reep lesson plan form (02/02)

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REEP LESSON PLAN FORM TEACHERS NAME: Tess Maza LEVEL: 300 LIFESKILLS UNIT: Community (Environment/Recycling) Related Unit Objectives: 1. Identify communities to which students belong. 2. Identify needs related to community/neighborhood resources, services & programs. 3. Identify rights and responsibilities of community members. 4. Identify ways to participate/be involved in the community. LESSON OBJECTIVES: Students will learn and use vocabulary on recycling. Students will be able to use modals in complete sentences, in writing and speaking. Students will be able to identify materials that can be recycled and local procedures on how to recycle them. Students will increase their understanding and awareness of environmental issues. TECHNOLOGY INTEGRATION: (optional) LCD projector, document camera, laptop, and students‟ own phone cameras. LANGUAGE SKILLS TO BE PRACTICED AND ASSESSED IN THIS LESSON: Listening, Speaking, Reading, and Writing ESTIMATED TIME: 2½ hours + optional Extension activities of 1 hour RESOURCES AND MATERIALS NEEDED: pre-lesson grammar: modals (Ventures 3 Unit 7 Shopping or Future 3 Unit 5 Traveling) o Bitterlin, G., Johnson, D., Price, D., Ramirez, S. & Savage, K. (2013). Ventures 3 2nd ed. Cambridge: Cambridge University Press. o Schoenberg, I., Brooks, M. & Gramer, M. (2010). Future 3: English for results. White Plains, NY: Pearson Education. realia: a bag of trash (see pic); 3 shopping bags, labeled: Recyclable, Non-Recyclable, Hazardous (see pic); yes/no cards or red/green paddles one for each student; included in this file: o handout: Where Does Your Recycling Go?” (county processing) o slide: Match the new product to the recycled producto handout: What Happens to Some of Our Household Trash” (common reuses for recycling items) o handout: How to Prepare Items for Recycling” o handout: recyclable, non-recyclable, and hazardous materials worksheet; o (optional) handout: lab activity Trash and Recycling in Arlington, VA06/15 1

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Page 1: REEP LESSON PLAN FORM (02/02)

REEP LESSON PLAN FORM TEACHER’S NAME: Tess Maza LEVEL: 300 LIFESKILLS UNIT: Community (Environment/Recycling)

Related Unit Objectives: 1. Identify communities to which students belong. 2. Identify needs related to community/neighborhood resources, services & programs. 3. Identify rights and responsibilities of community members. 4. Identify ways to participate/be involved in the community.

LESSON OBJECTIVES:

Students will learn and use vocabulary on recycling. Students will be able to use modals in complete sentences, in writing and speaking. Students will be able to identify materials that can be recycled and local procedures on how to recycle them. Students will increase their understanding and awareness of environmental issues.

TECHNOLOGY INTEGRATION: (optional) LCD projector, document camera, laptop, and students‟ own phone cameras. LANGUAGE SKILLS TO BE PRACTICED AND ASSESSED IN THIS LESSON: Listening, Speaking, Reading, and Writing ESTIMATED TIME: 2½ hours + optional Extension activities of 1 hour RESOURCES AND MATERIALS NEEDED:

pre-lesson grammar: modals (Ventures 3 Unit 7 Shopping or Future 3 Unit 5 Traveling)

o Bitterlin, G., Johnson, D., Price, D., Ramirez, S. & Savage, K. (2013). Ventures 3 2nd ed. Cambridge: Cambridge University Press.

o Schoenberg, I., Brooks, M. & Gramer, M. (2010). Future 3: English for results. White Plains, NY: Pearson Education.

realia: a bag of trash (see pic); 3 shopping bags, labeled: Recyclable, Non-Recyclable, Hazardous (see pic); yes/no cards or red/green paddles one for each student; included in this file:

o handout: “Where Does Your Recycling Go?” (county processing) o slide: “Match the new product to the recycled product” o handout: “What Happens to Some of Our Household Trash” (common

reuses for recycling items) o handout: “How to Prepare Items for Recycling” o handout: recyclable, non-recyclable, and hazardous materials worksheet; o (optional) handout: lab activity “Trash and Recycling in Arlington, VA”

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LESSON PLAN AND TEACHER’S NOTES Pre-lesson grammar work: affirmative and negative modals, in particular, should and shouldn’t; could and couldn’t; and can and can’t. Prior to class, collect relatively clean trash items from the list on the „recyclable/non- recyclable/hazardous‟ handout. Before students arrive, litter the room with trash, giving the room an untidy look. Motivation/Background Building:

Ask the students if they notice anything in the room – (litter, trash). Ask for a definition of litter and trash and write their definitions on the board. Ask the students where the trash should be. Have students help pick up the trash. Teacher then tells the students to organize and sort the trash into piles or in the 3 labeled bags – Recyclable, Non-recyclable, Hazardous.

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When students are seated again, ask, “Is too much trash a problem for our community?” “Is too much trash a problem for the Earth/our planet?” Encourage some discussion. “What are some ways we can have less trash?” If the word “recycle” is mentioned, write it on the board, or bring it up as an option and then write it.

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Write the date April 22 on the board and ask the students why this day is special – Earth Day. Ask them what they think Earth Day is about. Teacher tells the students that one thing people do on Earth Day is recycle. Teacher asks students for a definition of recycle and then writes their ideas on the board. “Today, we are going to learn about recycling – what can and can‟t be recycled in our community, how to recycle different kinds of things in our community, and how can we work together to reduce trash and litter. Presentation:

Teacher shows students the trash piles and tells them that these are examples of typical household trash, and asks:

Where does this come from? Where does this trash go? Using handout “Where Does Your Recycling Go?” ask students, “Why do we recycle? What happens to the recycled products when they are recycled? Do you have anything at home that is made from recycled materials?” Show slide: “Match the new product to the recycled product”. Have students discuss in pairs which “new products” they think come from which “recycled material.” Have volunteers come to the board – if projected onto a whiteboard – and draw a line from the new product to the recycled material. See if the other pairs agree or disagree. Distribute the handout: “What Happens to Some of Our Household Trash” to the pairs so students can check the answers on their own. Discuss any reactions they may have or connections to items they own made from recycled materials. Teacher tells students that:

many things can be recycled, and many things can be reused by another person. most of the things we use at home may be recycled and reused.

Teacher shows students a picture of The Recycling Loop, and asks:

What is this sign? What does it mean?

Teacher tells students that something can be recycled when it shows the recycling loop. Students look at a few packages/containers from the pile to check if they carry the recycling loop. Practice Activity:

Each student will receive a “Recyclable and Non-Recyclable Worksheet.” They will write “R” next to the items that represent recyclable materials, “NR” beside those items that represent non- recyclable materials, and “H” next to hazardous materials. Students will go over responses on the worksheet with the whole class. One student at a

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time reads an item and identifies it as a recyclable material or non-recyclable material, or hazardous. Other students hold up “YES” cards (if they agree with the student’s answer) or “NO” cards (if they don’t agree). Encourage some discussion/explanation when there’s clear disagreement. Application and Evaluation:

Organize students in pairs and make sure they have at least one copy of the handout with a table of simplified procedures of how to prepare items for recycling. Students work in pairs writing down what material/s to recycle next to a particular procedure. This is an opportunity to use the modals can and should in their writing.

Examples: How should you recycle? You should put _____________ in the blue container. You should take ____________ to the HHM facility. (hazardous waste facility) We can recycle _____________. I can’t recycle _______________.

Using the LCD projector, show students the writing prompts: black, blue, other containers, and HHM facility (hazardous). Students write complete sentences in their notebooks. Ask for volunteers to write their sentences on the board - one student per item. They should follow the handout list order. Discuss any questions or confusion. Reflection:

Asks the students what they learned today. Students will use YES/NO cards to answer as the teacher asks the following questions:

Did you learn new vocabulary on recycling? Did you learn which materials can be

recycled?

Did you learn which materials are non-recyclable? Did you learn which materials are hazardous?

Did you learn correct procedures for recycling in Arlington County? Did you work together? How?

Extension Activities for the Classroom and Beyond:

Extension Activity 1: Show How you Reuse! Write this on the board: Re , Re , Recycle! Ask students if they know this expression, and if they can finish the words with missing letters. If not, fill in the blanks and circle “Reuse”. Explain that another way to recycle is to reuse items in new ways, or reuse items that others do not want. Offer examples and ask for examples, such as purchases at Goodwill, plastic bags, empty cans and jars, fabric scraps, etc.

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Ask students what kinds of items they reuse at home? Another good word to know is repurpose: using an object in a new way, such as using old clothing to create a blanket or pillow case.” Explain to students that they need to take a picture of one or two small items they have reused in their homes using their phone camera. They will use those pictures the next day in class for a special activity. Even if just a handful of students do this activity, it’s enough for small groups to brainstorm ideas for reusing/repurposing household items. Here are some sample pictures taken by students:

Extension Activity 2: Information Hunt on Arlington County Website During computer lab, have students work in pairs. Distribute a handout to each student and have them site 2 students at 1 computer. Read the instructions on the handout together and model how to navigate to the website. Complete the first question on the handout together as a class and give the pairs time to work together to hunt out the information and complete the worksheet. Check answers together as a class or have pairs exchange worksheets with another pair to check and offer corrections. Use handout “Trash and Recycling in Arlington, VA”. Another paper-based option for Extension Activity 2 is to use the provided handout: “How to Prepare Items for Recycling”, which gives students a chart of materials that can and can’t be recycled, and how to prepare them for recycling. Write some comprehension questions for pair discussion and individual writing to check as a class. Recycling Page: http://recycling.arlingtonva.us

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Recyclable, Non-Recyclable, Hazardous Materials Worksheet

Instructions: Write R next to a recyclable material, write NR next to a non-recyclable material,

and H next to a hazardous material.

1. __________ food

2. __________ detergent bottles

3. __________ soup cans

4. __________ ceramics

5. __________ wine bottle

6. __________ tissue paper

7. __________ light bulbs

8. __________ newspaper

9. __________ paint cans

10. _________ cell phones

11. _________ waxed paper

12. _________ grocery bags

13. _________ rubber bands

14. _________ car batteries

15. _________ fast food wraps

16. _________ Styrofoam

17. _________ cereal box

18. _________ greasy pizza box

19. _________ corrugated boxes

20. _________ plastic grocery bags

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Trash and Recycling in Arlington, VA

Instructions: Work with a partner. Use one computer for two people. Go to the website and find the

information that answers the questions. Use English only – Do not read the site in Spanish, please. Write the

answers on the line. Raise your hand if you need help.

How to get to the website:

Open an Internet browser and type in the address: http://recycling.arlingtonva.us/

1. What is the telephone number of the Customer Call Center? __________________________________

2. What are the hours of operation for Service Requests? _______________________________________

3. In the Residential menu, when is collection for Yard Waste in the Spring? __________ - __________

4. For Apartments & Condos or Residential, how many Fire Stations accept batteries? _______________

5. I have some leftover drywall. I need to find out: “Where does it go?” Go to that section and search

“drywall.” Will Arlington County take drywall? Circle your answer: YES or NO

6. I emptied the motor oil from my car and filled a container with it. On the same page, find out: Where

does it go? and write the Disposal Method here: ____________________________________________

7. Click on the home button. The next Event is Paper Shredding. Find out when is and where it is.

____________________________________________________________________________________

Good job! Now check your answers with your teacher.

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