the functions planned for the Unit.
HOW TO EVALUATE:

We will test to evaluate the contents of this UD with short questions. For children practice, we will put a small self- evaluation in the blog to make it at home. Assess by direct observation, taking into account the participation, interest and collaboration of students in different activities. In this UD, we have the class blog, and we assess their use by students.
SELF EVALUATION:

What is recycling? How many types of containers are there? What goes in the blue bin? In the yellow? What about green? What are the main steps to follow to make recycled paper? What does the rule of the 3Rs? What do you do with batteries that do not work?

WHEN EVALUATING

At the beginning of the activity: to gather information about the prior knowledge that the student has. During the activity: observe the degree of understanding of the activity, effort, interest, attitudes in their implementation and how the process concludes. At the end of the activity: value the result of the activity and whether the objectives have been met ...