This semester, I'm taking a class in creative drama. Over a month ago, my TA asked all of us what our preferred subject would be, knowing that we'd be in an elementary school classroom. I immediately thought social studies because I feel pretty confident in being able to use themes from history and bring them to dramatic life. I was taken aback when my TA said the teacher she'd like to place me with would have me teaching 4th grade science. Not exactly what I wanted to do. I almost said no, but after a few hours decided to give it a chance. It was the best decision I could have made. I've realized in trying to bring science to life that if I can teach science through drama, I can teach anything. Below is one of my first attempts. It's a lesson on recycling. Still a work in progress, but isn't everything?
GENERAL TOPIC: Science GRADE: 4th
FOCUS QUESTIONS: What type of items can be recycled? How can items be recycled? How can we use less of items that are not easily reused or recycled?
STUDENT OBJECTIVES:
(1) Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:
(B) make wise choices in the use and conservation of resources and the disposal or
recycling of materials. (TEKS Grade 4)
MATERIALS NEEDED:
4 large sheets of paper/posters
Large Post-it notes of different colors
A roll of tape
A scarf
Markers
10 items- empty plastic water bottle, empty soda can, plastic shopping bag, piece of paper, Styrofoam container, rolled up aluminum foil, empty paper towel roll, Ziploc bag, bike tire, banana peel
Laptop
Projector
ENGAGE:
This is Not a Role of Tape
I’d like to welcome all of you to class today. Today we are going to talk about something that often takes a lot of creativity and imagination. Take out a roll of tape. To get our imaginations warmed up and ready, we are going to imagine that this is not a roll of tape. As we pass it around the circle, each of us will share what it is and show how it can be used. When you are holding the item, start by saying: This is not a roll of tape this is…” I’ll start. This is not a roll of tape; this is a thick, juicy hamburger.
SIDE COACHING:
If someone else uses your idea, think of descriptive words to describe the object. For example: What color is it?
What else could the roll of tape be that is not in the same shape?
If time, use scarf instead of the roll of tape.
Continue around the circle once, then again, challenging the students to consider possibilities of creative ways the roll of tape could be used, until the tape returns the second time.
TRANSITION: These are some great ideas you are sharing. There are so many different ways this roll of tape could be used, reused, or changed into something else.
REFLECTION:
Describe: What are some of the things we thought this roll of tape could be?
Analyze: In what way did we reuse the tape? (Use example of using a roll of tape as a bracelet) How did we recycle it?
TRANSITION:
Now that we are starting to think of some creative ways to use an item other than it’s initial purpose let’s start to think about some of the items we use everyday.
EXPLORE:
Artifacts
Place “trash items” in the middle of the circle of desks. Which of these items do you use? What are some other items that you use on a daily basis? Pass out Post-it notes. I have given each of you a few post-it notes. You don’t need to use all of them. Write down as many items you can think of that you use everyday and write one on each Post-it note. For example, everyday, I use water. I use electricity. I use plastic containers. You can work together. It’s okay if you have some of the same answers as your neighbor.
SIDE COACHING:
What electronics do you use? How are they powered?
What are some of the things you consume or eat? What kind of packaging does it come in?
How do you bring your lunch to school? If you get lunch at school, what kind of container is it in?
TRANSITION: When you are ready, place your pens down and turn towards the back wall.
Poster Dialogue
At the back of the room, we have four posters: Reduce, Reuse, Recycle, and Can’t Recycle. We talked about these ideas a little bit earlier with the roll of tape. What does it mean to reduce? (Write down their definitions next to the word) Reuse? Recycle? Place the trash items along with your items on the Post-its on the poster you think it belongs on. There may be repeats, and some may go in more than one area. For now, place it where you think fits best. You may also write the same item on another post it so you can place it on more than one.
REFLECTION:
Describe: What are some of the items listed on the posters? What are some of the more common items that the most people use? What items do we see in multiple categories?
Analyze: What trends do you notice?
TRANSITION: Thank you. Let’s return to our seats.
SHARING:
Bring up Recycle city website on projector. Let’s take a look at a city that has been finding some creative ways to reduce, reuse, and recycle. Where would we like to explore first? Click on a few sections of town and on the individual buildings and read about what can be recycled there. (If resources available, allow students to use computers, individually or in small groups, to click through locations in Recycle City and list at least 5 ideas listed on how to reduce, reuse or recycle. If not, possibly allow students to take turns coming up and each clicking on a different location).
REFLECT:
Describe: On a piece of paper, list 5 new ways you learned to reduce, reuse, or recycle from Recycle City.
Analyze: How did storeowners help to conserve resources? How did people in the community make a difference?
TRANSITION: Now that we have learned a little bit more about Recycle City, we are going to become members of the community of Recycle City.
EXPLORE:
Teacher in Role
After looking at some of the different places, where could you work? On a post it, write down what your name is, age, job, and what part of town you live in. When I put on these glasses, we will step into roll. Put on glasses.
Thank you so much for meeting with us. I’m Bridgid, the mayor’s assistant. I’d really like to thank each of you for the efforts you have been making to clean up our community. We’ve asked you to come today because we’ve been finding plastic shopping bags all over town. We’re finding them in alleys, in the schoolyard, and overflowing the landfill. The mayor is proposing a law to ban the use of plastic bags. Before he does, he’s asked me to gather you together to find out if the community will support the new law. I’m here to answer any questions you may have, and to let the mayor know any concerns you may have. If you would, please share your name and where you work here in Recycle City, I’d really like to hear your thoughts.
SIDE COACHING
Paper bags are more expensive and take more energy to recycle
Has helped reduce litter in other cities
What are some other options we could consider as a community?
I really appreciate your input. Could we take a quick blind vote? If you would all close your eyes. Thank you. If you would vote in favor of banning plastic shopping bags in Recycle City, please raise your hand. Thank you. If you would vote against banning plastic shopping bags, please raise your hand. Thank you. You may open your eyes. I’ll take this back to the mayor. Thank you so much for your time. Remove glasses and step out of role.
REFLECTION:
Describe: What was the proposed law we discussed? What were the pros? Cons?
Analyze: Why were some people in favor of banning plastic bags?
Relate: Why do you think certain communities have more recycling programs, while others do not?
TRANSITION: Thank you for your great ideas. Let’s take a moment and return to the posters.
Revisit poster dialogue
If you would like to move anything you placed earlier in the lesson on the board to a different poster, you may do that now. Pass out markers. Using the markers provided, write next to the items on the posters how you could either use less of them (reduce), reuse them, or recycle them.
REFLECTING ON THE LESSON:
Describe: What are some of the ideas listed to reduce using certain items? Reuse? Recycle? What items did you choose to move?
Analyze: Why did you decide to move some of the items you originally placed on a different poster? Why are some items more difficult to recycle? What are some of the benefits of recycling? Who benefits from recycling?
Relate: What are some steps we can take in the classroom to create less trash or waste? What can we do at home to help our family reduce, reuse, or recycle more?
EVALUATING THE SESSION:
Were students able to list items that can be recycled? Were the students able to think of ways they could reduce, reuse, and recycle more? Were they able to step into roll and consider the pros and cons of recycling?
POSSIBLE EXTENSIONS:
Art
Students will take the items and paper used in the lesson to create a work of art
Math
Students will use Recycle City game Dumptown to calculate how much money their town would save by introducing one type of recycling to the city. Draw a graph of how much waste is going to the landfill before introducing the program, and a second graph of how much waste is going to the landfill after. Calculate the amount of “waste” reused or recycled.
CONTENT APPENDIX:
Scott Foresman Science, Grade 4
Recycle City website: http://www.epa.gov/recyclecity/mainmap.htm
http://earth911.com/news/2010/03/08/inside-plastic-bans/
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