RECYCLE INVESTIGATION
INTRODUCTION TO SETTING
This investigation took place at the Bombeck Family Learning Center which is the Early Childhood Education demonstration/research school for the University of Dayton. This is the birthplace of the ACCESS Curriculum. The classroom environment consists of pre-K aged students and range ages from 3 to 5 years old. This class has approximately 20 children with 3 full time teachers as well as student teachers from the University. The room is set up for center-based learning and is divided into different areas that include the following centers/areas: dramatic play, manipulative (math) area, block area, literacy/story or book area, art center, science center and sensory tables. The room also includes 4 large tables for group work and eating meals. The classroom is child-centered and provides opportunity for children to choose where they would like to work and play. The classroom also offers each child the opportunity to make decisions on what he/she would like to engage in. The class is set up in such a way as the child chooses what learning experiences he/she would like to engage in and at what point during the day as well as the ability to move freely from experience to experience. Moreover, the class schedule creates time for children to participate in teacher directed activities in small and large groups.
RATIONAL FOR INVESTIGATION (S.T.E.M.)
The teachers decided to follow the children’s
interest in recycling after a student teacher from Sinclair introduced an
activity about recycling that the children really enjoyed.
After some initial activities dealing with recycling, the teachers quickly realized that many of the children were not familiar with the different types of materials being introduced, so they took a step back and changed the focus of the investigation to examining the different types of materials before delving further into the concept of recycling.
HOW IT RELATES TO S.T.E.M.
-Deeply involves with science, math, technology and engineering standards
-Is a real life/real world problem for children to investigate. Many children hear adults telling them to reduce how much they are using something or recycle materials they no longer use
-Involves hands-on learning by sorting items by the material make up which is part of the recycling process
-Uses the engineering process when making creations with reused materials and reinventing materials for other uses
-Requires inquiry for the children to discover how to reuse, reinvent, reduce, recycle materials through hands on learning experiences
-Uses an integrated approach
After some initial activities dealing with recycling, the teachers quickly realized that many of the children were not familiar with the different types of materials being introduced, so they took a step back and changed the focus of the investigation to examining the different types of materials before delving further into the concept of recycling.
HOW IT RELATES TO S.T.E.M.
-Deeply involves with science, math, technology and engineering standards
-Is a real life/real world problem for children to investigate. Many children hear adults telling them to reduce how much they are using something or recycle materials they no longer use
-Involves hands-on learning by sorting items by the material make up which is part of the recycling process
-Uses the engineering process when making creations with reused materials and reinventing materials for other uses
-Requires inquiry for the children to discover how to reuse, reinvent, reduce, recycle materials through hands on learning experiences
-Uses an integrated approach
STANDARDS ADDRESSED
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SCIENCE
-Gather, sort and compare objects by similarities and differences in the context of daily activities and play (e.g., leaves, nuts, socks). -Explore how their actions may cause changes in the environment that are sometimes reversible (e.g., hand in flowing water changes the current) and sometimes irreversible (e.g., rock dropped that breaks). -Explore and compare materials that provide many different sensory experiences (e.g., sand, water, wood). -Sort familiar objects by one or more property (e.g., size, shape, function). -Explore ways of moving objects in different ways (e.g., pushing, pulling, kicking, rolling, throwing, dropping). - Investigate natural laws acting upon objects, events and organisms (e.g., repeatedly dropping objects to observe the laws of gravity, observing the life cycle of insects). -Use familiar objects to accomplish a purpose, complete a task or solve a problem (e.g., using scissors to create paper tickets for a puppet show, creating a ramp for a toy truck). -Demonstrate the safe use of tools, such as scissors, hammers, writing utensils, with adult guidance. -Predict what will happen next based on previous experiences (e.g., when a glass falls off the table and hits the tile floor, it most likely will break). -Use one or more of the senses to observe and learn about objects, organisms and phenomena for a purpose (e.g., to record, classify, compare, talk about). -Explore objects, organisms and events using simple equipment (e.g., magnets and magnifiers, standard and non-standard measuring tools). -Begin to make comparisons between objects or organisms based on their characteristics (e.g., animals with four legs, smooth and rough rocks). -Record or represent and communicate observations and findings through a variety of methods (e.g., pictures, words, graphs, dramatizations) with assistance. APPROACHES TO LEARNING -Show interest in investigating unfamiliar objects, organisms and phenomena during shared stories, conversations and play (e.g., “Where does hail come from?”) -Participate in simple, spontaneous scientific explorations with others (e.g., digging to the bottom of the sandbox, testing materials that sink or float). -Demonstrate awareness of the outcomes of one’s own choices (e.g., picking up toys helps create a safe environment). -Gain information through participation in experiences with objects, media, books and engaging in conversations with peers. SOCIAL STUDIES -Explore new uses for familiar materials through play, art or drama (e.g., paper towel rolls as kazoos, pan for a hat). |
LANGUAGE & LITERACY
-Begin to use terms to compare the attributes of objects (e.g., bigger, smaller, lighter, heavier, taller, shorter, more and less). -Identify, name and describe three-dimensional objects using the child’s own vocabulary (e.g., sphere – “ball,” cube – “box,” cylinder – “can” or “tube,” and cone – “ice cream cone”). -Recognize that words are made up of letters (e.g., c-a-t). -Understand the meaning of new words from context of conversations, the use of pictures that accompany text or the use of concrete objects. -Determine the meaning of unknown words with assistance or cues from an adult (e.g., providing a frame of reference, context or comparison). -Use pictures and illustrations to aid comprehension (e.g., talks about picture when sharing a story in a book). -Gain text information from pictures, photos, simple charts and labels. -Use a variety of resources to gather information with assistance (e.g., pictionary, informational picture books). -Share findings of information through retelling, media and play (e.g., draw a picture of the desert) -Present own experiences, products, creations or writing through the use of language (e.g., share and talk about a drawing with others). -Begin to make predictions (e.g., guess whether other countries around the world celebrate birthdays). -Represent ideas through multiple forms of language and expression (e.g., drawing, dramatic play, conversation, art media, music, movement, emergent writing). -Differentiate between sounds that are the same and different (e.g., environmental sounds, animal sounds, phonemes). MATH -Compare sets of equal, more, and fewer and use the language of comparison (e.g., equal, more and fewer). -Sort and classify -Sort, order and classify objects by one attribute (e.g., size, color, shape, use). -Place information or objects in a floor or table graph according to one attribute (e.g., size, color, shape or quantity). -Select the category or categories that have the most or fewest objects in a floor or table graph (e.g., favorite ice cream). -Demonstrate one-to-one correspondence when counting objects (e.g., give one cookie to each child in group). -Name items in common categories (e.g., animals, food, clothing, transportation, etc.). |
CONCEPT PLANNER
| RECYCLE CONCEPT PLANNER |
DOCUMENTATION OF PROCESS
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WHAT DO YOU KNOW ABOUT RECYCLING?
Ashelyn- "You stick something in the garbage." Noah- "Plastic stuff make it into new things." Owen- "You keep using it over and over again." Brooklyn- "When you draw something it goes into the recycle trash." Bryn- "Sell stuff to people." Emily- "Throw trash empty cans and empty bottles." Sam- "You put trash and old food in bins." Avery- "When you don’t want it you put paper in the recycling." Eva- "You throw something in the trash. Paper." Penny- "Books are in it." Jude- "Put garbage in a garbage can then truck." Claire- "A car can be recycled. A toy." Jade- "I don’t know." Elena- "Use bins." Landon- "You out in trash cans." Jude- 'They put in the garbage can and then they put it in the garbage truck." |
WHAT DO YOU WONDER ABOUT RECYCLING?
Sam- "How do we recycle toys?" Ashelyn- "What do we do with garbage cans?" Elena- "What stuff do you put in trash bins? Landon- "How do you move trash cans? Brooklyn- "Does the trash man take recycle? Claire- "Are toys recycled? Avery- "Do we recycle blankets? Eva- "Are planes recycled? Noah- "Where are recycling bins? Owen- "Do we use bottles? Ethan- "What happens to cans? Quinn- "Can you recycle toys? Bryn- "What happens when you put it in the bin? Evy- "How to recycle toys? Penny- "What happens to dirty food? Jude- "What happens after we recycle? |
EXPLORATION OF FOAM, PLASTIC, METAL, GLASS & PAPER
While delving into the topic of recycling the teachers realized that the children did not have the prior knowledge of certain materials. Taking a step backward in order to move forward, the teachers let the children explore a variety of materials that are recycled including: glass, metal, paper, plastic, foam and cardboard. The children examined the different materials to familiarize them with the different materials.
While delving into the topic of recycling the teachers realized that the children did not have the prior knowledge of certain materials. Taking a step backward in order to move forward, the teachers let the children explore a variety of materials that are recycled including: glass, metal, paper, plastic, foam and cardboard. The children examined the different materials to familiarize them with the different materials.
In the beginning of our recycle investigation, the children explored plastic, metal, paper/cardboard, foam, and glass a variety of ways. First the children spent time manipulating the materials by putting pompoms into the various materials (plastic, metal, paper/cardboard, foam, and glass items) using tweezers. Through this experience, children were able to investigate the nature of these materials. The children tested these materials (plastic, metal, paper/cardboard, foam, and glass objects) in water to discover what these objects were made from and whether they would float or sink. Also we tested how well each material would hold water. The children found that many of the plastic, glass, metal, and foam items would sink even if there was water inside the plastic bottle, but the paper/cardboard items floated for a short period of time and then disintegrated in water. All the materials were able to hold water, except the paper/cardboard. After discovering the capacity in which the objects held water, the children explored the materials with sand to see if they would hold sand. They found that most of the materials would hold sand. They experimented with gravity and the materials by rolling the materials down a ramp. The children found that the rounder materials rolled better regardless of what they were made of. They also used bouncy balls, pompoms, and corn to test the sound made by the various materials. Depending on the material they were testing and the object they put inside, the pitch of the sound that they heard changed.
During the process of testing the properties of the materials, the children used nonstandard units of measure to measure various materials. They measured length as well as circumference and height. Through this experience the children were able to discover the shapes of the various materials. For example glass tends to be round and paper/cardboard tends to be square or rectangular in shape. The materials were various sizes so the children discovered that the nature of the material does not affect size.
SORTING CAPS
Using lids and caps that had been saved from different bottles and containers, the children sorted them by different attributes: color, shape and size. The children used tongs to sort which helped to develop their small motor control.
Using lids and caps that had been saved from different bottles and containers, the children sorted them by different attributes: color, shape and size. The children used tongs to sort which helped to develop their small motor control.
EXPLORING & MEASURING MATERIALS
Exploring materials by testing them in water, and placing bouncy balls, corn, and pompoms in them. In the first experiment the children placed different recyclable objects in water. The children then predicted what would happen with the objects.
In the second experiment the children placed bouncy balls, corn and pompoms in different types of recycled containers. The children then listened to the different sounds that each object made in the various containers.
Exploring materials by testing them in water, and placing bouncy balls, corn, and pompoms in them. In the first experiment the children placed different recyclable objects in water. The children then predicted what would happen with the objects.
In the second experiment the children placed bouncy balls, corn and pompoms in different types of recycled containers. The children then listened to the different sounds that each object made in the various containers.
CAP CREATIONS
Using caps that been saved along with buttons, ribbon and other materials, the children designed and then made creations. These included: snowmen, streets, a castle, a house, a line and a Star Wars spaceship. The children drew their design sand then using the materials provided, they created their designs the next day.
Using caps that been saved along with buttons, ribbon and other materials, the children designed and then made creations. These included: snowmen, streets, a castle, a house, a line and a Star Wars spaceship. The children drew their design sand then using the materials provided, they created their designs the next day.
SORTING MATERIALS THAT CAN BE RECYCLED
The teachers provided the children many sorting experiences during this investigation to help children learn new concepts and vocabulary. The children sorted recycled materials and play food by the categories: garbage and recycle. This helped the children discover the difference between recycled items and trash. They sorted pictures and actual objects by what type of materials they were made of: glass, plastic, metal, foam, and paper/cardboard. Through this experience the children were able to practice the skill of sorting but also learn one of the first processes of recycling. This experience also helped them learn the vocabulary needed to describe the various materials. During this process the children also refined the skill of sorting by one or more attributes by organizing caps and buttons in egg cartons. The children sorted by size or color. Furthermore, the children used materials that were brought in from home, pictures printed from the computer and from magazines, the children sorted them by category: paper, plastic, glass metal or foam. These experiences were done over multiple days in the classroom to help the children become familiar with the different materials.
The teachers provided the children many sorting experiences during this investigation to help children learn new concepts and vocabulary. The children sorted recycled materials and play food by the categories: garbage and recycle. This helped the children discover the difference between recycled items and trash. They sorted pictures and actual objects by what type of materials they were made of: glass, plastic, metal, foam, and paper/cardboard. Through this experience the children were able to practice the skill of sorting but also learn one of the first processes of recycling. This experience also helped them learn the vocabulary needed to describe the various materials. During this process the children also refined the skill of sorting by one or more attributes by organizing caps and buttons in egg cartons. The children sorted by size or color. Furthermore, the children used materials that were brought in from home, pictures printed from the computer and from magazines, the children sorted them by category: paper, plastic, glass metal or foam. These experiences were done over multiple days in the classroom to help the children become familiar with the different materials.
The children had various opportunities to refine their writing and fine motor skills as well as learn new terms through this investigation. Using letter stamps, pencils, markers and stencils the children wrote words dealing with recycling: "reduce, reuse, reinvent, recycle, glass, metal, paper, plastic and foam and discussed the meanings of these terms. The children created a sign for our documentation board by tracing the word "recycle" with glue and using recycled packing peanuts to cover the letters. They also wrote the words for various materials: "plastic, metal, foam, paper, and glass." These experiences exposed children to letter and word identification and to new words. The children also used the light table to trace the recycle symbol. The children were able to recognize the symbol so they know where recycle materials are placed.
BUILDING WITH PLASTIC CUPS
During our recycling project the children reused old plastic cups to build structures. The children had the opportunity to experiment with gravity while building structures and to use a familiar object for something else other than its intended purpose. The teachers intentionally put fewer cups out for the children to help promote sharing and working together.
During our recycling project the children reused old plastic cups to build structures. The children had the opportunity to experiment with gravity while building structures and to use a familiar object for something else other than its intended purpose. The teachers intentionally put fewer cups out for the children to help promote sharing and working together.
TRACING THE RECYCLE SYMBOL USING THE LIGHT TABLE
Multiple copies of the recycle symbol were set up at the light table. The children then traced and colored in the symbol. This was done to familiarize the children with the symbol and to help develop small muscle control using markers.
Multiple copies of the recycle symbol were set up at the light table. The children then traced and colored in the symbol. This was done to familiarize the children with the symbol and to help develop small muscle control using markers.
MAKING WATERCOLORS WITH RECYCLED MARKERS
The teachers had the children go through the classroom markers and pull out markers that were dried out and did not work well The markers were then sorted by color, tied together and placed in cups of clear water. The children then observed what happened to the water as the markers soaked in the water. The markers soaked overnight and then the children used the colored water to paint. The class even shared the new water colors with other classes so they could use them too.
The teachers had the children go through the classroom markers and pull out markers that were dried out and did not work well The markers were then sorted by color, tied together and placed in cups of clear water. The children then observed what happened to the water as the markers soaked in the water. The markers soaked overnight and then the children used the colored water to paint. The class even shared the new water colors with other classes so they could use them too.
During our recycled material investigation, the children discovered how to reinvent materials into something else that can be used in a different way. The children chose a recycled item to make a creation with. Next they drew a plan of what they wanted to create out of the recycled item. Then they gathered other materials they needed. The next day they used their plans and materials to make their creations. Prior to this experience, the children followed the same process to create art with caps. This process helped children learn the concept of reinvent and acted as a pre-assessment to the project.
Tissue Box Marble Paintings and Painting with
Recyclable Materials
Tissue Box Marble Painting-While investigating the concept of reuse the children created works of art. Using tissue boxes that the class saved, the children placed paper on the bottom of the box, put paint in and then added marbles. They shook the boxes to mix the paint and make their creations. The children had the opportunity to explore with gravity and ways of moving objects by tilting the box to move the marbles over the paint
Painting with Recyclable Materials-Using different items that can be recycled the children used the primary colors to make creations. They dipped the recyclable item into the paint and then stamped it onto the paper. The children experimented with many different items and with mixing colors.
Tissue Box Marble Painting-While investigating the concept of reuse the children created works of art. Using tissue boxes that the class saved, the children placed paper on the bottom of the box, put paint in and then added marbles. They shook the boxes to mix the paint and make their creations. The children had the opportunity to explore with gravity and ways of moving objects by tilting the box to move the marbles over the paint
Painting with Recyclable Materials-Using different items that can be recycled the children used the primary colors to make creations. They dipped the recyclable item into the paint and then stamped it onto the paper. The children experimented with many different items and with mixing colors.
MAKING PAPER
For several weeks the class saved scrap paper. The scrap paper was then put in the water table with water and the children tore it up until it became saturated. The paper/water mixture was then drained into buckets. The children put the saturated paper into a blender and blended it until it became pulp. The pulp was placed back into buckets. The next day the children took the pulp and placed it on screens which were made from plastic needlepoint canvas. The children then used towels to press any extra moisture out of the pulp to get the finished product.
The next day flower petals were introduced to the process. The children placed the petals on top of the pulp and then pressed with the towel. The result was pretty paper with flowers on it.
For several weeks the class saved scrap paper. The scrap paper was then put in the water table with water and the children tore it up until it became saturated. The paper/water mixture was then drained into buckets. The children put the saturated paper into a blender and blended it until it became pulp. The pulp was placed back into buckets. The next day the children took the pulp and placed it on screens which were made from plastic needlepoint canvas. The children then used towels to press any extra moisture out of the pulp to get the finished product.
The next day flower petals were introduced to the process. The children placed the petals on top of the pulp and then pressed with the towel. The result was pretty paper with flowers on it.
BREAKING
MATERIALS WITH TOOLS
Using a variety of classroom tools including hammers, pliers, screwdrivers, scissors and wrenches the children experimented with breaking or taking apart different recyclable materials. The children worked independently as well as together to break the materials.
The children discovered that some materials like foam and cardboard were much easier to break apart than others like metal and hard plastic.
Using a variety of classroom tools including hammers, pliers, screwdrivers, scissors and wrenches the children experimented with breaking or taking apart different recyclable materials. The children worked independently as well as together to break the materials.
The children discovered that some materials like foam and cardboard were much easier to break apart than others like metal and hard plastic.
EXPLORING MATERIALS WITH SAND & RAMPS
A variety of recyclable products were added to the sensory table along with sand. The children used these products for a variety of purposes including filling and pouring into other containers.
The children experimented with different recyclables to see which would roll down a ramp that was set up. The children noted which objects rolled and which didn’t.
A variety of recyclable products were added to the sensory table along with sand. The children used these products for a variety of purposes including filling and pouring into other containers.
The children experimented with different recyclables to see which would roll down a ramp that was set up. The children noted which objects rolled and which didn’t.
ASSESSMENT OF LEARNING
| Recycle Portfolio Sheets |
RESOURCES & MATERIALS
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RESOURCES:
RECYCLED CRAFTS- http://www.allfreekidscrafts.com/Recycled-Kids-Crafts/?utm_source=msn&utm_medium=cpc&utm_campaign=allfreekidscrafts RECYCLE WEEK http://schoolsrecycle.planetark.org/ RECYCLING http://www.activityvillage.co.uk/recycling COMPOSTING FOR KIDS http://www.gardeningknowhow.com/special/children/composting-ideas-for-kids.htm HOW TO MAKE PAPER http://tinkerlab.com/how-to-make-paper/ RECYCLE ROUNDUP GAME http://kids.nationalgeographic.com/kids/games/actiongames/recycle-roundup/ RECYCLE SYMBOL FOR PRINTING http://www.bigactivities.com/coloring/earth_day/recycle/images/recycle.png |
MATERIALS:
Various metal, paper, foam, glass objects to place in water Various metal, paper, foam, glass objects to build with Various metal, paper, foam, glass objects to hold water/sand Sand Ramp Bouncy balls, pompoms, dried corn Plastic bottles Caps/lids for sorting Buttons/ribbons Play food Egg cartons Letter stamps/pencils/markers/stencils Packing Peanuts Light Table Plastic cups Old dried out markers Tissue boxes Marbles Paint MAKE PAPER-Scrap paper, screen, buckets, blender, towels Hammers, pliers, screwdrivers, wrenches. Sensory table |
