Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes

Reduce, reuse or recycle?

Ecosystems and food chains

CCSS NGSS.K-ESS3-3England: EYFS Understanding the World: The natural worldEngland: KS1 Y2 Uses of everyday materials

Objective and success criteria

Students will: Reduce, reuse or recycle?.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: no earlier skill in the map; start from what students know.

Leads to: Sort waste into the right recycling group; Actions that help or harm the environment

Materials: Food web cards, Arrows to build chains, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this reducing, reusing or recycling: using a jam jar to store pencils? (reduce / reuse / recycle) → reusePrompt: Reduce = use less. Reuse = use again. Recycle = make into something new.
  2. Which of these is a way to reuse? (using a jam jar to store pencils / switching off lights when you leave a room / sending old newspapers to be made into new paper / putting empty cans in the recycling bin) → using a jam jar to store pencilsPrompt: Is the item used less, used again, or turned into something new?
  3. Banana peel and apple cores can go in a compost bin. What happens to them? (They stay the same for ever. / They turn into new bananas straight away. / They rot down into rich soil for plants. / They turn into plastic.) → They rot down into rich soil for plants.Prompt: What do tiny living things like worms do to old food?

Hook · 5 min

  • Show a food web and ask what would happen if one animal disappeared.
  • Share the objective: Reduce, reuse or recycle?. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is this reducing, reusing or recycling: using a jam jar to store pencils?
  • Step 1: Reuse means using something again instead of throwing it away.
  • Step 2: So the answer is: reuse
  • Answer: reuse
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is this reducing, reusing or recycling: using a jam jar to store pencils? (reduce / reuse / recycle) → reusePrompt: Reduce = use less. Reuse = use again. Recycle = make into something new.
  2. Which of these is a way to reuse? (putting empty cans in the recycling bin / buying fruit without plastic wrapping / sending old newspapers to be made into new paper / using a jam jar to store pencils) → using a jam jar to store pencilsPrompt: Is the item used less, used again, or turned into something new?

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Is this reducing, reusing or recycling: putting glass bottles in the bottle bank? (reduce / reuse / recycle) → recyclePrompt: Reduce = use less. Reuse = use again. Recycle = make into something new.
  2. Which of these is a way to recycle? (putting empty cans in the recycling bin / using a jam jar to store pencils / buying fruit without plastic wrapping / printing on both sides of the paper) → putting empty cans in the recycling binPrompt: Is the item used less, used again, or turned into something new?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Use concrete materials: food web cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Sort waste into the right recycling group; Actions that help or harm the environment.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/kindergarten.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Reduce, reuse or recycle?

Name

Date

Score/ 8

  1. Question 1

    Which of these is a way to reduce?

    • A. using a jam jar to store pencils
    • B. putting empty cans in the recycling bin
    • C. buying fruit without plastic wrapping
    • D. sending old newspapers to be made into new paper

  2. Question 2

    Which of these makes the LEAST rubbish?

    • A. a new plastic bag every day
    • B. paper plates thrown away after lunch
    • C. single-use plastic cutlery
    • D. a reusable lunchbox

  3. Question 3

    Is this reducing, reusing or recycling: turning off the tap while you brush your teeth?

    • A. reduce
    • B. reuse
    • C. recycle

  4. Question 4

    Why is it good to recycle plastic bottles?

    • A. It makes the bottles heavier.
    • B. Less rubbish goes to landfill and the plastic can be made into new things.
    • C. It makes more plastic in the sea.
    • D. Recycled plastic turns into food.

  5. Question 5

    Is this reducing, reusing or recycling: printing on both sides of the paper?

    • A. reduce
    • B. reuse
    • C. recycle

  6. Question 6

    Which of these is a way to reuse?

    • A. sending old newspapers to be made into new paper
    • B. switching off lights when you leave a room
    • C. printing on both sides of the paper
    • D. using a jam jar to store pencils

  7. Question 7

    Banana peel and apple cores can go in a compost bin. What happens to them?

    • A. They stay the same for ever.
    • B. They rot down into rich soil for plants.
    • C. They turn into plastic.
    • D. They turn into new bananas straight away.

  8. Question 8

    A class drinks from paper cups and throws them away every day. Which change makes the biggest difference?

    • A. Throw the cups away twice as fast.
    • B. Use bigger paper cups.
    • C. Use a new cup for every sip.
    • D. Everyone uses their own refillable bottle.

Free from eurekami.com

for the adult only

Answer key: Reduce, reuse or recycle?

  1. 1. C. buying fruit without plastic wrapping

  2. 2. D. a reusable lunchbox

  3. 3. A. reduce

  4. 4. B. Less rubbish goes to landfill and the plastic can be made into new things.

  5. 5. A. reduce

  6. 6. D. using a jam jar to store pencils

  7. 7. B. They rot down into rich soil for plants.

  8. 8. D. Everyone uses their own refillable bottle.