History of Recycling

Subject: Social Studies

Common Core Standard(s):
Reading Standards for Informational Text K5
Key Ideas and Details: Grade 2
1. Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
Craft and Structure
5. Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
New Hampshire Curriculum Framework:
SS:GE:2:5.2: Investigate how people use resources, e.g., building
homes or the food they eat. (Themes: C: People, Places and
Environment, D: Material Wants and Needs)
Objective(s):
1) Students will generate three or more questions with the topic the
history of recycling in mind.
2) Students will use their graphic organizer to gather research that
answers their questions.
3) Students will create a Google Slides presentation with six or more
slides (including title slide, three questions, 2 essential questions, and
bibliography).
Resources/Materials List:

Interactive whiteboard
Graphic organizer (one for each student)
Pencils (students will have at their desks)
iPad or Chrome Book
Books on recycling
Index card with students Google login and password

Procedure
1) During morning meeting, the teacher will ask the students about
natural resources. She will ask the students what they are and how
they are used. She will then ask the essential question: How people
can best conserve natural resources for present and future use. The
teacher will support the students discussion and write ideas on the
white board or easel on chart paper. Hopefully the students will give
the idea of recycling as one way to help conserve natural resources.
2) The teacher will discuss with students that they will be embarking on a
research project about the history of recycling in the United States.
She will explain that the students will first be researching at least three
questions that they generate using a graphic organizer and then will
take the information they have found and create a slide show
presentation using Google Slides. The teacher will also tell the
students that she will be giving them two essential questions to answer
in their slide show on Day Three of the unit week.
3) (The students will have already had an experience to create a slide
show using Google Slides, but the teacher will walk students through
the steps for creating a slide show again.) The teacher will ask the
students to move themselves so they can see the interactive
whiteboard or go back to their desks. The teacher will point out the
books on recycling that she has collected for their use on the book
shelf and then she will show the students how to search for the history
of recycling on the internet and how to use the graphic organizer. She
will also show the students briefly how to create a Google Slides
presentation. The teacher will explain to the students that this will be a
week-long project and that students will be presenting their slide show
to their classmates on Friday.
4) During Social Studies time, the teacher will pass out the graphic
organizers or ask a student helper to do so. The students will be
reminded of the steps they need to take to complete their research
project. The teacher will let the students know that she is available if
they need help and she will walk around the room observing the
students working and giving help where needed.
5) The students will first generate three or more questions that they seek
to answer when researching the history of recycling. The students will
be instructed that once they have generated their questions, they
should check in with the teacher. The teacher will read over their
questions and given guidance where needed.

6) Once the teacher believes the students questions are appropriate, she
will allow them to get a device to complete their research, such as a
Chrome Book or iPad. The teacher will also gather books on recycling
from the local public library and place on a shelf were students may
access them.
7) The students will be completing their research project independently,
but will be checking in with the teacher from time to time.
8) Once they have completed their graphic organizer, the students will
show them to the teacher. The teacher will look over the organizers
and check the students work. She will give guidance if she believes
they needed to expand their research on a question or look for more
information.
9) On Day Three of the week, the teacher will give the students the two
essential questions:
a. What will happen if we do not recycle?
b. What does recycling mean?
She will instruct students that she would like two additional slides
answering one essential question on each slide. They can use just text
or include images as well.
10)
After the teacher has reviewed the students research, they will
be able to begin creating their Google Slides presentation. The
students will all have Google accounts and must get their login and
password card to login to Google.
11)
Students will be given time on the last day of the week (or if
needed the following week) to give their presentation on the history of
recycling.
Accommodation/Modification:
If there is a student in the classroom that is an English Language Learner,
the teacher may be able to provide reading materials that are in their first
language. She may also help the students complete their research in their
first language and support them in writing their research findings in English.

Plans for differentiation:

For lower level students: The teacher will provide additional support
and perhaps have a small group of students at one small group table that are
working together to find their information and create their presentations.

With the students all at one table, they would be more easily accessible for
the teacher to help. She could also assign the students to work in partners.
They would generate questions together, research together, and present
together.
For higher level students: The teacher could ask the higher level
students to generate more questions to research or include other aspects of
recycling besides the history. They could also be asked to look into the
history of recycling in their town or state. This may involve emailing or
having a conversation with the people or person in charge of trash/recycle
collecting for the town or state. Students could also explore what countries
may have established recycling programs prior to the United States.
Assessment:
There are two built in assessments for this lesson plan. One would be
the graphic organizer that the students will be using to gather their
questions and information and the other the Google Slides presentation.
Through both of these assessments, the teacher could see that the students
met the requirements of the lesson and objectives.
Whats next?
The students will be producing a written piece in the form of a letter to
their friends and families. In the letter, they will be persuading their readers
to recycle. They could use the information they have gained from their
discussion of natural resources, research projects, and other activities or
lessons over the week to write their letters.