Author:
Georgia Boatman, Washington OSPI OER Project, Kimberley Astle, Ellen Ebert, Barbara Soots
Subject:
Environmental Science, Education, Elementary Education, Ecology
Material Type:
Activity/Lab
Level:
Lower Primary
Grade:
K
Tags:
Animals, ClimeTime, Garbage Separation, Reuse, Sorting, Trash, Wa-Online-Learning-Guidance, climetime, recycling, remote learning, remote-learning, wa-early-learning, wa-ela, wa-integrated, wa-online-learning-guidance, wa-science, wa-supporting-youngest-learners
License:
Creative Commons Attribution
Language:
English
Media Formats:
Downloadable docs

Education Standards (12)

Kindergarten - Elementary Science and Integrated Subjects: Tackling Trash

Kindergarten - Elementary Science and Integrated Subjects: Tackling Trash

Overview

Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. 

The template for Elementary integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. 

Introduction: Standards, Phenomena, Big Ideas, and Routines

Washington State Learning Standards

Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning

Kindergarten Disciplinary Core Ideas include PS2, PS3, LS1, ESS2, ESS3

For ESS3, students are expected to develop an understanding of:

  • things that people do can affect the world around them
  • people can develop solutions to the impacts they make that reduce their impact
  • what plants and animals (including humans) need to survive

The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.

Crosscutting Concepts:

  • patterns;
  • cause and effect;
  • systems and system models;

Students are expected to use the practices to demonstrate understanding of the core ideas.

Science and Engineering Practices:

  • asking questions
  • developing and using models
  • analyzing and interpreting data
  • planning and carrying out investigations
  •  designing and communicate solutions
  •  engaging in argument from evidence
  • obtaining, evaluating and communicating information

Performance Expectation(s)

Identify Performance Expectation(s) from Next Generation Science Standards that will be your focus (Climate Science related PEs preferred but not mandatory). Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic.

K-ESS3-3   Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

[Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]

Science and Engineering Practices

Which SEPs will be a focus for investigating this topic/phenomenon?

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information

K-ESS3-3   Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas.

Crosscutting Concepts

Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?

K-LS1-2 Patterns - Patterns in the natural and human designed world can be observed and used as evidence.

K-ESS3-3 Cause and Effect - The shape and stability of structures of natural and designed objects are related to their function(s).

English Language Arts (ELA) Standards

How will I Integrate ELA Standards (which standard, what strategy…?)

RI.K.1 - With prompting and support, ask and answer questions about key details in a text.

RI.K.3 - With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.

W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers

W.K.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

K.L.1d - I can use these question words: who, what, where, when, why and how.

K.SL.1 - Participate in Collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

K.SL.3 - Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Mathematics Standards

How will I Integrate Mathematics Standards?

K.CC. 6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

K.MD.3 - Classify objects into given categories; count the number of objects in each category and sort the categories by count.

Social Studies Standards

SSS1.K.1 - State and clarify one’s point of view.

SSS1.K.3 - State own viewpoints on fairness and listen to the viewpoints of classmates and teacher.

SSS1.K.4 - Retell a sequence of events that have happened over time.

Computer Science Standards

1A-A-5-3 - Plan and create a design document to illustrate thoughts, ideas, and stories in a sequential (step-by-step) matter (e.g., story map, storyboard, sequential graphic organizer)

Phenomena

How does our trash affect our community?

Phenomena Resources:

Communicating in Scientific Ways | OpenSciEd

Big Ideas

  • Human impact on the environment
  • Everything humans do has an impact on something (cause and effect)

Trash and waste are a part of everyday life. Waste can be found in the classroom, home, and community. However, trash doesn't disappear when you're done with it. It must move on to somewhere else. But you can help solve this problem.

Open Sci Ed Routines

RoutineDescription of Routine
Anchoring Phenomenon RoutineDevelop curiosity to drive learning throughout the suite of lessons or unit based on a common experience of a phenomenon
Navigation RoutineEstablish and reinforce the connections between what we have previously done in a unit, what we are about to do, what we will do in the future, and what our driving purpose is in the contexts of the suite of lessons or unit.
Investigation RoutineUse scientific practices to investigate and make sense of a phenomenon
Putting Pieces Together RoutineTake the pieces of ideas we have developed across multiple lessons and figure out how they can be connected to account for the phenomenon we have been working on
Problematizing RoutineEvaluate the adequacy of our scientific ideas to explain and phenomenon in order to identify what we still need to understand.

Routines by OpenSciEd | CC BY

Lesson 1: What Is Trash?

Lesson 1:  What is Trash?

Anchoring Phenomenon Routine

Materials: 

Preparation:

  • have link to slide show ready on computer
  • OR  if using observation charts glue one slide show picture to each of several blank 8”x11” sheets of paper
  • Label chart paper with the title, “What is Trash?”

Vocabulary:  Trash, Garbage, Thrown Away

Integration Points:

  • Look for integration points for English Language Arts and Mathematics within the procedures below.  They will be noted in italics and dark blue.

Procedures

Procedure 1:

Introduce the Phenomena: Display the slideshow for students. Resource 1: National Geographic Kids “See How Animals Can Be Affected by Plastic” Slideshowhttps://kids.nationalgeographic.com/explore/nature/kids-vs-plastic/

Have students react to the photos.  Create a class poster of Observations and Wonders.

  • This could alternatively be completed as a Project GLAD Observation Chart activity.
    • Place each picture individually on a separate piece of paper and post around the room.
    • Partner students in pairs and give each pair a different colored marker or crayon to use
    • Students move from picture to picture and observe the pictures.
    • Students take a few moments  and draw or write ideas and questions.

Digital/Distance Learning Suggestions

Option 1:   This could be broadcast to students as a Topic via Flipgrid or similar platform. Screenshot of author, L. Cobar's students responses to Noticings and Wonderings. 

The teacher could record a   screenshare of a selection of the photos provided. Students will record their “noticings” and “wonderings” in their Flipgrid response.

    • Goal: Students should be guided to find PATTERNS from image to image. Students should begin to recognize that non-living objects in the environment affect the living things.
    • Result: Students were able to identify the trash and garbage as the pattern from image to image. They asked questions about the why and where of the garbage, especially as it related to the animals in each picture. Many also expressed concern about how people brought the trash and garbage into the animals’ environments.

Option 2:   Animals & Garbage Observation  observe pictures of animals and garbage on a google slide and write what they notice.

    • Goal:  For students to notice the excessive amount of trash that is surrounding the animals, which in turn begins the conversation about why there is that much, how it affects animals and humans, and how can we help (multiple days of course)
    • Result: Students did notice the trash, however in their answer they didn’t really address the amount of it.  This wouldbe something to go back and visit and give some guiding questions to begin the conversation piece.

Screenshot one for author, M.Moore's students noticings in Google Slides.A second screenshot of author, M.Moore's student responses to noticings about trash in Google SlidesA third screenshot of author, M.Moore's student responses to noticings about trash in Google Slides

Procedure 2: Gather students on the carpet, or in a group space or “scientist circle”- a common area where they can all sit and see/listen/discuss/share.

Procedure 3:  Teacher introduces the topic of garbage and trash. Review what students observed on the Observation Walk/slideshow pictures, discussing what types of non-living things were seen in the photos.

Procedure 4: Tell students that we are going to look for patterns in the pictures.   Patterns are similar things that we see in the various pictures.

Procedure 5:  What is trash?  Have students draw/write to define what “trash”  is. They should label their model as Trash or What is Trash? (This will be their initial model).  W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts

Digital/Distance Learning Suggestions

Option 1  Students can search Google Images to find pictures of what they feel trash is, then use a Google slide to create a poster. 

    • Goal:  The goal for this is to find out how students perceive trash in the real world.  It also allows for them to use technology to search for pictures and add them to a poster.  Ideally, I would create a slideshow in Google Slides and then show all the students the presentation and we could talk about what they noticed and what they wondered.  This would be done during a Zoom meeting (or something similar). 
    • Result:  students were able to find pictures using the Google search function, then explain their thinking during our Zoom meeting. K.SL.1-Participate in Collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    • Note:  a teaching tutorial would have been helpful for students to watch before beginning this. 

Student examples of pictures of trash found in online researchA second student example of pictures of trash found in online researchA third student examples of pictures of trash found in online research

Option 2   

Students are given the prompt, What Is Trash? They then draw pictures on a paper and discuss it with family. They share their ideas and label the pictures to name items they have drawn. At the end, parents can send a photo through SeeSaw, Remind, or by using a Google Form. The teacher can collect the photos to create a collage of all submissions to then send out to the class showing everyone’s ideas. K.SL.1-Participate in Collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Description of Student Example (Option 2): The lesson was uploaded through digital learning activities.

The first image shows the Google Forms prompt sent out the families. It provides the directions and a “turn-in” location for the photo once the child has finished.

The second image is a collage of student submissions. Some families also chose to separately sent video of their child explaining the drawings and why they included certain items they consider, “trash.”

Screenshot of Google Form from author, L.Cobar for "Think and Share: What is Garbage?"   Screenshot of author, L.Cobar's students' responses to What is Garbage?"

 

Lesson 2: The Great Trash Bash (or other comparable choice)

Lesson 2: Read-Aloud: The Great Trash Bash (or other choice)

Investigation Routine

Materials:

  •  Resource 2:Read-Aloud of the book, The Great Trash Bash by Loreen Leedy YouTube Video Link:  https://youtu.be/pvyeJ-YTeW0 (or other book choice on this topic with a similar theme)

Preparation:

  • Pre-read the book or set up the YouTube link for use

Vocabulary:  Trash, recycle, bash

Procedures

Procedure 1: Call students to the back carpet, group space or “scientist circle”- a common area where they can all sit and see/listen/discuss/share. Read aloud The Great Trash Bash by Loreen Leedy pointing out patterns of behavior by the animal citizens in the first couple of pages.  Ask students to find causes and effects such as “someone through a banana peel on the sidewalk and that made the mayor slip.” RI.K.1 - With prompting and support, ask and answer questions about key details in a text.

Procedure 2: As the story is read, have students look for the problem and solution in the story. RI.K.3 - With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.

Procedure 3: Discuss what students have observed and thought during the story. K.SL.1-Participate in Collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Digital/Distance Learning Suggestions

Option 1  Use Flipgrid or other platform to prepare this as a Topic. Create a Topic Focus Video by using the YouTube link and Screencastify. Present and record the story. Upload to Flipgrid. Students will record a response to the story to talk about the major events in the story including the characters, setting, and the problem and solution.  RL K.3- With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.

Description of Student Examples (Option 1): The lesson was uploaded through digital learning activities.

The image shows a screenshot of the Screencastify Video presented through a Flipgrid Topic. The read-aloud was presented through use of the YouTube link.

Screenshot of Screencastify from author, L.Cobar, of YouTube reading of the Great Trash Bash.

Lesson 3: Virtual Field Trip

Lesson 3: Virtual Field Trip

Investigation Routine

Materials:

Preparation:

  • link to or download  the YouTube video and check for audio, etc.

Vocabulary:  Field Trip, Recycle, Recycling Center, Sorting,

Procedures

Procedure 1: Provide the link Resource 3: YouTube Video  Virtual Field Trip Learnings to the class through the classroom communication tool (SeeSaw, Google Classroom, Edmodo, etc.)

Procedure 2: Students will watch the YouTube video and report back to the teacher. Use the following prompt options to gather a response from students. RL K.1-With prompting and support, ask and answer questions about key details in a text.

  •  “What kinds of things can be recycled?
  •  “What did you see at the Recycling Center?”
  •  “Write one thing you saw on our field trip.”  W K.8-Recall information from experiences, or gather information from print and digital sources

Description of Student Examples: The lesson was uploaded through Google Classroom. Students responded to the prompts through Google Slides or Google Doc.   The read-aloud was presented through use of the YouTube link.

Screenshot of virtual fieldtrip Taking a Trip to the Recycling Center

 

Screenshot of author, M. Moore's student responses for virtual field trip in Google Slides.Second screenshot of student responses to virtual field trip.

 

Lesson 4: Non-Trash Day

Lesson 4: Non-Trash Day

Investigation Routine

Problematizing Routine

Materials:

  • Recycling Bin,
  • Misc. Recyclable items (paper, cardboard, plastics, etc.-no organic or food waste)

Preparation:

  • Gather your materials
  • Vocabulary:  Recycle, Plastic, Paper Goods, Glass, Aluminum

Procedures

Procedure 1: Find a bin to use for recycled items. Place this in a convenient place for everyone to use.

Procedure 2:  Discuss what types of items should be collected. Have students Review what types of items were seen during the Virtual Field Trip. Look for students to say,  paper, bottles and cans, and other items that could be recycled. (It may be important to note that food items may not be easily recycled because they are soiled.)K.SL.1-Participate in Collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Procedure 3: Collect recyclable items for one day and place these in the Recycling Bin.

Procedure 4: At the end of the day, look over what was collected. Sort things by type and count the items in each category (example: 7 pieces of paper, 3 plastic lids, etc.) K.MD.3 - Classify objects into given categories; count the number of objects in each category and sort the categories by count.

Procedure 5: Pose the question: Could these things be reused somehow? As students discuss the question Record ideas on a class poster.K.SL.1-Participate in Collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Procedure 6: Keep the recyclable items for the next activity.

Digital/Distance Learning Suggestions

Option 1  Betsy's Kindergarten Adventures:  Happy Earth Day  watch the video and answer the questions about trash/recycling and have students understand what recycling is and how they can do it in a variety of ways and places and the impact it has on our planet.  K.SL.1-Participate in Collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

The images are examples of student work from Google Classroom, where students first watched the video then answered questions.

Screenshot of author's students' responses to Betsy's Kindergarten Adventure: Happy Earth Day

 

Screenshot students' responses in Google Slides to Betsy's Kindergarten Adventure: Happy Earth Day

another screenshot of student responses in Google Slides

 

Lesson 5: Make a Junk Necklace

Lesson 5: Make a Junk Necklace

Putting the Pieces Together Routine

Materials:

  • Items from Lesson 4,
  • scissors,
  • hole punch,
  • adult assistance,
  • string, yarn, or shoelace for necklace
  • Resource 4:  Link for directions to make a recycled craft called, Junk Necklaces. This could be used after the No Trash Day Lesson.https://minimadthings.com/blogs/news/junk-necklaces

Link for an alternate, distance learning assignment Betsy's Kindergarten Adventures:  Happy Earth Day

Preparation:

  • Gather all items needed
  • Cut string long enough to fit loosely around neck and be tied (about 14”)

Vocabulary:  Recycle, Reuse, Repurpose

Procedures (Adult Help and Supervision is Needed)

Procedure 1: Gather recycled items from Lesson 4.

Procedure 2: Cut paper and cardboard into shapes and punch a hole in the middle or at one end.

Procedure 3: Make holes in the middle of other items.

Procedure 4: String the items together to make the necklace.

  • Hint: Cut straws could help space items along the necklace.

Digital/Distance Learning Suggestions

Option 1  Students and families are asked to take a photo or video of the finished necklace to share to a group page or submit through an online assignment portal. 

Description of Student Examples: The image shows examples of students and their completed Junk or Trash Necklaces, and a listing of some of the items students collected and used in their project. Videos were provided by parents including students’ explanation of what they created, what they used, and how they completed the project. Alternatively, some parents sent in photos of their students, items that were saved, along with text explaining their family project.

Screenshot of author's students' trash necklaces.

 

Lesson 6: Sorting Out the Trash

Lesson 6: Sorting out the Trash

Putting the Pieces Together Routine

Materials:

Preparation:

  • download or link to the Google Slide Deck to be sure it functions
  • Gather all items needed
  • cut cards apart if using the paper version

Vocabulary:  Sort, Group, Classify, Plastic, Paper, Glass

Procedures (Adult Help and Supervision is Needed)

Procedure 1: Either use the printable or digital version of the sorting activity.

Procedure 2: Provide a copy of the Sort the Recycling document to each student. See Resources 5 & 6

Procedure 3: Name each picture and discuss how each is made. Ask, “What is this made from?” Extend the discussion by asking students, “Can this be recycled? Why or why not?” K.SL.1-Participate in Collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Procedure 4: Students will manipulate the pictures (digital version) or cut to sort by type of material. Recycling categories include paper, plastic and cans.  K.MD.3 - Classify objects into given categories; count the number of objects in each category and sort the categories by count.

Digital/Distance Learning Suggestions

Option 1  Use Google Classroom to assign the Google Slide Deck to each student.  Students will sort the objects into the correct recycling bin.  An extension in the classroom includes discussing the items that were sorted, students explaining why they chose to put it where they did, counting the items and recording the information on a graph, where students will answer questions (How many items were in the paper bin?  How many more items were in the plastic bin than the paper bin?, etc)  The image shows student work that was turned in using Google Slides (there was no graph for the distance learning piece).  SSS1.K.1 State and clarify one’s point of view,   K.MD.3 - Classify objects into given categories; count the number of objects in each category and sort the categories by count.

 

Screenshot of Sort the Recycling in Google SlidesScreenshot of next Sort the Recycling in Google Slides

Description of Student Examples: The sample below shows the printable version of the sorting activity. See Resource 6.

 
 Paper cut and paste Screenshot of Sort the Recycling

 

 

Lesson 7: Lend the Earth a Helping Hand

Lesson 7: Lend the Earth a Helping Hand

Putting Pieces Together Routine

Materials:

Preparation:

  • Create/assign the document on Google Slides and Google Classroom

Vocabulary:  recycle, helping, Earth

Procedures (Adult Help and Supervision is Needed)

Procedure 1: Assign the Google Slide to Google Classroom so each student has their own copy.  Students will find a picture that represents how they want to help the Earth.  Once the picture is chosen, they will explain how they are going to help the Earth.  The second part consists of students writing a sentence about how their choice will help (defending their answer).  This also is the assessment piece to determine if students understood the overall concept, and also allows for assessment of sentence writing. SSS1.K.1 State and clarify one’s point of view,  W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

 

Screenshot of Author, M.Moore's student response scaffold in Google SlidesScreenshot of Author, M.Moore's student response scaffolded in Google SlidesAnother of Author, M.Moore's student response scaffold in Google Slides

Alternate Lesson 7: Lend the Earth a Helping Hand (Non-Digital)

Materials:

Preparation:

  • Prepare printable,
  • gather books, phenomena photos, videos to support research

Vocabulary:  Recycle, helping, Earth, environment, living, non-living

Procedures

Procedure 1: Prepare the printable. Provide one for each student.

Procedure 2: Have a class discussion to discuss the learning from this unit. Use the main question, “How do people change and effect the environment?” Refocus students on remembering how the non-living things in the phenomena photos changed the environment for the living things.

Procedure 3: Continue discussion allowing students to brainstorm ideas to keep the environment safe from harm.

Procedure 4: Provide a copy of the Graphic Organizer to each student.

Procedure 5: Instruct students to draw and/or write to share their ideas about what the best way to help the earth would be.

Procedure 6: Provide resources students can use for research to support their opinion and ideas. Allow students time to gather information.

Procedure 7: Complete the graphic organizer.

Procedure 8: Provide a copy of the writing page for each student. Encourage each to write their opinion and supporting reasons/facts, and to draw a picture to add key details. RL K.1-With prompting and support, ask and answer questions about key details in a text.

Procedure 9: Encourage students to share their work with an audience. SL.K.4 Describe events and 6 speak audibly and express thoughts, feelings, and ideas clearly

Appendix: Lesson Resources

Appendix:

Resource 1:

Anchor Phenomena-National Geographic Kids “See How Animals Can Be Affected by Plastic” Slideshow:  https://kids.nationalgeographic.com/explore/nature/kids-vs-plastic/

Link for the distance learning assignment What is Trash?

Resource 2:

Read-Aloud of the book, The Great Trash Bash by Loreen Leedy

YouTube Video Link:  https://www.youtube.com/watch?v=icaG_UrCkuk

Resource 3:

YouTube Video Link, Virtual Field Trip: Take a Field Trip to the Recycling Center, KidVision Pre-K    https://youtu.be/-jAAux3g17k

Link for the distance learning assignment Virtual Field Trip Learnings

Resource 4:

Link for directions to make a recycled craft called, Junk Necklaces. This could be used after the No Trash Day Lesson.

https://minimadthings.com/blogs/news/junk-necklaces

Link for an alternate, distance learning assignment Betsy's Kindergarten Adventures:  Happy Earth Day

Resource 5: 

Link for the digital recycling sort distance learning assignment  Sort the Recycling

Resource 6:

Link to access the printable version of the sorting activity in Lesson 6. Printable Download of Sort the Recycling

Resource 7: 

Link for the assessment that is done through distance learning Lend the Earth a Helping Hand

Resource 8:

Downloadable option for final project/Alternate Lesson 7. Opinion Writing: How Can We Help The Earth?

Attribution and License

Attribution

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License

Screenshots of student work examples are used pursuant to fair use.

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