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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: switching off lights when you leave a room? (reduce / reuse / recycle) → reducePrompt: Reduce = use less. Reuse = use again. Recycle = make into something new.
  2. Which of these is a way to reduce? (refilling a water bottle / buying fruit without plastic wrapping / using a jam jar to store pencils / sending old newspapers to be made into new paper) → buying fruit without plastic wrappingPrompt: Is the item used less, used again, or turned into something new?
  3. Which of these makes the LEAST rubbish? (single-use plastic cutlery / paper plates thrown away after lunch / a new plastic bag every day / a reusable lunchbox) → a reusable lunchboxPrompt: Which one can be used again and again?

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: putting empty cans in the recycling bin? (reduce / reuse / recycle) → recyclePrompt: Reduce = use less. Reuse = use again. Recycle = make into something new.
  2. Which of these is a way to reduce? (putting glass bottles in the bottle bank / buying fruit without plastic wrapping / refilling a water bottle / sending old newspapers to be made into new paper) → buying fruit without plastic wrappingPrompt: 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. Which of these makes the LEAST rubbish? (a new plastic bag every day / single-use plastic cutlery / a reusable lunchbox / paper plates thrown away after lunch) → a reusable lunchboxPrompt: Which one can be used again and again?
  2. Is this reducing, reusing or recycling: switching off lights when you leave a room? (reduce / reuse / recycle) → reducePrompt: Reduce = use less. Reuse = use again. Recycle = make 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

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

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

  2. Question 2

    Which of these is a way to recycle?

    • A. printing on both sides of the paper
    • B. putting empty cans in the recycling bin
    • C. buying fruit without plastic wrapping
    • D. refilling a water bottle

  3. Question 3

    Is this reducing, reusing or recycling: putting glass bottles in the bottle bank?

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

  4. Question 4

    Which of these is a way to reuse?

    • A. giving outgrown clothes to a friend
    • B. printing on both sides of the paper
    • C. sending old newspapers to be made into new paper
    • D. buying fruit without plastic wrapping

  5. Question 5

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

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

  6. Question 6

    Which of these is a way to reduce?

    • A. turning off the tap while you brush your teeth
    • B. using a jam jar to store pencils
    • C. putting glass bottles in the bottle bank
    • D. taking the same cloth bag to the shop each week

  7. Question 7

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

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

  8. Question 8

    Why is it good to recycle plastic bottles?

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

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Answer key: Reduce, reuse or recycle?

  1. 1. D. They rot down into rich soil for plants.

  2. 2. B. putting empty cans in the recycling bin

  3. 3. C. recycle

  4. 4. A. giving outgrown clothes to a friend

  5. 5. C. Everyone uses their own refillable bottle.

  6. 6. A. turning off the tap while you brush your teeth

  7. 7. A. reduce

  8. 8. D. Less rubbish goes to landfill and the plastic can be made into new things.