Upcycling and Reusing in Our School!
What everyday things can we reuse?
Introduction:
Did you know that people in the United States throw away more than 60 million plastic water bottles every day. This much waste causes pollution and hurts the earth!
We have a problem: There are not enough people reusing everyday items, which means there is a lot of recyclable waste that should be going to the recycling plant, but isn’t! We need to find a way to get more people to reuse, and to upcycle more often. You will take on the role of the Communications Director at NYC Department of Sanitation and help us spread the word!
Task:
As the Communications Director at NYC Department of Sanitation, you need to help people understand what they can reuse or upcycle.
You will work in groups of 3 to create a physical poster to convince people to switch to reusable items or upcycle used ones.
These posters will help our school and local community remember to reuse, so it is important that they are helpful and informative!
Your goal is to convince as many people to reuse as possible! You can be creative and use words and pictures.
Be sure to include:
● WHY it is important for someone to reuse or upcycle.
● HOW they can reuse or upcycle.
● WHAT they can reuse or upcycle.
● WHERE they can reuse or upcycle.
You should pay attention to spelling and grammar. Make sure you use proper punctuation.
Word Bank:
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Recycle |
Waste |
Garbage |
Bins |
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Reduce |
Reuse |
Environment |
Planet |
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Earth |
Help |
Harm |
Sort |
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Clean |
Dirty |
Benefit |
Hurt |
Process/Resources:
Steps of PPA:
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1. Define the Problem - What is the issue? Discuss with your group. |
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2. Gather the Evidence - use the resources below to help you research recycling, reusing, and upcycling. Use the graphic organizer to write down your research!
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3. Identify the Causes - think about the items people use every day that can be reused or turned into something else. What items can we reuse? |
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4. Examine an Existing Policy - NYC Department of Sanitation encourages reusing and upcycling with clothing and other items, what do you think about this policy? |
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5. Develop New Policies - what are some other ideas you have to improve these policies? Can they be related to any of these topics? ● Recycling ● Compost old food ● Conserve water ● Food waste reduction ● Reducing energy consumption ● Reuse and recycle ● Cloth grocery bags ● Plant a garden ● Purchase reusable straws ● Reduce plastic waste ● Store food in reusable containers ● Sustainable agriculture ● Take public transit or walk ● Turn the lights Off ● Use a reusable water bottle ● Carbon offset programs ● Change your lightbulbs ● Get yourself a reusable coffee cup ● Pass on Plastic ● Reducing waste ● Shopping ● Sustainable shopping ● Transport ● Use less packaging
Are your ideas feasible? Can they be used in real life? Let’s discuss this together! |
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6. Select the Best Policy Solution - which new idea do you think will work best? Let’s vote! |
Step 1: Use the resources to research the issue!
Step 2: Use the graphic organizer to organize your research.
Step 3: Make a plan for your poster.
Step 4: Create your poster.
Step 5: Share with the class!
Rubric:
1st Grade Recycling Poster Rubric
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Criteria |
4 - Excellent |
3 - Good |
2 - Developing |
1 - Beginning |
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Importance of Recycling (WHY) |
Clearly and thoroughly explains why reusing is important, with strong, convincing reasons. |
Explains why reusing is important with some clear reasons. |
Mentions why reusing is important but reasons are unclear or incomplete. |
Does not explain why reusing is important or explanation is very unclear. |
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How to Recycle (HOW) |
Clearly describes how to reuse with detailed and accurate steps or actions. |
Describes how to reuse with some clear steps or actions. |
Gives limited or unclear information on how to reuse. |
Does not explain how to reuse or explanation is very confusing. |
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What to Reuse (WHAT) |
Lists many items that can be reused with accurate examples. |
Lists several items that can be reused with mostly accurate examples. |
Lists a few items to reused but some items may be incorrect or missing. |
Does not list items to reuse or items listed are mostly incorrect. |
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Where to Reuse (WHERE) |
Clearly identifies where reusing can be done (school, local community, bins, centers). |
Identifies some places where reusing can be done. |
Mentions places to reuse but description is unclear or incomplete. |
Does not mention where reusing can be done or information is very unclear. |
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Creativity and Visuals |
Poster is very creative, colorful, and uses both words and pictures that support the message. |
Poster is creative and uses words and pictures that support the message. |
Poster shows some creativity but pictures or words may be limited or unclear. |
Poster lacks creativity and has few or no pictures or words supporting the message. |
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Spelling and Grammar |
Spelling and punctuation are correct throughout with no errors. |
Few spelling or punctuation errors that do not distract from the message. |
Some spelling and punctuation errors that occasionally distract from the message. |
Many spelling and punctuation errors that make the message hard to understand. |
Conclusion:
New Yorkers are not reusing as much as they should. Less reusing causes more waste and hurts the earth!
You took on the role of the Communications Director at NYC Department of Sanitation who helps people understand how and why to reuse.
You were asked to create a poster to convince people in your community and city to reuse more. People will see your signs and be encouraged to reuse everyday items.
You helped convince more people to reuse, and that means you are a part of the solution to make less waste!
Standards:
New York New Generation Science Learning Standards:
● Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. (1-LS1-2)
New York Next Generation ELA Learning Standards:
● 1SL5: Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.
● 1SL6: Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience.