Recycling

Recycling

Ages 3–6 · 7 minutes · English, Science

Sort actual recyclables and tour the recycling plant

In this lesson, students will:

- Explore an actual recycling plant
- Discover what recycling is and how it works
- Sort actual recyclables
- Interact and make connections to the story

Part of

Standards alignment

Common Core State Standards

  • D4.7.K-2 — Individually and with others, students… Identify ways to take action to help address local, regional, and global problems.
  • D2.Geo.5.K-2 — Individually and with others, students… Describe how human activities affect the cultural and environmental characteristics of places or regions.
  • D4.6.K-2 — Individually and with others, students… Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.

Alabama

  • ELA21.K.20 — Name and sort pictures of objects into categories based on common attributes while relating vocabulary to prior knowledge and building background knowledge.
  • SS10.1.9.1 — Listing ways to protect our natural resources
  • SC23.K.11 — ⚙ Identify a problem and design possible solutions that lessen the human impact on the local environment.

Alaska

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Arizona

  • K.L.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • K.SL.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Arkansas

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • C.1.K.7 — Discuss ways people improve communities which may include: • being a good neighbor • volunteering/helping • recycling • donating personal items/toys
  • K.V.3 — Sort and categorize objects and images by concepts.
  • G.1.K.4 — Describe ways humans have impacted the environment • planting trees • reducing waste • littering • polluting

California

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
  • RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Colorado

  • RWC20-GR.K-S.1-GLE.2-EO.d — Sort common objects into categories (for example: shapes, foods) to gain a sense of the concepts the categories represent.
  • SC.P.3.1.d — Observe and discuss common properties, differences and comparisons among objects.
  • RWC20-GR.PS-S.1-GLE.1-EO.a — Attend to language during conversations, songs, stories or other learning experiences.
  • RWC20-GR.PS-S.2-GLE.1-EO.c — Ask and answer questions and make comments about print materials.

Connecticut

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • INQ.K–2.16 — Identify ways to take action to help address local, regional, and global problems.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Delaware

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Florida

  • SC.K.P.8.1 — Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture.

Georgia

  • ELAGSEKL5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • SKP1.a — Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.)
  • SKP1.b — Use senses and science tools to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture).

Hawaii

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • K.L.5a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • SS.1.2.8.5 — Explain how people improve their communities and the environment

Idaho

  • Things that people do can affect the world around them. People can reduce their effects on the land, water, air, and other living things. (K-ESS-2.3)
  • K-ESS-2.3 — Students who demonstrate understanding can: Communicate ideas that would enable humans to interact in a beneficial way with the land, water, air, and/or other living things in the local environment.
  • K.VD.WB.2a — Sort common objects into categories (e.g., foods, size) to gain a sense of the concepts the categories represent.
  • K.RS.DR.2 — Listen to a series of texts organized around a variety of conceptually related topics to build knowledge about the world.

Illinois

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Indiana

  • K.ESS.4 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • K.RC.7 — Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites) through oral discussions. (E)
  • K.PS.1 — Plan and conduct an investigation using all senses to describe and classify different kinds of objects by their composition and physical properties. Explain these choices to others and generate questions about the objects.
  • K.RC.1 — With support, ask and answer questions about main topics and key details in a text heard or read. (E)

Iowa

  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • SS.K.4. — Take group or individual action to help address local, regional, and/or global problems.

Kansas

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.
  • RI.K.12.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

Kentucky

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*
  • KY.K.MD.3 — Classify and sort objects or people by attributes. Limit objects or people in each category to be less than or equal to 10.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Louisiana

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Maine

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.5.K.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • W.1.K.b — Gather information from provided sources and/or recall information from experiences in order to answer questions with guidance and support from adults.

Maryland

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • describing why and how people in Maryland protect the environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • PK.MD.B.3 — Sort objects into given categories and self-selected categories. Identify the attribute by which the objects were sorted. (Limit category counts to less than 5)

Massachusetts

  • K-ESS3-3 — Communicate solutions to reduce the amount of natural resources an individual uses.*
  • L.PK.5.a — Demonstrate understanding of concepts by sorting common objects into categories (e.g., sort objects by color, shape, texture).
  • PreK-PS1-2(MA) — Investigate natural and human-made objects to describe, compare, sort, and classify objects based on observable physical characteristics, uses, and whether something is manufactured or occurs in nature.
  • PreK-ESS3-2(MA) — Observe and discuss the impact of people’s activities on the local environment. Discipline :PreK-LS Pre-K: Life Science

Michigan

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • Individually and collaboratively, students identify ways to take action and help address local, regional, and global problems.

Minnesota

  • 0.2.5.2 — Verbally or visually respond to a story, with support and guidance.
  • 0P.2.1.1.1 — Sort objects in terms of natural/human-made, color, size, shape, and texture, then communicate the reasoning for the sorting system. (P: 4, CC: 2, CI: PS1)
  • 0E.1.1.1.2 — Ask questions about how a person may reduce the amount of natural resources the individual uses.* (P: 1, CC: 2, CI: ESS3)

Mississippi

  • E.K.10.2 — With teacher guidance, develop questions to conduct a structured investigation to determine ways to conserve Earth's resources (i.e., reduce, reuse, and recycle) and communicate results.
  • E.K.10.1 — Participate in a teacher-led activity to gather, organize and record recyclable materials data on a chart or table using technology. Communicate results.

Missouri

  • K.ESS3.C.1 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • K.R.1.B.a — identifying and sorting pictures of objects into conceptual categories
  • K.R.3.C.c — name the main topic and recall key details of the text

Montana

  • K-ESS3-3 — communicate ideas about the impact of humans on the land, water, air, or other living things in the local environment;
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
  • RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Nebraska

  • Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.
  • K.D.1 — Classification: Students will sort and classify objects using one or more attributes.
  • K.D.1.a — Identify, sort, and classify objects by size, shape, color, and other attributes.

Nevada

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.

New Hampshire

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

New Jersey

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.

New Mexico

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.

New York

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • KL5a — Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.
  • PKL5a — Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.

North Carolina

  • L.K.5.a — Sort common objects into categories to gain a sense of the concepts the categories represent.
  • PS.K.1.1 — Analyze and interpret data to classify objects by physical properties (size, color, shape, texture, weight and flexibility).
  • RI.K.10 — Actively engage in group reading activities with purpose and understanding.
  • RI.K.1 — With prompting and support, ask and answer questions about key details in a text.

North Dakota

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • K.DPS.D.1 — Sort and classify objects (up to 10) based on attributes and explain the reasoning used.

Ohio

  • K.PS.1 — Objects and materials can be sorted and described by their properties.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
  • K.7 — Humans depend on and impact the physical environment in order to supply food, clothing and shelter.

Oklahoma

  • PK.3.R.2 — Students will answer basic questions (e.g., who, what, where, and when) about texts, photographs, or illustrations during shared reading or other text experiences with prompting.
  • PK.4.R.1 — Students will name and sort familiar objects into categories based on similarities and differences with prompting.
  • PK.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
  • 1.ESS3.1 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*

Oregon

  • K.ESS3.3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.][assessment boundary: assessment focuses on the ability to choose solutions and communicate ways to reduce the impact(s) on land, water, and air, and other living things. communication can be written, oral, drawings, modeling, or other ways that are comprehensible to others.]
  • K.L.5a — Sort common objects into categories to gain a sense of the concepts the categories represent.
  • K.SL.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • K.RL.10 — Actively engage in group reading activities with purpose and understanding.

Pennsylvania

  • 3.5.K-2.D — Select ways to reduce, reuse, and recycle resources in daily life.
  • 3.3.K.E — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • CC.1.3.K.K — Actively engage in group reading activities with purpose and understanding.

Rhode Island

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.

South Carolina

  • K-ESS3-3. — Obtain and communicate information to define problems related to human impact on the local environment. Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of human choices could include reusing and recycling materials.
  • K-ESS3-3.DCI.C: — Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them, but they can make choices that reduce their impacts on the land, water, air, and other living things. NRC Framework Link

South Dakota

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • K.L.5.a — Sort common objects into categories to gain a sense of the concepts the categories represent.

Tennessee

  • K.ESS3.3 — Communicate solutions that will reduce the impact from humans on land, water, air, and other living things in the local environment.
  • K.FL.VA.7.b.i — Sort common objects into categories to gain a sense of the concepts the categories represent.
  • K.PS1.1 — Plan and conduct an investigation to describe and classify different kinds of materials including wood, plastic, metal, cloth, and paper by their observable properties (color, texture, hardness, and flexibility) and whether they are natural or human-made.
  • K.RI.KID.1 — With prompting and support, ask and answer questions about key details in a text.

Texas

  • K.1B — demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.
  • 1.1B — identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.

Utah

  • P3.R.5 — With prompting and support, ask and answer simple questions about a text. (RL & RI)
  • P4.R.5 — With prompting and support, ask and answer questions and make connections about a text. (RL & RI)
  • K.2.4 — Design and communicate a solution to address the effects that living things (plants and animals, including humans) experience while trying to survive in their surroundings. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare designs. Emphasize students working from a plant, animal, or human perspective. Examples could include a plant growing to get more sunlight, a beaver building a dam, or humans caring for the Earth by reusing and recycling natural resources. (ESS3.C, ETS1.A, ETS1.B, ETS1.C)

Vermont

  • D4.7.K-2 — Individually and with others, students… Identify ways to take action to help address local, regional, and global problems.
  • D2.Geo.5.K-2 — Individually and with others, students… Describe how human activities affect the cultural and environmental characteristics of places or regions.
  • D4.6.K-2 — Individually and with others, students… Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.

Virginia

  • K.11.b — Materials can be recycled.
  • K.1.c.ii — Classify and/or sequence objects based on a single physical characteristic or property.
  • K.11.a — Some materials and objects can be used over and over again.
  • K.PS.1a — Sort and classify concrete objects into appropriate subsets (categories) based on one attribute (e.g., size, shape, color, thickness).

Washington

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

Washington, D.C.

  • K-ESS3-3 — Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.

West Virginia

  • Describe how people try to improve their communities.

Wisconsin

  • ELA.K.L.3.b — Sort common objects into categories.
  • SS.Geog5 — Wisconsin students will evaluate the relationship between humans and the environment
  • ELA.K.SL.4 — With guidance and support, describe familiar people, places, things, and events.

Wyoming

  • Things people do can affect the environment but they can make choices to reduce their impacts.
  • K-ESS3-3 — Communicate solutions that will manage the impact of humans on the land, water, air, and/or other living things in the local environment.
  • L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.