Kayla Clark and Alaina Chenow 1

ED338 Final Unit Plan: Creative Conservation

Theme Selection: Creative Conservation

Children’s Prior Knowledge: Listed within 3 lesson plans

In-Depth or Overview?: This unit will be an in-depth study informing students of the

concept of recycling and why we do it. Student will be connecting recycling to their

everyday life as they recycle paper scraps in the classroom and think about how they do

or could recycle at home. Our student have a love for toys and playing so by allowing

students to make their own toys with recycled material they will be excited about the

concept of recycling.

List of Terms, Facts, Principles: Listed within 3 lesson plans

List of Learning Skills and Goals:

WMELS STANDARD C.EL.1: Uses observation to gather information.

 Focused on K4 benchmark: Purposefully seek information and discuss findings

through observation to satisfy curiosity or need for answers.

Objectives covered throughout the unit:

 Students will be able to recall ideas out of the story to gather information about

and understand what conservation or recycling is and describe how we can apply

these uses in our lives. (lesson 1)

 Students will be able to create a toy that they can play with using items that they

would typically throw away, while describing why they created this toy. (lesson 2)

 Students will be able to work together to sort different recyclable items into cans

labeled plastic, paper and cans. They will also understand that the goal of the
 Kayla Clark and Alaina Chenow 2

game is to sort items so that they can then be turned into something that can be

used again. (lesson 3)

Possible Activities, Books, Songs, Field Trips, Interest Centers, etc.:

Possible Activities:
 Creating new things out of recycled materials
o Examples:
 Water bottle birdfeeder
 Toys
 Wind chime
 Relay activity where student will be placing recycled material in the correct
recycling bins
Possible Station or Activity:

Possible Field trips:

 Keep Greater Milwaukee Beautiful, More information about Keep Greater
Milwaukee Beautiful: https://www.kgmb.org/index.php?id=174
Related books:
 Why should I recycle? By:Mike Gordon
 The Earth Book, By:Todd Parr
 10 Things I Can Do to Help My World, By: Melanie Walsh
 The Adventures of a Plastic Bottle – A Story About Recycling, By: Alison Inches
 Big Earth, Little Me, Published by: Scholastic
 I Can Save the Earth!, By: Alison Inches
Songs:
 https://youtu.be/AOvcW8l3RzE
 https://youtu.be/USo_vH1Jz7E

Infusing Diversity and Anti-Bias: All of the resources above relate to the terms of

conservation and recycling that our unit is focused on. They will be addressed each day
 Kayla Clark and Alaina Chenow 3

in our lessons and reinforced throughout each activity we do with our students. We are

going to listen to each student throughout the unit and take into consideration that some

students’ families might not recycle. We will make sure to address this in a way so that

students don't feel bad if they do not recycle at home but get them thinking about how

they could start if they wanted to.

Consider Each Domain:

Aesthetic Domain: The students will be using their aesthetic domain in creating their

projects (a new toy or a new item) by working to make the new design pleasing to their

senses.

Affective Domain: As the students are working together when they are creating their

new projects and playing the relay race they will be working individually and together.

They will have to be aware of the students around them and how the things that they do

affect their peers’ emotions as well as their own.

Language Domain: The students will be working together to create their different toys

as well as to complete the relay that they will be playing. They will have to talk to each

other and listen to each other to progress in their work in these activities. The students

will also be discussing questions with their families in relation to recycling.

Cognitive Domain: The students will be using their developing brain skills to remember

elements out of the story in the first lesson. They will also be using their brain skills of

trial and error when creating new toys and items to decide what works and what doesn’t

work.

Social Domain: Students will be communicating with their peers throughout the

lessons, as well as the teacher when asked questions and their families when they are
 Kayla Clark and Alaina Chenow 4

working on their project assessment. Students who have a hard time socializing may

find it difficult when they come to an issue or problem within their understanding or

creating of new items.

Physical Domain: Students will be working on their fine motor skills when they are

creating the new toys or items out of the recyclable materials. They will also be using

gross motor skills when they are participating in the relay on the third day.

Assessment/Data Collection:

The assessment in our unit are as follows……

Lesson 1 Assessment: Students will be assessed on their ability to recall the different

ways they can recycle the items in their house that they would usually throw away. I am

expecting them to refer to the ideas that were given in the book that we read, and either

repeat them or think of different ways as well. The students will discuss the different

ways that they do and/or can recycle at home.

Lesson 2 Assessment: Students will be assessed on their ability to create a toy that

they can play with using items from around the classroom or community that they would

normally throw away when they are done with them. They are not only expected to

create these toys, but also be able to describe why we would create a toy with these

items instead of throwing them away.

Lesson 3 Assessment: Students will be assessed on their ability to sort the items that

they are given into different categories as well as be assessed on their ability to know
 Kayla Clark and Alaina Chenow 5

that these items will then be taken to a recycling plant and turned into something that

can be used again in the future.

The rubric below is a way of assessing the recycled project that they will be doing at

home with family.This project is explained at the end of lesson 3.

Student
Name: ________________________________________

CATEGORY 4 3 2 1

Construction All materials Most materials Some materials Minimal

Materials were used to were used to were used to materials were
create a new create a new create a new selected and
item that can be item that can be item that was were not used
used in a used in a similar to the to create a new
different way different way original use. item.
than it was than it was
originally used. originally used.

Scientific Explanations by Explanations by Explanations by Explanations by

Knowledge the student the student the student the student do
show exceeding show proper show minimal not show
understanding understanding understanding understanding
of the ideas of the ideas of the ideas of the ideas
discussed within discussed discussed within discussed
the unit within the unit the unit within unit.
(focused on (focused on (focused on (focused on
questions questions questions questions
given). given). given). given).
The questions below are what we will be having parents ask their child and record their
responses as a final assessment.

1. What is recycling?
2. Why do we recycle?
3. What are some ways that we have or can recycle things that we might normally
throw away?
4. What happens when we recycle items? Where do they go? What happens to them?
 Kayla Clark and Alaina Chenow 6

Represent Unit: Lesson Plans

Creative Conservation: Lesson 1 of 3

The Learners:
My learners are K4 students at Clement Avenue Elementary School. There are 19
students in this classroom, 8 girls and 11 boys. These students are very friendly,
bubbly, and talkative. This is something to keep in mind when planning and
implementing my lesson plan. There is one student in the class that seems very hesitant
to talk, and even though she plays with or alongside other children, she still does not
communicate her feelings or actions. This is also important to keep in mind. Typical 4
year olds need a lot of activity, so in planning it is important to not have them sitting for
a long period of time. The students’ interests seem kind of all over the board. I have
observed them playing in all different stations and enjoying each of them, but some
students focus on one station more often than others and are often upset when they
cannot play where they want. Because these students enjoy talking and expressing
themselves, this lesson is going to give them a chance to work together to learn all
about the different items that we can recycle that we usually just throw away, and why.
Prior Learning:
The focus of this first lesson is to familiarize the students with the idea of conservation
and recycling. The students have previously been working on their paper cutting skills,
and when they are done cutting their paper they have been asked to put their scraps in
the recycling bin. They have not discussed yet why they are recycling their paper
scraps, so this unit will show them that not only do we recycle paper, but also plastic
and cans. This unit will also discuss why we recycle and how we recycle. It is important
to understand that I need to keep asking questions to keep the students engaged in
their learning throughout the lessons. These questions are also going to be used as an
informal formative assessment to allow for me to know what the students are beginning
to understand about recycling.
Rationale:
The students seem to be very interested in the idea of recycling. They often question
why they have to throw their paper in the recycling bin instead of the garbage can that
they always use. The interest of the students in recycling allowed for me to create this
unit plan. The students will be focusing on knowing and understanding what recycling is
and how we do it, as well as using different recyclable materials to create new things.
Outcomes/Goals:
Standards:
The WMELS standard that is connected to this lesson is:
C.EL.1: Uses observation to gather information.
Learning Objectives:
Focusing on the K4 benchmark:
The child will be able to:
· Purposefully seek information and discuss findings through observation to satisfy
curiosity or need for answers.
Kid Friendly Objectives:
· I can use recyclable items to talk about what I see and answer questions that I
have.
 Kayla Clark and Alaina Chenow 7

Assessment:
Students will be assessed on their ability to recall the different ways they can recycle
the items in their house that they would usually throw away. I am expecting them to
refer to the ideas that were given in the book that we read, and either repeat them or
think of different ways as well. The students will discuss the different ways that they do
and/or can recycle at home.
Academic Language Demands:
Conservation and recycling are the two vocabulary words that students will be expected
to understand by the end of the first lesson, as well as be able to use by the end of the
third lesson in the unit. It is important that throughout the lessons the students are
asked to use the words often so that they can familiarize themselves with the words and
how to use them. It is important to repeat the idea that recycling means that you are
using something that you may normally throw away for something now. This can mean
that they, as students, are creating a new toy, or they are recycling so that the garbage
men can turn that piece of material into something new.
Accommodations/ Strategies for Differentiation:
As long as I am constantly using the word recycling and referring to it as reusing
something we would normally throw away, the students should slowly begin to
understand what the word is and how to use it. As an accommodation for the students
who are having a hard time understanding the vocabulary, repetition of using the word
and clarifying should meet the needs of all of the students.
Materials/Resources:
Materials that you will need for this lesson are:
· Don’t Throw That Away! by Lara Bergen
Procedures w/ Instructional Strategies:
Introduction: First I will start by getting the students engaged with a breathing
activity. This will settle them and allow them to focus on the lesson that is about to be
taught. I will then explain to them that today they will be learning about a thing called
conservation. This is a big, scientific word for recycle. Can anyone tell me what it means
to recycle? In this case if a student is able to tell what it means to recycle, I will build on
that and explain that recycling means to reuse something over and over again that we
may have thrown away. If the students don’t already know what it means to recycle, I
will also explain this to them. I will then explain to them that today we are going to read
a story about a superhero that flies around teaching kids how to recycle or conserve.
“While I am reading the story I want you to think about all of the things that the children
in this book recycle and how they reuse them. I also want you to think about if you could
also recycle the same things that they are recycling or if there is something else that
you could recycle that you normally throw away. We try not to throw these things away
because when we do they end up in a landfill, or a place where they store garbage, and
begin to pollute or hurt the Earth we live on and the air we breathe.” I will then begin to
read the story, throughout I will point out the different things that the children are
recycling to keep the students thinking about them throughout the book.
Demonstration/Modeling: Begin to read the book to the students. Each time the
children in the book recycle and reuse something, explicitly state that to the students so
that they have another chance to try and remember that. Throughout reading the book it
 Kayla Clark and Alaina Chenow 8

is important that you are pointing out the different things that are being recycled and
what those recyclable materials are being used for or to create.
Individual or Group Exploration and Practice: At the end of the story, ask the
students to try to remember some of the things that the children in the book recycled or
conserved. While the students are naming different points from the book, try to open the
book to that page so that the students have a visual of what their peer is saying. After
you have gotten about 3 to 4 examples from the story, ask the students if any of them
have an idea about how they could recycle at their house, or things that they do or have
recycled at their house, whether it is the same or different from the story. “What are
some things that you throw away at home that maybe next time you can try to conserve
and reuse?”
Sharing/Celebrated Learning: Once you have completed the discussion with
the students about the possibility for recycling in their home and in the classroom,
celebrate with the students about all they have already learned about recycling,
focusing closely on the ideas that were given in the discussion. Explain to the students
that they will be learning more about recycling in the next few days and if they would like
to bring in some recyclable materials, they can feel free to do so,
Closure/Transition: As a closure I will discuss with the students that tomorrow
we will be making new things out of the materials that we have been talking about in
class. We may be making something similar to the things that the kids created in Don’t
Throw That Away! Remember, if you want to bring some recyclable materials into
school tomorrow that would be awesome! Invite the students to go home and talk to
their families about what they learned about recycling in school today.
Consideration: Since this lesson is just a read aloud and a discussion, there
should be plenty of time for it so we should not run out of time. If we do run out of time
for discussion, we can continue the discussion in the next lesson when we are creating
new things out of recyclable materials.

Creative Conservation: Lesson 2 of 3

The Learners:
My learners are K4 students at Clement Avenue Elementary School. There are
19 students in this classroom, 8 girls and 11 boys. These students are very friendly,
bubbly, and talkative. This is something to keep in mind when planning and
implementing my lesson plan. There is one student in the class that seems very hesitant
to talk, and even though she plays with or alongside other children, she still does not
communicate her feelings or actions. This is also important to keep in mind. Typical 4
year olds need a lot of activity, so in planning it is important to not have them sitting for
a long period of time. The students’ interests seem kind of all over the board. I have
observed them playing in all different stations and enjoying each of them, but some
students focus on one station more often than others and are often upset when they
cannot play where they want. Because these students enjoy talking and expressing
themselves, this lesson is going to give them a chance to work together to learn all
about the different items that we can recycle that we usually just throw away, and why.
Prior Learning:
The focus of this second lesson is to allow for the students to understand that
they can use everyday items that we would typically throw away in order to create a fun
 Kayla Clark and Alaina Chenow 9

toy for them to play with. The students have previously been working on their paper
cutting skills, and when they are done cutting their paper they have been asked to put
their scraps in the recycling bin. They have not discussed yet why they are recycling
their paper scraps, so this unit will show them that not only do we recycle paper, but
also plastic and cans. This unit will also discuss why we recycle and how we recycle. It
is important to understand that I need to keep asking questions to keep the students
engaged in their learning throughout the lessons. These questions are also going to be
used as an informal formative assessment to allow for me to know what the students
are beginning to understand about recycling.
Rationale:
The students seem to be very interested in the idea of recycling. They often
question why they have to throw their paper in the recycling bin instead of the garbage
can that they always use. The interest of the students in recycling allowed for me to
create this unit plan. The students will be focusing on knowing and understanding what
recycling is and how we do it, as well as using different recyclable materials to create
new things.
Outcomes/Goals:
Standards:
The WMELS standard that is connected to this lesson is:
C.EL.1: Uses observation to gather information.
Learning Objectives:
Focusing on the K4 benchmark:
The child will be able to:
· Purposefully seek information and discuss findings through observation to satisfy
curiosity or need for answers.
Kid Friendly Objectives:
· I can use recyclable items to talk about what I see and answer questions that I
have.
Assessment:
Students will be assessed on their ability to create a toy that they can play with
using items from around the classroom or community that they would normally throw
away when they are done with them. They are not only expected to create these toys,
but also be able to describe why we would create a toy with these items instead of
throwing them away.
Academic Language Demands:
Conservation and recycling are the two vocabulary words that students will be
expected to understand by the end of the first lesson, as well as be able to use by the
end of the third lesson in the unit. It is important that throughout the lessons the
students are asked to use the words often so that they can familiarize themselves with
the words and how to use them. It is important to repeat the idea that recycling means
that you are using something that you may normally throw away for something now.
This can mean that they, as students, are creating a new toy, or they are recycling so
that the garbage men can turn that piece of material into something new.
Accommodations/ Strategies for Differentiation:
As long as I am constantly using the word recycling and referring to it as reusing
something we would normally throw away, the students should slowly begin to
 Kayla Clark and Alaina Chenow 10

understand what the word is and how to use it. As an accommodation for the students
who are having a hard time understanding the vocabulary, repetition of using the word
and clarifying should meet the needs of all of the students.
Materials/Resources:
Materials that you will need for this lesson are:
· Don’t Throw That Away! by Lara Bergen
· Recycled materials (cereal boxes, paper towel tubes, plastic jugs, cans, etc.)
· Glue
· Tape
· Markers
Procedures w/ Instructional Strategies:
Introduction: First I will begin the lesson by reviewing what we talked about in
the lesson on the previous day. I will ask them, “What did we learn about yesterday?
What kinds of things did we talk about being able to recycle and how could be reuse
them? Did any of you go home and try to recycle and reuse things? Well, today we are
going to recycle some of the things that we would normally throw away in our
classroom.” Here I would show them the different items that they will be using to create
their projects. “Today, we are going to use these items to create toys that we can play
with. Instead of throwing these boxes and cans and paper away I created a little car that
we can drive around the floor and play with. I want you, my little scientists, to create
your own toys to play with in the classroom. We will then put these out in the hallway for
everyone to walk by and see what we have created! I have a bin of different items at
your tables for you to work with. Today, we will be sharing our recycled materials with
our friends!”
Demonstration/Modeling: I will use some of the recycled materials that we have
in the class to create a recycled toy for the students as a model. As I build the toy I will
describe the different items that I am using and what I am making them into (ex. a
yellow piece of plastic as a light for a car). It is important to have a model for the
students to look at while they are creating their toys. Also, explain to the students that if
they do not finish creating their toy they can finish it during free choice time.
Individual or Group Exploration and Practice: I will call the students by name or
by table color to return back to their desks. They will then spend the time creating their
own toys with the items that are at their tables. They will have about 15 to 20 minutes to
create their toys. If they finish early, they will be allowed to go test out their toys with
other friends who finished early. During the creation time I will walk around and talk to
the students about why we are creating toys to play with out of these recycled items. I
will ask them questions like “What items are you using to make your new toy? What are
you making? How come we don’t just throw these items away?” After the students have
finished creating their new toys, they will then be called back to the rug to bring their toy
with and share it with the class.
Sharing/Celebrated Learning: The students will be asked to show their friends the
different toys that they have created. They will be asked to talk about what different
recycled items they reused and what toy they created. After about 4-5 students have
presented their project to the class, I will ask the class as a whole, “Why don’t we just
throw away all of these items?” Here I will expect them to talk about how we can always
reuse items instead of throwing them away. I will then tell them that we will display their
 Kayla Clark and Alaina Chenow 11

projects out in the hallway for everyone to see. “Tomorrow we will be playing a game
where we learn about what we are supposed to do with items that we may not be able
to reuse. Sometimes there isn’t a way for us to reuse the items, so we do something
with them so that they can be made into something that can be reused.”
Closure/Transition: “Tomorrow we will be playing a game where we learn about
what we are supposed to do with items that we may not be able to reuse. Sometimes
there isn’t a way for us to reuse the items, so we do something with them so that they
can be made into something that can be reused.” Discuss with the students that we will
be talking about how to recycle cans, paper and plastic tomorrow with this game. The
students will then transition into free choice playtime where they will be given to choice
to either go play, or to finish creating their toy out of the recyclables.
Consideration: If the students run out of time to create their toys out of the
recyclable materials allow for them to work on the projects during their free choice
playtime. This way if they want to finish them, they can.

Creative Conservation: Lesson 3 of 3

The Learners:
My learners are K4 students at Clement Avenue Elementary School. There are
19 students in this classroom, 8 girls and 11 boys. These students are very friendly,
bubbly, and talkative. This is something to keep in mind when planning and
implementing my lesson plan. There is one student in the class that seems very hesitant
to talk, and even though she plays with or alongside other children, she still does not
communicate her feelings or actions. This is also important to keep in mind. Typical 4
year olds need a lot of activity, so in planning it is important to not have them sitting for
a long period of time. The students’ interests seem kind of all over the board. I have
observed them playing in all different stations and enjoying each of them, but some
students focus on one station more often than others and are often upset when they
cannot play where they want. Because these students enjoy talking and expressing
themselves, this lesson is going to give them a chance to work together to learn all
about the different items that we can recycle that we usually just throw away, and why.
Prior Learning:
The focus of this third lesson is for the students to understand what they are
supposed to do with items when they feel like they cannot reuse them themselves. The
students have previously been working on their paper cutting skills, and when they are
done cutting their paper they have been asked to put their scraps in the recycling bin.
They have not discussed yet why they are recycling their paper scraps, so this unit will
show them that not only do we recycle paper, but also plastic and cans. This unit will
also discuss why we recycle and how we recycle. It is important to understand that I
need to keep asking questions to keep the students engaged in their learning
throughout the lessons. These questions are also going to be used as an informal
formative assessment to allow for me to know what the students are beginning to
understand about recycling.
Rationale:
The students seem to be very interested in the idea of recycling. They often
question why they have to throw their paper in the recycling bin instead of the garbage
can that they always use. The interest of the students in recycling allowed for me to
 Kayla Clark and Alaina Chenow 12

create this unit plan. The students will be focusing on knowing and understanding what
recycling is and how we do it, as well as using different recyclable materials to create
new things.
Outcomes/Goals:
Standards:
The WMELS standard that is connected to this lesson is:
C.EL.1: Uses observation to gather information.
Learning Objectives:
Focusing on the K4 benchmark:
The child will be able to:
• Purposefully seek information and discuss findings through observation to satisfy
curiosity or need for answers.
Kid Friendly Objectives:
• I can use recyclable items to talk about what I see and answer questions that I
have.
Assessment:
Students will be assessed on their ability to sort the items that they are given into
different categories as well as be assessed on their ability to know that these items will
then be taken to a recycling plant and turned into something that can be used again in
the future.
Academic Language Demands:
Conservation and recycling are the two vocabulary words that students will be
expected to understand by the end of the first lesson, as well as be able to use by the
end of the third lesson in the unit. It is important that throughout the lessons the
students are asked to use the words often so that they can familiarize themselves with
the words and how to use them. It is important to repeat the idea that recycling means
that you are using something that you may normally throw away for something now.
This can mean that they, as students, are creating a new toy, or they are recycling so
that the garbage men can turn that piece of material into something new.
Accommodations/ Strategies for Differentiation:
As long as I am constantly using the word recycling and referring to it as reusing
something we would normally throw away, the students should slowly begin to
understand what the word is and how to use it. As an accommodation for the students
who are having a hard time understanding the vocabulary, repetition of using the word
and clarifying should meet the needs of all of the students.
Materials/Resources:
Materials that you will need for this lesson are:
• Don’t Throw That Away! by Lara Bergen
• Recycled materials (cereal boxes, paper towel tubes, plastic jugs, cans, etc.)
• Bins labeled plastic, paper, and cans
Procedures w/ Instructional Strategies: First I will begin the lesson by again
discussing what we have been talking about for the past two days. It is important to
always review so that you know if the students are understanding what they are learning
about. I will first ask the class what it means to recycle and reuse something. I will then
ask them to try to remember what we created yesterday and why we were creating
them? Here I am trying to get the students to think about the things that they had to
 Kayla Clark and Alaina Chenow 13

think about in creating their projects the day before. I will then explain to the students
that today we are going to play a game that involves recycling, but today we will not be
reusing the items. “Today we will be working together as a team to recycle items into
bins that are label plastic, paper and cans. We do this because then the garbage men
can take these items to a recycling plant and turn them into something that we can use
again. Sometimes there are things that we have to recycle because we cannot use
them again, and that is why they turn them into something we can use again.
Sometimes they will take all of the plastic and melt it all up and turn it into another water
bottle or anything else.”
Demonstration/Modeling: First, as a group, we will sort the items they will be
recycling into the different bins. This allows for the students to have an understanding of
where the different items will go. After we have decided where the items will be placed, I
will then put all of the items into a bin. I will then line the students up and explain to
them the rules of the game. “So first, I will hand one of you an item out of this box. I am
going to show you what I am expecting. Here I have a water bottle. Since we decided
that this water bottle is plastic, I am going to put it in the plastic bin. After I put it in the
bin, I will then turn around and come back and tap the next friend in line on the
shoulder.
Individual or Group Exploration and Practice: They will then take an item and
pick which bin to put the item in. We will continue this until we have recycled all of the
items.” The students will then participate in the relay until all of the item have been
recycled. After the relay is over, the students will be brought back to the rug to talk
about the different things that they have recycled. I will start with the first bin and pull the
items out one by one and ask the students if this item belongs in this bin. If the item
does not belong in this bin, I will ask the students to pick which bin it should be in. After
we have made sure that all of the items are in the correct bins, we will celebrate our
learning from this unit.
Sharing/Celebrated Learning: I will tell the students all about how the garbage
men will be so excited that we sorted these items for them because it makes it easier for
them to use their tools to turn these things into new items that we can use. Remember,
we recycle these items when we cannot reuse them for something so that they can be
turned into something that we can use again. Can anyone tell me what we learned
about conservation or recycling this week? Here I am expecting students to tell me what
recycling is and talk about the book that we read, the toys that we made, and the game
that we played. If they are unable to remember exactly what we did this week I can
prompt their understanding by using questions like, “What book did we read? What
kinds of things did the children in the book recycle and reuse? What did we create with
our recyclable items? Why did we create something instead of throwing it away? What
is important about recycling/why did we separate the items in to cans, plastic and paper
bins?” Last, we will celebrate our learning and I will again congratulate them for being
such good scientists and asking themselves questions and learning about why we
recycle and reuse items in our homes and communities.
Closure/Transition: At the end of this lesson the students will be presented with
a project that they will complete at home. They have already created some things out of
recyclable materials, so for their project based assessment they will be taking some
recyclable materials home to create a project with their families out of recyclable
 Kayla Clark and Alaina Chenow 14

materials. Attached is the rubric and criteria that will be used for the assessment. This
will be sent home with the students for the families to look over and then work with their
kids. Give the students the materials in a bin with an attached rubric and criteria, as well
as a letter explaining to the families what the students have been working on this week
in science and how they can help.
Consideration: As long as time is planned accordingly, the students should
have plenty of time to complete the relay before the end of class. If the students didn’t
get all of the items recycled, invite them to try and recycle them before they go to free
choice time, kind of as an exit ticket.

Letter to Families:

Dear Kindergarten Families,

Our students are going to be beginning a new science unit next week on
recycling. Ms. Clark and I are very excited to engage with the students in hands on
learning experiences that we hope will expand their understanding of using things for
multiple purposes. We will begin introducing the topic with a story then will be using
recycled materials to build a project to further learn about recycling. Students will be
sent home with recycled materials and asked to create something to bring to class. This
will activate their creativity and develop students’ curiosity. To introduce the topic to the
children you could ask them some of the questions below so that they get excited about
our new topic as well.
 What is Recycling?
 What can you recycle?
 What else can recyclables be used for?
 Why should we recycle?

Overview 2-3 Page Paper:

Overview of Unit Plan

For this unit we chose the theme of conservation and recycling. This unit theme

was chosen based off of the curiosity of the students. The students have been working

on cutting paper into shapes, letters, pictures, etc. in class and when they have

completed their cutting they have been directed to throw their scraps in the recycling

bin. They often question why they are throwing their scraps in the recycling bin instead

of in the garbage where they throw everything else. These inquiries have allowed for

Alaina and I to look into a way for the students to meet the WMELS standard C.EL.1:

Uses observation to gather information, focused on K4 benchmark: Purposefully seek

 Kayla Clark and Alaina Chenow 15

information and discuss findings through observation to satisfy curiosity or need for

answers, through exploration of their curiosity of why we recycle. We felt that this theme

was developmentally appropriate because K4 is a child’s first immersion into school,

where recycling and conservation is an important topic discussed throughout the years.

We addressed the standard above by creating the lessons within the unit plan.

This standard is met in the first lesson plan through the discussion of what recycling is

and the different ways that we can recycle items that we would normally throw away.

The students will be using the information from the book that is read aloud to create

ideas about how they could recycle different items. In the second lesson plan the

students will be gathering information further by discussing as a class the different ways

that they can use recyclable materials to create toys that they can play with, much alike

the first lesson plan discussion. The students will then be creating toys of their own with

the materials that will be displayed for the school to see in the hallway. In the third

lesson the students will be playing a relay game where they will be learning about how

we can recycle items that we may not be able to reuse. In this activity, the students will

be separating cans, plastic, and paper. They will be observing their classmates

recycling the items into the bins after we have discussed where they go in advance.

This will allow for them to observe and gather information about what we do with

recyclable items.

Throughout the unit plan the students will be further developing their fine and

gross motor skills through creating toys and participating in a relay game. The students

will also be enhancing their communication or socialization skills through class

discussions and working and/or sharing with peers during the activities.
 Kayla Clark and Alaina Chenow 16

Our themed unit reinforces an appreciation for diversity by understanding that not

all of the students’ families may recycle at home, but giving them. During discussion we

will listen to each student’s response and be sure to be accepting of every answer

given.

This unit plan reflects our beliefs about teaching and the importance of a safe

and strong classroom environment. This unit would not be effective if there was not a

proper classroom environment established because students might not be open to

speaking in a classroom discussion if they are not comfortable with their peers or their

teacher. We also know that students learn best, at this age, through hands on activities

and explorations through movement which is why we incorporated the activities

previous stated in this paper.

Overall, this unit plan is a great way to integrate our students’ curiosity into

teaching the state required standards. The activities planned are purposeful, age and

developmentally appropriate and provide students with a deeper understanding of the

importance of conservation and recycling. This unit plan reflects both of our teaching

and learning philosophies and allows students to develop on specific skills.