Integrated Language Arts Thematic Unit: Earth Resources

Sarah Burleson, Joanna Curci, Jessica Henry, Jennifer Hunt, and Meghan Tomasi

On the following pages, you will find a thematic unit titled Earth Resources written for a
first grade classroom. This thematic unit was based on the 1st Grade Virginia Standard
of Learning for Science: Earth Resources 1.8. The exact standard is listed below.

1.8 The student will investigate and understand that natural resources are limited.
Key concepts include:
a) Identification of natural resources;
b) Factors that affect air and water quality; and
c) Recycling, reusing, and reducing consumption of natural
resources

FACTUAL INFORMATION
What are resources?
Resources are materials that are used for a specific purpose. Resources are used to fuel
the world we live in. They give us electricity, help our cars drive, and make stoves work.

What are natural resources?

Natural resources are materials and substances that can be found in nature. Examples
of natural resources include minerals, water, wind, soils, rocks, and forests.

What are nonrenewable resources?

Nonrenewable resources are resources of economic value that cannot be replaced,
meaning there is a limited supply. Examples of nonrenewable resources include oil,
natural gas, and coal.

What is recycling?
Recycling is the processing of waste, or materials that have been used, into new
useable products. Recycling involves throwing away trash and waste into the proper bin,
which is then taken to compost and sent out to use for new objects. Materials that can
be recycled include aluminum (cans), paper, plastic, and glass.

What is reusing?
Reusing means to use again or use multiple times. This means that someone can take
something theyve already used and use that same product for the same purpose again
or a different purpose. Someone might save plastic bags they received at the grocery
store and reuse them the next time they go to the grocery store or use them for a
different purpose. Or someone may donate or sell old clothes that no longer fit them so
that someone else can reuse them.

What is reducing?
Reducing means to use less of something. Using less of something could cause less
electricity needed to be produced through nonrenewable resources, less waste, and less
paper and plastic needed to be produced. One could reduce their use of paper plates,
paper and plastic cups, and plastic utensils and use ceramic dinnerware instead.
Another way to reduce use of resources would be to turn off the lights when theyre not
in use, as well as the water faucet. One reason to reduce is because animals are often
harmed because people use plastic materials and do not dispose of them properly,
which harms the animals. Reducing our use of plastic will reduce the amount of animals
being harmed by hazardous waste.

What factors affect air quality?

Nonrenewable resources negatively affect the air quality surrounding us. When coal is
burnt, it creates smoke with bad gases in the air, which sometimes can create smog in
certain areas, especially in China. Today, the gas from someones car can give off
smoke when they are driving, making the air dirty and unsafe.

What factors affect water quality?

Nonrenewable resources also negatively affect water quality by causing water
contamination. Water contamination is when pollutants, or bad chemicals, enter the
water. For example, oil may leak into streams, ponds, or even the ocean causing the
water to be polluted and harming the animals swimming in those waters. Polluted water
can also affect the water we drink

What are ways to improve air and water quality?

Some ways we can improve water quality is by driving less, so that less negative air is
being put into our air system. Also, by driving less or using less electricity by turning off
lights when they are not in use, there will be less of a need to produce these things using
nonrenewable resources that put bad air into our surrounding environment and bad
chemicals into our water.

NEWSLETTER TO PARENTS ABOUT THEMATIC UNIT

Dear Parents,

Your child will be participating in a unit investigating the resources that can be found on
Earth. This unit will consist of lessons that focus on the identification of natural
resources, factors that affect air and water quality, and the processes or recycling,
reducing and reusing resources. The Earth Resources Unit will incorporate all subject
areas- play, art, music, social studies, science, math, and literacy. Many of the fun
activities that we are doing at school can also be done at home with your child.

At School and at Home

Art: The students will be creating colorful collages from all recycled, or recyclable, paper.
Some of the materials used will be scraps of paper from old projects. This shows the
students that there are still uses for the scraps of paper that are left after a project.
Rather than thrown away extra pieces of paper, the students can integrate the scraps
into new projects. A collage is a fun and easy project to complete at home with your
child. All you need is glue and scraps of paper. Encourage your child to create collages
with different materials around your home, instead of throwing them away.

Science: We will be investigating the concepts of water and air quality along with the
different types of resources that can be found on Earth. One specific experiment that will
be conducted surrounds water quality. The students will collect samples of water from
different locations to test for differences in water quality. To create a more personalized
experiment we encourage you to collect a water sample from somewhere around your
home with your child. The sample could come from a nearby creek or lake or even from
your tap water. Talk with your child about where the water you collect comes from.
Social Studies: The students will learn about the historical creation of national parks
along with changes in environmental uses throughout history. The students will also
explore maps to show where all the National Parks are located in Virginia. Due to our
close proximity to Skyline Drive and the Shenandoah National Park, we recommend that
you visit one of these sites with your child. Have your child point out the natural
resources that they see while on the trip.

Math: We will be investigating place value and the process of sorting while using
recycled materials. The students will continuously sort the materials that come into the
classroom as either recyclable, landfill, or reusable. At home you can sort your own
materials with your child. Work with your child to determine if all materials should be
thrown away, or if they are able to be recycled.

Literacy: Your child will be reading a variety of fiction and nonfiction books about Earths
resources. The students will be writing various lists and charts to showcase their
knowledge about this unit. We encourage you to read with your child at home using
books about resources. If you would like some recommendations about quality books
then get in contact with us and we will aid you.

We Need Your Help

If you have any recyclable materials that you would like to donate to the class, then send
them with your child to school. At the end of this unit we will be taking a trip to the local
recycling plant to see how the process works. While we are at the plant we will drop off
any recycled materials that we have collected. We will need volunteers for our field trip
to the recycling plant. More details will be coming soon, but if you are interested than
please get in touch with us. If you would like to come into the classroom to help with any
of the activities, please get in touch with us to set up a date and time.

If you have any questions about the unit or have any additional ideas you would like to
share, please contact us. If you are in a profession related to our theme, please consider
coming to class to talk to us.

Sincerely,
Your First Grade Team

PREPARING CLASSROOM ENVIRONMENT

Posters: Posters will be placed around the classroom promoting a clean earth and
environment.

 1. Dramatic Play: Prepare the dramatic play area in a classroom recycling facility by
getting three bins, one each for plastics, metal, and paper, and actual materials from the
school and students families that may be recycled. The students will also be given
outfits that resemble the typical uniforms of garbage collectors (fluorescent yellow vest,
hard helmets, gloves and boots) for the students to wear. There may also be small-
wheeled trashcans that they students may wheel around in order to collect materials to
recycle.

2. Block Area: The block area will be prepared with different recycled materials to
use for block play, instead of using hard plastic or wooden blocks. The blocks will be
different cardboard boxes and plastic bottles. It is vital to discuss with the children why
recycled materials are being used in the block area.

3. Outdoor Play: The playground and space outside the school will be turned into a
scavenger hunt for materials. The teacher will disperse various papers, plastic, and
regular trash around the outdoor play area. In the middle of the area will be three bins
that are labeled Paper, Plastic, and Trash. The students will be given laminated cards
with examples of materials they may find outside. These cards will have both the words
and a picture to ensure comprehension. Some of the materials can include: a water
bottle, homework page, worksheet, apple core, candy wrapper, milk carton, and banana
peel.

4. Music: The music area will be prepared with instruments that have been made
out of reusable and recyclable materials that they can use to create songs. The area will
also be stocked with reusable materials that can be used to create an instrument of their
own. However, the instruments must be able to be taken apart so that the students can
always create a different instrument and so that the different materials can be used by
different students for different parts of an instrument. Posters with songs about recycling,
reducing, reusing, and resources will be posted in the music area as well.

5. Art: The art area will be full of materials that have been recycled or can be/have
been reused that students will use when working on art activities. Art will be posted on
the walls of this section of the room that have to do with recycling, reusing, or reducing.
There will be a recycling bin in this area that students can put recyclables in from their
activities (such as scraps they did not use after they are finished).

6. Science: Prepare the sensory table by filling the table first with water or soft,
rounded plastic chips (excess from a recycling facility) and then placing objects that can
be recycled (plastic bottles, metal cans, glass containers--Nothing Sharp!), items that
can be composted (fake/play food, fake plants, etc.), and items that must be thrown
away (Styrofoam, plastic bags, etc.). There will be three containers beside the sensory
table, each labeled to be compost, recycle, or trash, and the students will be given time
to test their skills at manipulating these objects kinesthetically and test their knowledge
at which objects can be recycled or not. The classroom can also be prepared by placing
scientific posters about natural resources and conservation for the students to see when
they are in the classroom.
7. Social Studies: Blank and detailed maps of Virginia will be displayed around the
room for the children to locate and mark the National Parks within the state. Pictures of
various national parks will be displayed around the classroom. Nonfiction books and
magazines about the National Parks will be available for the students to read.

8. Math: Various recyclable materials will be provided to practice counting and place
value. There will be three different bins to sort the materials based on various attributes.
To encourage students to bring various materials to recycle or reuse, a token economy
reward system will be created. Students can earn tokens for the amount of materials
they provide. These tokens can be traded for a variety of small prizes from the prize box.

9. Literacy Center:
a. Writing Center: Materials will include scrap pieces of paper to brainstorm
ideas, large chart paper, pens, pencils, colored markers, and pictures of natural
resources. There should be an emphasis on reusing old pieces of paper to
brainstorm ideas. This will show the students how they can reuse a worksheet for
a new activity.
b. Library Corner: There will be a variety of books about natural resources,
recycling, reusing, and reducing in the library corner. There will be non-fiction,
fiction, fables, and tall tales provided. For a more detailed looks at our booklist
see our complete list below.

LIBRARY CORNER BOOKLIST

Non-fiction
DiOrio, R. (2010). What does it mean to be green? San Francisco, CA: Little Pickle
Stories.
Green, J. (2005). Why should I save water? Hauppauge, NY: Barrons Educational
Series.
Green, J. (2005). Why should I recycle? Hauppauge, NY: Barrons Educational Series.
Larkin, B. (2012). What are natural resources? West Chester, PA: Wilbooks Publishing.
Parr, T. (2010). The Earth book. New York City, NY: Little, Brown Books for Young
Readers.

Realistic Fiction
Bethel, E. (2008). Michael recycle. San Diego, CA: IDW Publishing.
Russell, J. (2014). Robert the recycling robot. Bloomington, Indiana: AuthorHouse.
Silverstein, S. (1964). The giving tree. New York, NY: HarperCollins Publishing.
Worth, B. (2003). If I ran the rainforest. New York, NY: Random House Books for Young
Readers.

Fables
Peet, B. (1981). The wump world. Boston, MA: HMH Books for Young Readers.
Seuss, Dr. (1971). The Lorax. New York City, NY: Random House Publishing.

Tall Tales
Kellogg, S. (2004). Paul Bunyan. New York, NY: HarperCollins Publishing.
TECHNOLOGY THAT CAN BE USED DURING THE UNIT
Websites
Have your students create their own EekoCreature and EkoHouse to discover how their
decisions impact the environment and how to overcome these issues. Sponsored by
PBSKids, this is a great site for children ages 6 to 9 to learn about their role in protecting
the Earth: http://pbskids.org/eekoworld/aboutew/index.html

Have your students become the new City Manager of Dumptown. Turn this littered and
polluted city into a sustainable community. Have fun turning Dumptown into a newly
named Recycle City! This site is sponsored by the United States Environmental
Protection Agency: https://www3.epa.gov/recyclecity/index.htm

Have your students practice their recycling knowledge with this Recycling Roundup
game. The students will help Gus clean up the park from all the falling trash. Sort the
items collected in three buckets: recycle, compost, and landfill. This site is sponsored by
National Geographic Kids: http://images.nationalgeographic.com/wpf/media-
content/richmedia/1/1143/project/dist/desktop.html

Have your students learn alongside Tim and Moby in a variety of videos exploring
different topics in Earth Systems. There are two sites that can be used, BrainPop and
BrainPop Jr. Both sites are listed below: https://jr.brainpop.com/science/conservation/
and https://www.brainpop.com/science/earthsystem/

Applications (Apps)
Energy by: Kids Discover
This app allows the students to explore the concept of energy through 3-D models,
videos, cartoons and animations, and other fun games to play. This app costs $2.99 on
iTunes.

Ocean Quests by: Parogames Limited

This app allows the students to prevent the ocean from pollution. This game tasks
students with collecting and recycling the plastic that is found in the ocean. This app is
free on iTunes.

SUGGESTED ACTIVITIES (INTEGRATED WITH BOOKLIST AND TECHNOLOGY

ABOVE)
The suggested activities below integrate the Virginia Standards of Learning. The lessons
below include concepts about print, oral language, motivating reading and writing,
concept about books, phonics, comprehension, writing, play, art, music, social studies,
science, and math.

INTRODUCTORY LESSON

Objective
The student will be able to identify natural resources such as plants and animals, water,
air, land minerals, forests, and soil and discuss the recycling, reusing, and reducing of
the consumption of natural resources.
Activity: What IS Recycling and what ARE Natural Resources?
Begin the Thematic Unit by reading the books What are Natural Resources? And Why
Should I Recycle?
Next, discuss with students the idea of Natural Resources including what they are and
To recycle something means to use it again. Ask students what they know about
recycling and why they think it is so important.
Questions to encourage classroom participation:
Does your family recycle at home?
Do they separate the recycling or collect it in one bin?
Do they take the recycling to a facility or put it on the curb with the rest of the
trash?
How do you help with recycling at home?
Explain that when recycling is picked up, it goes to a facility where the different materials
are separated. The materials are then cleaned, broken down and turned into new
products. Sometimes the material from one item will be used to create an entirely
different item. For instance, a water bottle can be recycled into an article of clothing or
an area rug.
Discuss with students items that they think can be recycled and which items cant be
recycled.

CONCEPTS ABOUT PRINT

Objective:
Students will learn about the title page of books, the differences between words and
sentences, and the spacing between words.

Activity:
In order to incorporate recycling into learning about concepts of print, the teacher will
choose two to three books from the Library Corner Booklist (listed above), and, during
the read aloud of these books, point out the key concepts of print. Students will
contribute by answering the teachers questions on these ideas, such as:
What do you see on this title page?
Can you tell me some words that were used in this book?
What is one sentence you heard?
These questions can be asked during the read aloud or afterward in a discussion of the
book. The reason behind choosing two to three books from the list is so that the teacher
can then compare and contrast the books, such as pointing out similarities or differences
on what was included in the title pages of the different books.
When asking about the different words that were used in the book, point out words that
are relatable to recycling, such as the words recycle, reuse, energy, solar, environment,
water, sun, organic, compost, ozone, air, gas, etc. and have a discussion on why
those words are important when talking about recycling. Talk about what the words
mean and why they are important to know about.
ORAL LANGUAGE

Objective
Students will learn how to use correct sentence structure and grammar when speaking.

Activity
The teacher will ask questions to the class that have to do with recycling and tell
students to raise their hands and give answers using full sentences that she will then
write on the board. Questions could be:
What are some ways to reduce waste?
What are some things in your home or in our classroom that can be reused or
recycled?
How would recycling or reducing waste help our community? The environment?
After the teacher writes student-given sentences on the board, the teacher will go
through each sentence talking about the exact wording the student used, whether or not
the sentence was spoken correctly, and why. The teacher can then also discuss the
answers the students gave to talk about recycling.

MOTIVATED READING AND WRITING

Objective 1
The students will listen to Robert the Recycling Robot by Judith Russell, which will be
read to them by a recycling or reclamation worker.

Activity:
The recycling worker will briefly explain what his or her job entails and answer any
questions the students may have about the workers job, what reducing, reusing, and
recycling is, and the benefits of participating in the 3 Rs. The worker will then begin the
story. As a post read-aloud activity, the class will create our own Robert the Robot out of
reusable and recyclable materials found in the classroom. The students, the worker, and
the teacher will work together in choosing items to reuse in building the robot.

Objective 2
The students will play Write-O to develop their writing skills and earth resources
vocabulary.

Activity:
Write-O (earth resources edition) is a bingo game that asks students different questions
in each square about the material they have been learning about earth resources.
Questions may include things like what are natural resources? Or what is one way we
can reduce use of a resource? The write-o squares may also ask students to complete
specific writing tasks such as creating a list of 3 materials that could be recycled or
drawing a picture of poor water quality due to nonrenewable resources. Before the start
of the game, the teacher will write hard to spell words that they might have to use in their
writing on the board, so they will know how it is spelled. The different squares will be
correlated with numbers written in the corners of the boxes, so the teacher will pick a
write-o card, tell the students what number she picked and read the task or question
written in that square. The students will then complete the task or answer the question
on a separate blank handout and then place a recycling symbol piece onto that square.
CONCEPTS ABOUT BOOKS

Objective 1
The students will complete a page of a class book using reusable materials to create a
picture representing the sentence typed on their page and then read the book as a class
during a read-aloud.

Activity:
The teacher will give each student a page of the book and provide reusable materials.
The students will read the sentence on their page and decide what picture they will
create to represent their page of the book. Next, they will create their picture using the
different reusable and recyclable materials. Then, once all the students pictures are
complete, the teacher will connect the pages together, creating the full book that he or
she will read-aloud with the class.

PHONICS

Objective 1
The students will be able to sort word cards into categories based on two-letter
consonant blends. (SOL English- Reading 1.6: The student will apply phonetic principles
to read and spell: b. Use two-letter consonant blends to decode and spell single-syllable
words)

Activity:
The students will be given a variety of word cards to sort by blends. Each of the word
cards will have a picture along with the word to aid students in reading the word. There
will be three trashcans designed as recycle, reuse, and trash containers. On each of the
containers, there will be a different blend that the students must sort the words into. The
three blends will be st, br, and fl.

COMPREHENSION

Objective 1
The student will be able to classify environmental factors that affect air and water quality.
Objective 2
The student will be able describe ways in which they and others can improve air, water,
and land quality through reducing, reusing, and recycling.
Objective 3
The student will demonstrate comprehension by retelling stories and events orally or in
writing, using beginning, middle, and end structure, and demonstrating
comprehension of the central message or lesson.

Activity:
The teacher will read the book Michael Recycle aloud to the students, who will then
demonstrate comprehension by retelling the events of the story. Using a storyboard with
six sections for pictures and written captions, the students will show comprehension and
retell at least three events (beginning, middle, and end) of Michael Recycle.
WRITING

Objective 1
The students will be able to distinguish draft writing from final-product writing. The
students will work on brainstorming, drafting, and finalizing their writing in a final anchor
chart product. (SOL English- Writing 1.13: The student will write to communicate ideas
for a variety of purposes.)

Activity:
The students will create anchor charts on the characteristics of renewable versus
nonrenewable resources. The students will work in small groups to brainstorm examples
and descriptions of the two types of resources. Have each small group brainstorm and
write their ideas on a Venn Diagram first, and then they will move to the larger pieces of
paper. Provide the students with different colors of markers to create exciting posters.
Tell the students that these anchor charts will be placed on the walls of the classroom
and that the students should focus on their good handwriting. Once all the anchor charts
are completed display them on the wall for the students to share their ideas with the rest
of the class.

Objective 2
The students will create lists of natural resources and then share their list with the table
group. (SOL English- Writing 1.13: The student will write to communicate ideas for a
variety of purposes.)

Activity:
The students will listen to the book What Are Natural Resources (Larkin 2012). After the
teacher has read the book aloud the students will individually write lists of natural
resources that were mentioned in the book. Once the students have created their initial
list of resources have the students combine their ideas in table groups to create one
large list. Provide the table groups with larger pieces of paper to write all the students
ideas.

PLAY

Objective 1:
Students will get physical exercise as they learn about recycling efforts.
Objective 2:
The students will display good sportsmanship during all activities.

Activity (Waste no Water):

The teacher will divide the class up into two equal teams. The teacher will then fill two
clean open-topped non-breakable containers (i.e. a plastic spaghetti sauce jar or a soup
can) with water for each team, making sure that the containers are the exact same size
and filled to the brim with water. After that, the teacher will set a start and finish point.
The first two runners will step up the starting line with their container in their hand, and
their teams in a line behind them. At a signal, the first runners head for the finish line,
walks over the line, turns around and heads back to his or her team, and passes the
container to the next person in line. At the end of the race, the team with the most water
still in the container is the winner. After the play is over, have a discussion with students
about why we should conserve water including certain vocabulary terms that have to do
with the conservation of water.

ART

Objective 1:
The students will create works of art inspired by the story The Lorax by Dr. Seuss.
Activity:
The students will be read The Lorax by Dr. Seuss in class. After reading, the students
will be given recyclable materials to make collages. The collages must be inspired by the
plot, characters, or setting of the story. Once the students have finished creating their
collages, the teacher will discuss their artwork with them, asking what everything
represents and why they used the materials they did.

MUSIC

Objective 1
The students will create instruments using reusable materials.

Activity:
To begin, students will be shown videos of people playing instruments made from
reusable and recyclable materials. Provided with reusable materials, the students will
choose 5 items to use to then create their own instrument. After creating the instrument,
they will display their instrument to the class in a show and tell manner, stating what
they used to make their instrument and a demonstration of how the instrument is used.

Objective 2
The students will sing the Reduce, Reuse, and Recycle song.

Activity:
The students will be taught the Reduce, Reuse, and Recycle song to the tune of Take
Me Out to the Ball Game. The song will be written out on a large piece of paper for the
children to reference while singing and so the teacher can point out each word as they
sing the song. Before singing, the class will discuss any unknown vocabulary to better
understand the song and circle any rhyming words. Then, the class will sing the song
together and continue to sing the song throughout the unit.

SOCIAL STUDIES

Objective 1
The students will understand and discuss the meaning of new words associated with the
National Parks. (SOL English- Reading 1.8: The student will expand vocabulary: a.
Discuss meaning of words in context.)

Activity
The students will discuss the various uses of National Parks, including the preservation
and protection of natural resources for future generations. The students will add the
words preservation, resources and protection to their Very Own Words cards to
expand their vocabulary.

Objective 2
The students will label the location of various National Parks on a map of Virginia.

Activity
Using Google Earth the students will take a virtual tour of the various National Parks in
Virginia. A list of parks will be provided to the students to look at. These parks include but
are not limited to: Shenandoah National Park, Cedar Creek National Historical Park, and
Cumberland Gap National Historical Park. After the students have all taken a virtual tour
or at least two National Parks, they will find and label the parks on a map of Virginia. If
there are any distinguishing features of a park, such as a river, than the students will
label the location of those features on the map as well.

SCIENCE

Objective 1
The student will be able to determine some basic factors that affect water quality by
conducting simple investigations in the school environment.
Objective 2
The student will be able to classify factors that affect air and water quality through a
hands-on activity.
Objective 3
The student will be able to describe ways in which students and schools can help
improve water and air quality in our school communities and environment as a whole.

Activity:
1. Using the four large jars, collect samples of water from four different sources.
Good sources to use might be tap water, bottled water, rainwater, or water from
creeks, ponds, rivers, or even the ocean.
2. Using the masking tape and a marker, label each jar so that you will be able to
easily identify the source of the water.
3. Fit the coffee filters just inside the mouths of the large, wide-mouthed jars. Take
one of the water samples, and slowly pour the water through the filter into the
other jar. Repeat for each water sample. Don't forget to label the filters and new
jars, so they don't get mixed up.
4. Open each filter and examine it through the magnifying glass. Discuss the filters
with your child. Which filter is the most discolored? Which filter caught the most
particles? Did any of the samples leave a colored residue on the filter?
5. Discuss with your child how the water in rivers, streams and ponds can become
polluted. Where do pollutants come from? (A major cause of water pollution is
due to the chemicals and dyes that factories release into rivers. Individuals who
drop litter in water sources like rivers, streams, or creeks, also contribute to water
pollution.)
6. Discuss with students ways in which they as children in the classroom and with
their families can improve water quality.
MATH

Objective 1:
The student will sort and classify recyclable objects according to one or more attributes,
including color, size, shape, and thickness.
Objective 2:
The students will group a collection of up to 100 objects into tens.
Activity:
The students will be given an assortment of recyclable items (plastic bottles, paper
plates, plastic silverware, cardboard, newspaper, etc.) to categorize. They will have to
sort them by their material (plastic, paper, cardboard) and color, putting them into their
prospective recycling bins. They will have the opportunity to verbally discuss with one
another where they think each of these items should go and why it should go in a certain
bin. Once the students have sorted each of the items into their bins, they will count how
many are in each bin, either in their brain voice or aloud. The students will group each
category into tens. If the students have a group of ten similar recyclable materials, that
means they will hypothetically be able to recycle them into another object.

CULMINATING ACTIVITY

Objective 1:
Students will learn about what it means to recycle and the importance of recycling

Objective 2:
Students will personally relate to recycling by bring in recyclables from home, and
recycling materials used in the classroom

Activity:
Students will be given the task of bringing in items from home to be recycled (on a
weekly basis; i.e. bringing items in every Friday), and will put recyclables used
throughout the year in the classroom into a recycling bin. At the end of the year, there
will be a field trip to a recycling plant where all of the recyclables collected throughout
the year will be taken to the plant to be recycled. The students will get to tour the plant
and see how their items are recycled there, will be able to talk about why recycling is
important, and the money collected from recycling their items will be put towards
classroom resources to encourage care of the environment, such as a small garden to
grow plants.