chapter

intro
3
Chapter 3
What Is Reduce,
Reuse, and Recycle
(RRR)?
Chapter Focus:
The Activities in this chapter help students conduct in-depth explorations about what it actually means
to reduce, reuse, and recycle with specific examples of how to do this at school and at home.

Reduce First, Then Reuse, Then Recycle

Although it is impossible to eliminate waste completely, we can easily make big reductions in the amount
of waste we produce. Here are three simple steps that each of us can take to make a difference:

1. Reduce: stop waste before it happens.

2. Reuse: use things more than once.

3. Recycle: separate materials so that they can be made into other products.

Reduce
Stopping waste before it happens may sound simple, but it’s something that most people don’t often
think about or practice. Reducing waste means saying “no” to unneeded shopping bags, napkins,
excessive packaging, and other items that are offered to us when we shop. It also means buying only
the things we really need so that we throw out less.
Say “no bag, thanks” whenever you can. If you’re buying only a few small
items, just put them in your purse, tote, or briefcase. Or bring your own
reusable bag.
Use your own drink container for your coffee, tea, water, soup, and other drinks
instead of using disposable cups or bowls. Replacing disposable cups with your
own reusable mug or thermos might seem like an insignificant act, but consider
the amount of waste that could be eliminated if thousands or millions of fellow
New Yorkers did the same. A good reusable mug can also help you from spilling
your drink. Many coffee shops also provide a discount to those who bring their
own mug.
Unsubscribe from unwanted mail and catalogs. NYC has partnered with
Catalog Choice to offer New Yorkers a free, easy way to opt out of unwanted
mailings. This service allows you to search by company to opt out of your
unwanted mail. In addition, it helps match you with many other opt out services
available. See [Link]/wasteless/junkmail for more info.

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Introduction What Is Reduce, Reuse, and Recycle (RRR)?
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intro
3

Reuse
We can reuse many everyday items that we frequently toss out.
For example, we can reuse plastic bags as garbage bags, and can
return hangers to the dry cleaners so they can be used again. Instead
of using paper towels, we can wash out sponges or cloths so that they
can be used many times.
Another form of reuse is donation to charity. We can give away items
that we no longer want in order to make them available to others.
When we reuse, we cut down on pollution while saving resources,
energy, and money.
Visit [Link]/stuffexchange or download the iPhone app to
learn where in NYC to donate, buy, or sell antiques, artifacts,
collectibles, and gently used goods (including high-end and
designer items).
Request a re-fashioNYC clothing donation bin for your building. re-fashioNYC is a partnership between
NYC and Housing Works to make clothing donation easy with in-building drop-off for buildings with 10
or more units. See [Link]/refashion for more info.

Recycle
Recycling is breaking down products into raw materials and using those materials to make something
new. It’s also important to think about the recycling loop when we shop. Using products made from
recycled materials maximizes resources and the benefits of recycling itself.
Principals, custodians, food service staff, teachers, and students all have responsibilities to make sure
that materials designated for recycling are kept separate from garbage and properly placed out for
Department of Sanitation collection.
To set up a successful school recycling program, start by talking with your Principal about your current
program, NYC’s requirements, and goals for improvement.

■ The Department of Sanitation does not provide recycling or garbage containers. Your custodian or
Principal can purchase recycling bins through their standard DOE procurement process.
■ Any type of container can be used for recycling indoors — you can even use labeled cardboard
boxes or empty buckets from the cafeteria kitchen that would otherwise be discarded.
■ Label recycling containers with free Department of Sanitation decals (or use paint or permanent
marker). Post signs explaining what to recycle near every container.
Visit [Link]/recycle to learn more about what and how to
recycle in New York City.

RRR Can Make a Difference!

We can cut down on the amount of waste that we discard by
taking steps to reduce how much garbage each of us generates,
reusing products whenever possible, and recycling as much of
the rest as we can.

What Is Reduce, Reuse, and Recycle (RRR)? 2 Introduction

 chapter activity
3 1
What Is Reduce,
Reuse, and Recycle (RRR)?
Recycling in the Classroom
Time: Goals and Objectives:
20 minutes Students will engage in an Activity that helps them understand
the recycling process and what types of items are recyclable.
They will read and complete Recycling Handout and use this
Subjects:
knowledge to either create or enhance a recycling area.
English Language Arts,
Science, Art
Teacher’s Note:
This Activity can be done in conjunction with these other
Vocabulary:
Activities: Chapter 2, Activity 3: Where Does School Trash
cullet, recycle, reduce, reuse,
Go? and Chapter 4, Activity 2: Getting Your School to Be a
slurry, smelt
Super Recycler.

Materials:
■ Copies of Recycling Handout ■ Recycling bin for paper & cardboard
■ Recyclable items: plastic bottles, metal ■ Recycling bin for metal, glass, plastic & cartons
cans, glass jars, aluminum foil, newspapers,
magazines, junk mail

Activity
Following this Activity are adaptations for Beginner, Intermediate, and Advanced.

Teacher Prep:
If this is your first Activity from this chapter, please read the Chapter 3 Introduction. Refer to the
Glossary for definitions of vocabulary words.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of the school’s
recycling system.

Suggested Discussion: Ask the class where they discard recyclable items. What do the bins look like?

3
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Exploration:
1. Distribute copies of Recycling Handout and display the recyclable items from the list.

2. Read Recycling Handout with the class.

3. Show each recyclable item to the class and ask them to identify the appropriate recycling bin to
dispose of the item.

4. Have them complete Recycling Handout, drawing or writing examples of recyclable items that
should be placed in each bin.

5. Discuss your classroom’s recycling system with the class, or create one together. If you do not
want to have more than a paper recycling bin in your classroom, remind the class of where they
can find the nearest blue recycling bin.

Expanded Exploration:
Engage students in a discussion about the importance of recycling. Ask them if they understand
that recycling is only part of the solution. What are some other ways they can reduce the amount of
waste they produce?

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Include a read aloud component in the warm-up with the Chapter 3 Introduction. Follow the
Activity instructions.

Have the class cut out and attach their illustrations on or near the recycling bins to help remind
students which types of items should be placed in each bin. They can work together to decide on
placement and presentation.

Intermediate:
Follow the Activity instructions.

Have the class work together in small groups to either set up or enhance a set of recycling bins in the
school. They can create posters and collages to serve as a visual aid to help students remember which
recyclable items go in each bin.

Advanced:
Follow the Activity instructions and have the students work together on a follow-up project. Give them
the option of using photography and drawings to create visual aids with recycling instructions to be
placed above bins, or make a short video or audio recordings about recycling to be shared with the
school community.

What Is Reduce, Reuse, and Recycle (RRR)? 4 Recycling in the Classroom

 ch act
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What Is Reduce, Reuse, Recycle (RRR)?

Recycling Handout
Name Date

In New York City we sort our trash and place recyclable items in two different streams.
Visit [Link]/recycle for detailed recycling info.

Paper & Cardboard Metal, Glass, Plastic & Cartons

newspapers, magazines, catalogs metal cans

white & colored paper aluminum foil wrap & trays

mail & envelopes metal caps & lids

paper bags household metal

wrapping paper glass bottles and jars

soft-cover books plastic bottles, jugs & jars

cardboard egg cartons & trays rigid plastic caps & lids

smooth cardboard rigid plastic containers, housewares & packaging

corrugated cardboard boxes food & beverage cartons & drink boxes

What Happens to Recyclables After They Are Collected?

Paper
Paper is collected and sorted by type, baled, and then sent to a paper mill. There, it’s
mixed with warm water to form what’s called slurry. Staples, glue, and coating are
removed and the mixture is bleached and de-inked. Finally, the slurry is spread on
large screens, rolled, and formed into finished sheets of recycled paper.

Aluminum
Aluminum is shredded, decontaminated, and then melted down or smelted. Then it’s poured into blocks
and shipped to manufacturers who melt it again and make it into new products.

Making cans from recycled aluminum uses 90 – 97% less energy than making them from the
raw material, bauxite, which is mined overseas and shipped to the US for processing.

Aluminum cans and foil are the most valuable materials we can collect for recycling.
They are sold, melted down, and back on the shelves as new cans and products within
six weeks.

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Steel
Steel is 100% recyclable and can be reprocessed almost indefinitely. New York City sells steel cans and
other metal items to scrap metal dealers and steel mills, which smelt the scrap metal to make a variety of
steel products, such as new cans, bicycles, bridges, and cars.

Steel cans are generally made with 25% recycled content. They are used in packaging many products,
like food, paints, shoe polish, and motor oil.

Glass
Most glass is broken while it’s transported from the curb to a Material Recovery Facility and
all of it is then crushed and made into tiny glass particles called cullet. This can be used as a
substitute for stone in cement and asphalt.

Plastic
Plastic is sorted by hand, sold by type, cleaned, and made into pellets. Manufacturers use these
pellets to make new products such as plastic lumber, fiberfill stuffing for jackets, and carpeting.

Clear plastic is the most useful for recycling. It can be used to make clear products, but can
also be used to make colored plastics. Colored plastics cannot be de-colored or re-colored,
so they have a limited use.

Cartons
Food and beverage cartons are separated into distinct bales which are then sent to special processors
who can separate the layers of paper fiber and inner foil to reclaim these commodities.

Please write or draw recyclable items in the appropriate categories below:

Paper & Cardboard Metal, Glass, Plastic & Cartons

What Is Reduce, Reuse, and Recycle (RRR)? 6 Recycling in the Classroom

 chapter activity
3 2
What Is Reduce,
Reuse, and Recycle (RRR)?
Recycling Is
Only Part of the Solution
Time: Vocabulary:
30 minutes reduce, reusable, reuse

Subjects: Goals and Objectives:

English Language Arts, Science Students will discuss different waste reduction strategies
and complete a writing assignment that addresses specific
ways they can reuse and reduce waste.

Materials:
■ Examples of overpackaged items, ■ A reusable lunch container
including a prepackaged lunch

Activity
Following this Activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of recycling and how it is only
part of the solution.

Suggested Discussion: What are some ways that we can take responsibility for our environmental impact?
In addition to recycling waste, what else can we do?

Exploration:
1. Review the definitions of reduce, reuse, and reusable.

■ Reduce: to use less of; to decrease in extent, amount, number, or other quantity

■ Reuse: to extend the life of an item by using it more than once, repairing or modifying it,
or by creating new uses for it.

■ Reusable: Able to be used again, either as it is or by repairing or altering it.

2. Discuss these terms and encourage the class to brainstorm strategies in which they can
reduce and reuse items each day.

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Recycling Is Only Part of the Solution What Is Reduce, Reuse, and Recycle (RRR)?
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3. Show examples of overpackaged items and explain what makes them overpackaged.
4. Next, share the reusable lunch container with the class. Explain why reusing a lunch container
reduces waste and is better for the environment. Remind the class that most Americans produce at
least four pounds of waste each day and this could be one option for reducing that amount.

Expanded Exploration:
Engage the students in a discussion about other strategies for reducing and reusing waste. How can we
reuse what we would otherwise throw away? How can we reduce the amount of items we consume?

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Follow the Activity instructions.

Have the students write a brief description of how they can reduce the amount of waste they
produce and reusable alternatives they can try, like lunch containers. Have the students present their
descriptions to the class.

Intermediate:
Follow the Activity instructions.

Ask the students to write about ways they already reduce the amount of items they use and ways that
they would like to continue reducing waste. They should include examples of reusing items, like lunch
containers. Encourage the students to share their ideas with the class.

Advanced:
Follow the Activity instructions.

Have each student write an article about how to reduce waste. It should include strategies they
currently practice and strategies they would like to start implementing to reduce waste and reuse
items even more. Have the students present their articles to the class.

What Is Reduce, Reuse, and Recycle (RRR)? 8 Recycling is Only Part of the Solution
 chapter activity
3 3
What Is Reduce,
Reuse, and Recycle (RRR)?
Aluminum Cans: Full Circle
Time: Goals and Objectives:
20 minutes Students will discover what happens to aluminum
cans and how they are recycled and then resold.
They will create a narrative illustration of the full circle
Subjects:
process of recycled aluminum.
English Language Arts,
Science, Math

Vocabulary:
aluminum, coiled sheets, melted,
refund, shredded, transported

Materials:
■ Aluminum cans (optional visual aid) ■ Markers, pencils, and/or crayons
■ Poster paper ■ Copies of The Steps of Recycling Handout

Activity
Following this Activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of the steps involved in
recycling aluminum cans

Suggested Discussion: Where does aluminum come from? Where does it go after it is placed in a recycling
bin? Have you ever noticed people collecting cans from garbage and recycling bins? Why do you think
they were doing that?

Exploration:
1. Distribute The Steps of Recycling Handout and discuss the 13 steps associated with recycling an
aluminum can.

2. Discuss the value of cans. Present a few hypothetical math questions that explore how many cans
someone would have to sell in order to make various amounts of money.

3. Have the students complete The Steps of Recycling Handout in small groups.

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Aluminum Cans: Full Circle What Is Reduce, Reuse, and Recycle (RRR)?
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4. If time allows, assign each group 1 – 3 of the 13 steps and have them work together to create a
narrative illustration.

5. After they are finished, have the groups present their work to the class and ask them to display
the collection of posters in the order of the 13 steps.

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Include a read aloud component in the warm-up by reading The Steps of Recycling Handout to the
class. Have the students work in small groups to complete narrative illustrations of each step. They
should work together to put the illustrations in the order of the 13 steps.

Ask the class if they can figure out how many cans a person would have to collect to earn a refund of
one dollar.

Intermediate:
Follow the Activity instructions and complete The Steps of Recycling Handout. Have the class work in
small groups to create narrative illustrations about the 13 steps. Each group should address all 13 steps
and present their work to the class.

Ask the class to work together to figure out how many cans they would have to sell in order to
make $100.

Advanced:
Follow the Activity instructions and complete The Steps of Recycling Handout. Give the students the
option of narrating the journey of one aluminum can, or the story of someone involved in the recycling
process (for example, someone who collects cans and sells them or someone who works at the can
plant). Invite them to share their narratives with the class. Search [Link]/wasteless for “scavenging”
to get more info and see a video on the impact of scavenging on NYC’s recycling program.

What Is Reduce, Reuse, and Recycle (RRR)? 10 Aluminum Cans: Full Circle
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What Is Reduce, Reuse, Recycle (RRR)?

The Steps of Recycling Handout
Name Date

Please read the 13 steps of recycling aluminum.

1. Buy a can of seltzer.

2. Drink it.

3. If possible, return the empty can to the store for a five-cent refund.

4. The can is transported to a can-crushing factory.

5. Collected cans are shredded.

6. The shredded cans are melted.

7. The melted cans are formed into long, coiled sheets of aluminum.

8. Aluminum coils are transported to a can manufacturing plant.

9. Aluminum coils are turned into cans and lids.

10. Aluminum cans and lids are transported to drink companies.

11. Cans are filled with drinks and lids are attached.

12. Filled cans are delivered to the store.

13. Buy a can of seltzer at the store.

Aluminum Cans: Full Circle 11 What Is Reduce, Reuse, and Recycle (RRR)?
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Now that you have learned about the 13 steps associated with recycling an aluminum can, write a short
story or illustrate a comic book describing all of the steps.

What Is Reduce, Reuse, and Recycle (RRR)? 12 Aluminum Cans: Full Circle
 chapter activity
3 4
What Is Reduce,
Reuse, and Recycle (RRR)?
Understanding When to
Reduce, Reuse, or Recycle
Time: Goals and Objectives:
30 minutes Students will study ways to reduce, reuse, and
recycle. They will also complete hands-on art and
writing projects that incorporate real-life application
Subjects:
of RRR.
English Language Arts, Science, Art

Vocabulary:
disposable, recycle, reduce, reusable, reuse

Materials:
■ Disposable items: paper plate, paper napkin ■ Magazines to cut up for collage
■ Reusable items: ceramic plate, ■ Paper to make 3 posters
cloth napkin, sponge ■ Markers or colored pencils
■ Recyclable items: plastic jug, aluminum can ■ Glue or tape

Activity
Following this Activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of when to reduce, reuse,
and recycle.

Suggested Discussion: Ask the class how they know when to recycle something. What ways have they
been able to reduce the amount of waste they produce? Are there waste items that they reuse?

Exploration:
1. Display the items and review the vocabulary terms. Refer to the Glossary for definitions.

2. Ask the class to identify the disposable items. Remind them that one of the ways to cut down on
waste production is by reducing the amount of disposable items they use.

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3. Explain that reusing items is another way to reduce waste.

4. Ask the class to identify the reusable items.

5. Compare the disposable and reusable items. For example, suggest using a cloth napkin
instead of a paper one.

6. Ask the class to identify the recyclable items.

7. Divide the class into three groups.

8. Distribute the art supplies and assign each group a different category: disposable, reusable,
or recyclable.

9. Each group will make a poster representing the types of items in their category. They can cut
pictures from magazines and draw images.

10. Each group will present their poster to the class. The posters can be displayed along with the actual
items from each category.

Expanded Exploration:
Engage students in a discussion about how they can reduce the amount of disposable items they use
and ways to reuse and recycle more. Ask them if they have read any articles or books about the human
impact on the environment.

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Follow the Activity instructions.

Have the students complete a follow-up project. Ask them to think of several items they use and at least
three ways they can reduce, reuse, and recycle them. They can create a brochure that illustrates these
examples and share it with the class.

Intermediate:
Follow the Activity instructions.

Students should write follow-up responses to the Activity. The response papers should describe what
they consume and throw away on a typical day and how they could reduce, reuse, and recycle more.
Encourage the students to share their responses with the class.

Advanced:
Follow the Activity instructions.

Students should think of at least five ways in which they could reduce, reuse, and recycle more. They
can write public service announcements or short documentary videos inspired by their real life examples.
They should present their documentary projects (script or video) with the class.

What Is Reduce, Reuse, and Recycle (RRR)? 14 Understanding When to Reduce, Reuse, or Recycle
 chapter activity
3 5
What Is Reduce, Reuse,
and Recycle (RRR)?
Reading About the Environmental
Effects of Our Everyday Decisions
Time: Goals and Objectives:
30 minutes Students will conduct research on the Internet to select
books on the environmental effects of our everyday decisions.
Subjects: Students will read a book, present their progress to the class,
and complete a summary report that connects the information
English Language Arts, Science
to their own consumption and waste production decisions.

Vocabulary:
Teacher’s Note:
ecosystem, environment,
Depending on your preference and on the reading levels
recycle, reduce, reuse,
of your class, you may want to select one book and read it
sustainability
together as a class. Please see the Adaptations section for
more information.

Materials:
■ Internet access ■ Copies of Environmental Effects Handout
■ Access to library books

Activity
Following this activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of how their everyday
decisions affect the environment.

Suggested Discussion: Ask the class what kinds of decisions they make each day that impact the
environment. Have they read any books on this subject?

Exploration:
1. Explain to the class that they will read about the environmental effects of their everyday decisions.

2. Help them research and select a book to read on this subject, using the Internet.

3. Visit the library together to check out the books they selected, or assign a date by which they must
have acquired the book on their own.

4. Distribute copies of Environmental Effects Handout.

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5. Schedule and assign presentation days for students to share their reading progress with the class.
If your whole class is reading the same book, you can have the students take turns sharing their
impressions of what has happened so far in the book.

6. Assign a deadline for students to finish reading the book and hand in their summary reports. Their
summary reports should apply the ideas in the book to their own consumption and waste decisions.

Expanded Exploration:
Engage students in a discussion about what they learned from the books. Ask the class to share how
they plan to make better decisions about consumption and waste disposal.

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Follow the Activity instructions.

Include a read aloud component by selecting a book for the entire class to read together. You can
read it to them and also encourage the students to read in pairs. Each student should respond to the
book with a summary that includes drawing and new vocabulary words. Encourage them to share their
projects with the class.

There are a number of books published on this topic. Here are a few suggestions, but you should
conduct your own search to be sure to find one that is current and on the appropriate reading level:

■ The Lorax by Dr. Seuss

■ Just A Dream by Chris Van Allsburg
■ The Berenstain Bears Don’t Pollute (Anymore) by Stan & Jan Berenstain
■ The Polar Bears’ Home: A Story About Global Warming by Lara Bergen
■ I Can Save The Earth! by Alison Inches
■ The Adventures of A Plastic Bottle by Alison Inches
■ What Happens To Our Trash by D.J. Ward
■ Where Does The Garbage Go? by Paul Showers
■ What’s So Bad About Gasoline?: Fossil Fuels And What They Do by Anne Rockwell
■ The Wump World by Bill Peet
■ The Wartville Wizard by Don Madden
■ The Everything Kids’ Environment Book: Learn how you can help
the environment-by getting involved at school, at home, or at play by Sheri Amsel
■ E Is for Environment: Stories to Help Children Care for Their World —
at Home, at School, and at Play by Ian James Corlett
■ West Side Kids: The Big Idea – Book #1 by Ellen Schecter

What Is Reduce, Reuse, and Recycle (RRR)? 16 Reading About the Environmental Effects of Our Everyday Decisions
 ch act
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Intermediate:
Follow the Activity instructions.

You can also divide the class into groups and have each group read and report on a different book.

Students can pick any book related to the topic of environmental effects of everyday choices. Here are a
few suggestions, but students should conduct their own search to be sure to find one that is current and
on the appropriate reading level:

■ Harvest For Hope by Jane Goodal

■ Silent Spring by Rachel Carson
■ Global Warming (Life and Environmental Science) by Ron Fridell
■ Climate Change (DK Eyewitness Books) by John Woodward and DK Publishing
■ The Down-to-Earth Guide To Global Warming by Laurie David & Cambria Gordon
■ Chomp by Carl Hiaasen
■ Hoot by Carl Hiaasen
■ Flush by Carl Hiaasen
■ Scat by Carl Hiaasen

Advanced:
Follow the Activity instructions.

Give students the option of writing research papers instead of book reports. The papers should
incorporate other related information and apply the information to their everyday decisions. If the student
selects a book that is slightly above his or her reading level, encourage the student to write a report on a
chapter or two instead of the entire book. Students should present what they learned to the class.

Students can pick any book related to the topic of environmental effects of everyday choices. Here are a
few suggestions, but students should conduct their own search to be sure to find one that is current and
on the appropriate reading level:

■ Silent Spring by Rachel Carson

■ Harvest For Hope by Jane Goodall
■ Hot, Flat, and Crowded: Why We Need a Green Revolution -
and How It Can Renew America by Thomas Friedman
■ What’s the Worst That Could Happen?:
A Rational Response to the Climate Change Debate by Greg Craven
■ Climate Change: Picturing the Science by Gavin Schmidt & Joshua Wolfe
■ Collapse by Jared Diamond
■ The Future by Al Gore
■ Eaarth by Bill McKibben
■ The Omnivore’s Dilemma by Michael Pollan

Reading About the Environmental Effects of Our Everyday Decisions 17 What Is Reduce, Reuse, and Recycle (RRR)?
notes
 ch act
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What Is Reduce, Reuse, Recycle (RRR)?

Environmental Effects Handout
Name Date

Please answer the following questions.

Part 1: Before you read the book

1. What is the title of the book you selected?

2. What is the name and background of the book’s author?

3. Why did you select this book?

4. What do you hope to discover?

Part 2: After you read the book

5. What were some surprising facts that you learned from this book?

6. How would you summarize this book?

7. How does the information revealed in this book relate to decisions you make each day?

8. Would you recommend this book to others? Why or why not?

9. What environmental issues or facts would you like to read more about?

10. What books do you plan to read next?

Reading About the Environmental Effects of Our Everyday Decisions 19 What Is Reduce, Reuse, and Recycle (RRR)?
notes
 chapter activity
3 6
What Is Reduce,
Reuse, and Recycle (RRR)?
Taking a Closer
Look at Packaging
Time: Goals and Objectives:
20 minutes Students will examine examples of overpackaging and
appropriate packaging and learn about their impact on the
environment. They will complete writing projects that connect
Subjects:
their observations to strategies for reducing the consumption
English Language Arts, Science
of overpackaged products.

Vocabulary:
biodegradable, overpackaging,
packaging, pollution, waste

Materials:
■ Examples of overpackaged lunches or meals ■ Examples of appropriately packaged items
(produce wrapped in plastic) (reusable container, loose produce)

Activity
Following this Activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of packaging and its impact
on the environment.

Suggested Discussion: What is packaging? Why do we use it? How do we know if something is
overpackaged? Why does this matter?

Exploration:
1. Introduce each item to the class.

2. Ask the class to determine whether the item is an example of overpackaging or

appropriate packaging.

3. Encourage the students to think of other examples of both overpackaged and appropriately
packaged items.

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Taking a Closer Look at Packaging What Is Reduce, Reuse, and Recycle (RRR)?
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4. Ask them if they know what happens to packaging when they throw it away.
How does this impact the environment?

5. Assign a follow-up project from the Adaptations section.

Expanded Exploration:
Engage the students in a discussion about why they think many products are overpackaged.
Ask them to imagine inventing a product with appropriate packaging.

Adaptations for Different Grades

Choose level most appropriate for your class.

Elementary:
Follow the Activity instructions.

Ask the class to draw and describe examples of appropriately packaged and overpackaged products
and to share their work with the class.

Intermediate:
Follow the Activity instructions.

Have the class work in groups to brainstorm at least five items they use regularly that are examples
of overpackaged products.

Next, ask each student to write down every piece of packaging that comes with each of the items that
they listed. Ask them to evaluate all of the pieces of packaging and decide what can be eliminated or
replaced with materials that use fewer resources.

Advanced:
Follow the Activity instructions.

Encourage the class to think about products they consume and whether they will start to consider
packaging before purchasing a product. Ask them to choose an example of an overpackaged
product and to draft a letter to the manufacturer or distributor asking for environmentally friendlier
packaging. They should present their letters to the class.

What Is Reduce, Reuse, and Recycle (RRR)? 22 Taking a Closer Look at Packaging
 chapter activity
3 7
What Is Reduce,
Reuse, and Recycle (RRR)?
Design Your Own Package
Time: Goals and Objectives:
20 minutes Students will apply what they have learned about
the problem of overpackaging to design their own
packaging that uses the fewest resources possible
Subjects:
and is also reusable and/or recyclable.
English Language Arts, Science,
Problem Solving, Art

Vocabulary:
biodegradable, overpackaging,
packaging, recyclable, reusable,
sustainability, waste

Materials:
■ Pens, markers, colored pencils ■ Paper or poster board

Activity
Following this Activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of packaging and its impact
on the environment.

Suggested Discussion: Why is it a good idea to pay attention to the packaging of products before we buy
them? How does packaging impact the environment? Ask the class to give examples of when they have
reused or recycled packaging.

Exploration:
1. Review examples of overpackaging and appropriate packaging.

2. Ask the class to design packaging for a real product or one that they invent. The packaging should
use the fewest resources possible and also be reusable and/or recyclable.

3. Have the students illustrate and write detailed descriptions of the packaging: what it’s made from and
how it can be reused and/or recycled.

4. Students should share their projects with the class.

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Expanded Exploration:
Encourage class discussion about the importance of packaging and how this waste impacts the
environment. Ask them to think about other overpackaged products. Ask the class if they think they
could identify a product if they were only given clues about the product’s packaging.

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Follow the Activity instructions.

Students can invent their own products and packaging, trying to make sure the packaging uses as few
resources as possible and can be reused and/or recycled. Have the students draw their ideas and share
them with the class.

Intermediate:
Follow the Activity instructions.

Students should write descriptions of their invented packaging that explain how it can be reused and/
or recycled. They may also include drawings and descriptions of how the packaging can be reused.
Encourage them to think of ways to reuse and recycle packaging, and ways to buy alternative products
that use less packaging. They should present their projects to the class.

Advanced:
Follow the Activity instructions.

Encourage the students to write letters to manufacturers, or to government or industry representatives,

suggesting ways to reduce packaging and use fewer resources to manufacture packaging material.
Have them share their projects and letters with the class.

What Is Reduce, Reuse, and Recycle (RRR)? 24 Design Your Own Package
 chapter activity
3 8
What Is Reduce,
Reuse, and Recycle (RRR)?
The Story
of the Mystery Package
Time: Goals and Objectives:
20 minutes Students will complete The Story of the Mystery
Package Handout and explore the resources used
Subjects: to make products and packaging. They will apply
problem solving skills to come up with more sustainable
English Language Arts, Science,
alternatives to packaging.
Problem Solving

Vocabulary:
biodegradable, natural resources,
nonrenewable, overpackaging,
packaging, renewable,
sustainability, waste

Materials:
■ Copies of The Story of the Mystery Package Handout

Activity
Following this Activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of packaging and
what resources are used for packaging and how packaging may be reused and recycled.

Suggested Discussion: What are some examples of overpackaging? What are some examples
of appropriate packaging? What are the materials made from? Can the packaging be reused
and/or recycled?

Exploration:
1. Distribute The Story of the Mystery Package Handout.

2. Invite each student to think of a container or package that protects a food item.

3. Offer examples, like an oatmeal box, aluminum can, soda bottle, or even a banana peel.

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4. Each student will keep the food item they selected a secret, and answer questions 1 – 8 to offer clues
about the item they have selected.

5. Then, they will exchange papers with a partner. They will read each others’ clues and try to identify
the mystery food item.

Expanded Exploration:
Encourage class discussion about packaging and the decisions they make each day about what they
consume and how much waste they produce. Ask them to think of more sustainable alternatives for
overpackaged products and to think of ways to reuse and recycle packaging. Ask them if they can think
of an effective way to get more people to reduce, reuse, and recycle.

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Follow the Activity instructions.

Encourage the students to illustrate their answers to the last question and to share their illustrations
with the class.

Intermediate:
Follow the Activity instructions.

Encourage the students to play the game a second time on the back of the handout, and to think
of more ways to reduce the amount of waste they produce. Each pair of students should present their
mysteries to the class.

Advanced:
Follow the Activity instructions.

Ask the class to make a list of items they used during the past week and to write down how many
of those items included overpackaging. Have them approximate how much of their waste is from
packaging and to come up with a few ways to reduce this waste.

Ask them to list sustainable alternatives to products with packaging, and ways to reuse and recycle
packaging. Encourage the students to share their lists and reduction plans with the class.

What Is Reduce, Reuse, and Recycle (RRR)? 26 The Story of the Mystery Package
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What Is Reduce, Reuse, Recycle (RRR)?

The Story of the Mystery
Package Handout
Name Date

Think of a container or package that protects a food item (but don’t share what it is) and then answer
questions 1 – 8. Save question 9 for your partner. Use the bottom of this page to illustrate your answer.
If there’s time, use the back of this page to play again.

1. What am I used for?

2. What am I made from?

3. What natural resources do I come from?

4. Am I thrown away after I’m used?

5. If I can be recycled, what else can I become?

6. Am I biodegradable?

7. Can I be used again? If so, how?

8. As a container, can I be improved? If so, draw or write about a better design.

9. What am I?

The Story of the Mystery Package 27 What Is Reduce, Reuse, and Recycle (RRR)?
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What Is Reduce, Reuse, Recycle (RRR)?

The Story of the Mystery
Package Handout
Name Date

Think of a container or package that protects a food item (but don’t share what it is) and then answer
questions 1 – 8. Save question 9 for your partner. Use the bottom of this page to illustrate your answer.

1. What am I used for?

2. What am I made from?

3. What natural resources do I come from?

4. Am I thrown away after I’m used?

5. If I can be recycled, what else can I become?

6. Am I biodegradable?

7. Can I be used again? If so, how?

8. As a container, can I be improved? If so, draw or write about a better design.

9. What am I?

What Is Reduce, Reuse, and Recycle (RRR)? 28 The Story of the Mystery Package
 chapter activity
3 9
What Is Reduce,
Reuse, and Recycle (RRR)?
Teach NYC How to RRR
Time: Goals and Objectives:
30 minutes for Part 1 and Students will create public service announcement (PSA)
30 minutes for Part 2 scripts or short videos that encourage New Yorkers to reduce,
reuse, and recycle.
Subjects:
English Language Arts, Science, Teacher’s Note:
Problem Solving Students can read the scripts of their public service
announcements in front of an audience, or ask the Principal to
broadcast them as the school’s daily announcements.
Vocabulary:
recycle, reduce, reuse

Materials:
■ Internet access to research ■ Video camera (optional)
public service announcements ■ Internet access to publish video (optional)

Activity
Following this Activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of how to reduce, reuse,
and recycle.

Suggested Discussion: What have they learned about reducing, reusing, and recycling? What are some
effective ways to encourage others to reduce, reuse, and recycle?

Exploration:
Part 1:
1. Ask the class to find a public service announcement that they like. Or, if your class does not have
Internet access, you may want to discuss examples of well-known public service announcements.

2. Ask them to pay attention to the writing styles, humor, narrative devices, music, animation, and
messaging in different public service announcements. They should identify the target audiences for
each public service announcement.

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3. Have the class work in small groups to brainstorm ideas on reducing, reusing, and recycling.

4. Either individually or as a group, the students will write scripts for the public service announcements
to encourage New Yorkers to reduce, reuse, and recycle.

Part 2:
5. If you and your students have access to video cameras, have the class create short videos based
upon the prepared scripts.

6. Show the completed videos to a live audience, or have students do a live reading of the scripts in
front of an audience. Or ask the Principal’s permission to have students read their PSAs (public
service announcements) over the school loudspeakers as Daily Announcements.

Expanded Exploration:
Encourage class discussion about other ways to promote RRR. Ask them if they can think of examples
when other forms of art, such as music, were used to promote an idea or product.

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Follow the Activity instructions in Part 1 only.

Encourage the students to include original illustrations as part of their script. Students should present
their illustrated scripts to the class.

Intermediate:
Follow the Activity instructions for Part 1 and Part 2.

Encourage the students to incorporate research in their public service announcements.

Students should present their completed scripts to the class, either reading from the script or as a filmed
production. Have students write summaries of the announcements or videos and address how they think
they might influence others to reduce, reuse, and recycle.

Advanced:
Follow the Activity instructions for Part 1 and Part 2.

Each student should work individually to write the script and then work in small groups to decide on
which announcement to present. They should present their finished works to the class, either as a live
reading or a video production, depending on equipment availability. The videos could also be uploaded
to YouTube and/or published on your school’s website.

What Is Reduce, Reuse, and Recycle (RRR)? 30 Teach NYC How to RRR
 chapter activity
3 10
What Is Reduce,
Reuse, and Recycle (RRR)?
RRR Posters
Time: Goals and Objectives:
20 minutes Students will review what they have learned about reducing,
reusing, and recycling and they will create posters that
promote an RRR concept.
Subjects:
English Language Arts,
Science, Art Teacher’s Note:
Students can perform their announcements live instead
of filming them.
Vocabulary:
recycle, reduce, reuse

Materials:
■ Recycled and/or reused paper ■ Glue and/or tape
■ Old magazines and newspapers ■ Discarded materials (optional)
■ Markers or colored pencils

Activity
Following this activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of the importance of reducing,
reusing, and recycling.

Suggested Discussion: What is the most interesting RRR fact you have learned so far?
What information do you think is most critical for others to know? How might you be able
to share this information with others?

Exploration:
1. Explain to the class that they will be making posters to get the school community excited about
reducing, reusing, and recycling.

2. Each student will create a poster that addresses at least one RRR concept.

3. Be sure to point out how the class is reusing recycled paper and scraps from magazines,
newspapers, and other discarded materials, which will eventually be recycled with the entire poster.

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Expanded Exploration:
Encourage class discussion about what they have learned so far. Are there other RRR facts they would
like to learn? Can they think of RRR facts that many other people may not know?

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Follow the Activity instructions.

Students should share their posters with the class before they are displayed around the school.

Intermediate:
Follow the Activity instructions.

Students can work in groups to coordinate the themes of their projects so that more RRR concepts are
covered. Students can submit their posters to a state or national contest promoting sustainability.

Advanced:
Follow the Activity instructions.

If your class has access to computers, they can incorporate images from the Internet and even publish
their posters on your school’s website. Students can submit their posters to a state or national contest
promoting sustainability.

What Is Reduce, Reuse, and Recycle (RRR)? 32 RRR Posters

 chapter activity
3 11
What Is Reduce,
Reuse, and Recycle (RRR)?
RRR Jeopardy
Time: Goals and Objectives:
45 minutes Students will work in teams to create their own questions and
answers to quiz their classmates on facts about reducing,
reusing, and recycling.
Subjects:
English Language Arts, Science
Teacher’s Note:
This Activity can be broken down into two shorter lessons.
Vocabulary:
Part 1: The groups are assigned and each group comes
recycle, reduce, reuse, and
up with the questions and answers for the game.
everything else in the Glossary
Part 2: The class plays the game.

Materials:
■ Copies of RRR Jeopardy Handout

Activity
Following this Activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of why we reduce, reuse,
and recycle.

Suggested Discussion: Why is it important to reduce, reuse, and recycle? Can you think of some
interesting RRR questions that might stump your classmates?

Exploration:
1. Divide the class into four or five groups.

2. Distribute copies of RRR Jeopardy Handout.

3. Review the basic rules of Jeopardy, which are described on RRR Jeopardy Handout.

4. Allow the teams the option of creating their own categories or selecting one from
RRR Jeopardy Handout.

5. Explain to the class that they will be creating and playing their own version of Jeopardy.

6. Each team should come up with at least 10 questions and answers on the back of RRR Jeopardy
Handout and give the completed set to you.

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7. Inform the class that they will respond to all of the other answers and questions, except for the
answers and questions that their team composed.

8. Assign a number of points that each question is worth and list each team/category on the board
to help the class keep track of their scores.

9. Read each answer and call on the team that raises their hand first.

Expanded Exploration:
Encourage class discussion about facts or questions that they found surprising during the game. Ask
them what they would like to learn more about. Ask the class for their ideas on how they might be able
to turn what they have learned into a commitment to make better RRR decisions.

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Follow the Activity instructions.

Each team can come up with five answer and question sets instead of ten. You may want to give time
to the teams to write and draw a response to share with the class, instead of calling on whoever gets
the answer first.

Intermediate:
Follow the Activity instructions.

Encourage students to incorporate outside research into their answer and question sets, and
have the class work together to come up with a revised answer and question set to be used with
future classes.

Advanced:
Follow the Activity instructions.

Have the class use the Internet and other outside resources to compose their answers and questions.
They could compose 15 – 20 sets per category. Have them compile all of the sets together to make a
trivia book.

What Is Reduce, Reuse, and Recycle (RRR)? 34 RRR Jeopardy

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What Is Reduce, Reuse, Recycle (RRR)?

RRR Jeopardy Handout
Name Date

What is Jeopardy!?
Jeopardy! is the name of a television quiz show created by Merv Griffin in 1964. It presents a range of
trivia answer clues to contestants who must respond by giving the correct question.

RRR Jeopardy Instructions

With your team, create your own RRR category or select an RRR category from those listed below.
Then, on the back of this paper, compose 10 trivia answers and questions that relate to your category.
Hand in one completed RRR Jeopardy Handout to your teacher. Your team will not respond to the
category answers and questions you created, but you will compete with the other classmates when
answers from the other categories are presented.

Examples
Category: Define It!

RRR Jeopardy Host: T

 his substance is formed when paper collected for recycling is mixed
with warm water before it is further processed to make recycled paper.

Contestant: What is slurry?

Category: Key Recyclers

RRR Jeopardy Host: This New York agency collects your garbage and recyclables.

Contestant: What is the Department of Sanitation?

Category: Use It – Or Lose It!

RRR Jeopardy Host: After they are melted down, these can be used to make a bicycle or a bridge.

Contestant: What are steel cans?

Category: Green Numbers

RRR Jeopardy Host: This is the number of waste bins that should be used in every apartment or
house in New York City.

Contestant: What are three?

Category: RRR Hypothetical Situations

RRR Jeopardy Host: Instead of disposing of food scraps in the garbage cans, you could do this.

Contestant: What is compost?

RRR Jeopardy 35 What Is Reduce, Reuse, and Recycle (RRR)?

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What Is Reduce, Reuse, Recycle (RRR)?

RRR Jeopardy Handout
Create your own RRR category or select an RRR category from the list on the other side.
Compose 10 trivia answers and questions that relate to your category.

Category Name:____________________________________________________________________________

1. Question:____________________________________________________________________________

Answer:____________________________________________________________________________

2. Question:____________________________________________________________________________

Answer:____________________________________________________________________________

3. Question:____________________________________________________________________________

Answer:____________________________________________________________________________

4. Question:____________________________________________________________________________

Answer:____________________________________________________________________________

5. Question:____________________________________________________________________________

Answer:____________________________________________________________________________

6. Question:____________________________________________________________________________

Answer:____________________________________________________________________________

7. Question:____________________________________________________________________________

Answer:____________________________________________________________________________

8. Question:____________________________________________________________________________

Answer:____________________________________________________________________________

9. Question:____________________________________________________________________________

Answer:____________________________________________________________________________

10. Question:____________________________________________________________________________

Answer:____________________________________________________________________________

What Is Reduce, Reuse, and Recycle (RRR)? 36 RRR Jeopardy

 chapter activity
3 12
What Is Reduce,
Reuse, and Recycle (RRR)?
Developing An RRR Presence
Time: Goals and Objectives:
20 – 30 minutes Students will gain hands-on experience with researching and
writing about reducing, reusing, and recycling, and will publish
their work on a website.
Subjects:
English Language Arts, Science
Teacher’s Note:
This project requires Internet access . Students
Vocabulary:
should first complete a series of writing assignments
compost, recycle, reduce,
and then post their revised versions on a free blog site
reuse, sustainability
or school-hosted website.

Materials:
■ Internet access

Activity
Following this Activity are adaptations for Beginner, Intermediate, and Advanced.

Warm Up:
Class Discussion: Determine students’ prior knowledge and understanding of reducing, reusing, and
recycling and how to “develop an RRR presence.”

Suggested Discussion: What have you learned so far about reducing, reusing, and recycling? What
surprised you the most? What information do you think is most important to share with others?

Exploration:
1. Depending on your preferences, students may work on this project in small teams or as a class.
There are a number of free blog websites that students may use, such as [Link] and
[Link]. Ask the students to brainstorm a name for their blog or website.

2. Secure the blog on their behalf or, for older students, walk them through setting up the blog or website.

3. Explain that each student will write about their experiences with reducing, reusing, and recycling
through a series of essays that will be revised before being posted to the class or team website.

Developing An RRR Presence 37 What Is Reduce, Reuse, and Recycle (RRR)?

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4. Give the students a choice of writing prompts:

■ What are “The Three R’s of the Environment” and why are they important?
■ What is waste?
■ Describe how you have been able to reduce the amount of items you consume.

■ Describe how you have been able to reuse items instead of discarding them.

■ What kinds of things can be recycled?

■ Is composting a form of recycling? How does it work?

■ What does it mean to be environmentally responsible and why is it important?

■ What does sustainability mean to you? What do you predict will be the future
of New York City’s waste management practices?
■ Research how other cities address the importance of reducing, reusing, and recycling.
How are these waste management practices similar and different to New York City’s?
■ Illustrate and narrate a story in which someone learned about his or her waste management
practices and changed them for the better.

5. Help the students revise their essays.

6. Publish the essays on the class website or assist each team in posting the essays on their blogs.

Expanded Exploration:
Encourage the class to think of their own topics and experiments relating to reducing, reusing, and
recycling to write about and have them continue writing articles or blog posts.

Adaptations for Different Grades

Choose level most appropriate for your class.

Beginner:
Encourage the students to support their responses to the writing prompts with illustrations. Post the
content on one class website. To build reading and presentation skills, the class can also share their
responses with the class.

Intermediate:
Follow the Activity instructions.

Have the students work in pairs or small teams to help each other revise their responses before they are
posted. Encourage the class to incorporate research into their posts and to respond to each other’s blog
posts. Ask the teams to come up with their own topics relating to waste reduction, and to explore and
publish these articles.

Advanced:
Follow the Activity instructions and include a research component in each response. Give students the
option of creating their own websites and other social media accounts relating to this topic. Have them
present their articles to the class each time one is posted. Encourage them to incorporate video and
photography, and to comment on each other’s blog posts. Students should share their published articles
with family and friends.

What Is Reduce, Reuse, and Recycle (RRR)? 38 Developing An RRR Presence

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standards
What Is Reduce, Reuse, and Recycle (RRR)?
Learning Standards
Activity 1: Recycling in the Classroom
New York State Common Core Learning LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
Standards for English Language Arts & Literacy 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
College and Career Readiness Anchor Standards Environmental concerns: acquisition and depletion
for Reading of resources; waste disposal; land use and urban
growth; overpopulation; global warming; ozone
Subsections 1, 2 Key Ideas and Details depletion; acid rain; air pollution; water pollution;
Subsection 4 Craft and Structure impact on other organisms.
Subsection 10 Range of Reading LE 6.1c, ICT 5.1, 5.2
College and Career Readiness Anchor Standards Renewable and nonrenewable sources of materials.
for Speaking and Listening
LE 7.1a,b
Subsection 2 Comprehension and Collaboration
Describe the way that humans: depend on their natural
Subsection 4 Presentation of Knowledge and constructed environment; have changed their
and Ideas environment over time.
College and Career Readiness Anchor Standards LE 7.1b,c
for Language
Identify examples where human activity has had
Subsection 1 Conventions of Standard English a beneficial or harmful effect on other organisms
Subsections 4, 6 Vocabulary Acquisition and Use (e.g., deforestation).
LE 7.2b,c LE 7.2d
The Applied Learning Performance Standards
Describe the way humans: depend on their natural
A2 Communication Tools and Techniques
and constructed environment; have changed their
A5 Tools and Techniques for Working With Others environment over time.

New York City Science Scope & Sequence LE 7.2b,c LE 7.2d

Identify examples where human activity has had
7.1 a, 7.1b a beneficial or harmful effect on other organisms
Human influences on the environment: (e.g., deforestation).
positive influences.
LE 7.2c,d, ICT 5.2, IPS 1.1-1.4, IPS 2.1
7.1c, 7.2a, 7.2b, 7.2c Water issues: depletion; pollution.
Human influences on the environment:
negative influences. LE 7.2c,d, ICT 6.1, IPS 1.1-1.4, IPS 2.1
Environmental toxins: pesticides and herbicides;
7.3a, 7.3b fertilizers; organic waste.
Human influences on the environment:
decision making (risk/benefit). PS 3.1b,c
Observe and describe physical properties of objects
ICT 5.2, IPS 1.1-1.4, IPS 2.1 using all of the appropriate senses: size, shape, texture,
Packaging and solid waste. weight, color, etc. Determine whether objects are alike
or different.

Learning Standards 39 What Is Reduce, Reuse, and Recycle (RRR)?

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What Is Reduce, Reuse, and Recycle (RRR)?

Learning Standards
Activity 2: Recycling Is Only Part of the Solution
New York State Common Core Learning New York City Science Scope & Sequence
Standards for English Language Arts & Literacy
7.1a, 7.1b
College and Career Readiness Anchor Standards Human influences on the environment:
for Writing positive influences.
Subsections 2, 3 Text Types and Purposes
7.1c, 7.2a, 7.2b, 7.2c
Subsection 4 Production and Distribution
of Writing Human influences on the environment:
negative influences.
College and Career Readiness Anchor Standards
for Speaking and Listening 7.3a, 7.3b
Subsections 1, 2 Comprehension and Collaboration Human influences on the environment:
decision making (risk/benefit).
Subsection 4 Presentation of Knowledge and
Ideas ICT 5.2, IPS 1.1-1.4, IPS 2.1
College and Career Readiness Anchor Standards Packaging and solid waste.
for Language LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
Subsections 1, 2 Conventions of Standard English 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
Subsection 3 Knowledge of Language Environmental concerns: acquisition and depletion
Subsection 6 Vocabulary Acquisition and Use of resources; waste disposal; land use and urban
growth; overpopulation; global warming; ozone
depletion; acid rain; air pollution; water pollution;
The Applied Learning Performance Standards impact on other organisms.
A2 Communication Tools and Techniques
LE 5.1d,e, LE 6.1a,b
A5 Tools and Techniques for Working With Others
Classify populations of organisms as producers,
consumers, or decomposers by the role they serve in
the ecosystem (food chains and food web).
LE 6.1c, ICT 5.1, 5.2
Renewable and nonrenewable sources of materials.
LE 7.2b,c LE 7.2d
Describe the way humans: depend on their natural
and constructed environment; have changed their
environment over time.
LE 7.2b,c LE 7.2d
Identify examples where human activity has had
a beneficial or harmful effect on other organisms
(e.g., deforestation).

What Is Reduce, Reuse, and Recycle (RRR)? 40 Learning Standards

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What Is Reduce, Reuse, and Recycle (RRR)?

Learning Standards
Activity 3: Aluminum Cans: Full Circle
New York State Common Core Learning New York City Science Scope & Sequence
Standards for English Language Arts & Literacy
7.1a, 7.1b
College and Career Readiness Anchor Standards Human influences on the environment:
for Writing positive influences.
Subsections 2, 3 Text Types and Purposes
7.1c, 7.2a, 7.2b, 7.2c
College and Career Readiness Anchor Standards Human influences on the environment:
for Speaking and Listening negative influences.
Subsection 2 Comprehension and Collaboration
7.3a, 7.3b
Subsections 4, 5, 6 Presentation of Knowledge
and Ideas Human influences on the environment:
decision making (risk/benefit).
College and Career Readiness Anchor Standards
for Language ICT 5.2, IPS 1.1-1.4, IPS 2.1
Subsection 1 Conventions of Standard English Packaging and solid waste.
Subsection 6 Vocabulary Acquisition and Use LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
New York State Common Core Learning Environmental concerns: acquisition and depletion
Standards for Mathematics of resources; waste disposal; land use and urban
Subsections 1, 2 Counting and Cardinality growth; overpopulation; global warming; ozone
depletion; acid rain; air pollution; water pollution;
Subsection 1 Operations & Algebraic Thinking impact on other organisms.

The Applied Learning Performance Standards LE 5.1d,e, LE 6.1 a,b

A2 Communication Tools and Techniques Classify populations of organisms as producers,
consumers, or decomposers by the role they serve
A5 Tools and Techniques for Working With Others
in the ecosystem (food chains and food web).
LE 6.1c, ICT 5.1, 5.2
Renewable and nonrenewable sources of materials.
LE 7.2b,c, LE 7.2d
Describe the way humans: depend on their natural
and constructed environment; have changed their
environment over time.
LE 7.2b,c, LE 7.2d
Identify examples where human activity has had
a beneficial or harmful effect on other organisms
(e.g., deforestation).

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Learning Standards
Activity 4: U
 nderstanding When
to Reduce, Reuse, or Recycle
New York State Common Core Learning LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
Standards for English Language Arts & Literacy 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
College and Career Readiness Anchor Standards Environmental concerns: acquisition and depletion
for Writing of resources; waste disposal; land use and urban
growth; overpopulation; global warming; ozone
Subsections 2, 3 Text Types and Purposes depletion; acid rain; air pollution; water pollution;
Subsection 4 Production and Distribution impact on other organisms.
of Writing
LE 5.1d,e, LE 6.1 a,b
College and Career Readiness Anchor Standards Classify populations of organisms as producers,
for Speaking and Listening consumers, or decomposers by the role they serve
Subsections 1, 2 Comprehension and Collaboration in the ecosystem (food chains and food web).
Subsection 3 Knowledge of Language LE 6.1c, ICT 5.1, 5.2
College and Career Readiness Anchor Standards Renewable and nonrenewable sources of materials.
for Language
LE 7.1a,b
Subsections 1, 2 Conventions of Standard English
Describe the way that humans: depend on their natural
Subsection 3 Knowledge of Language and constructed environment; have changed their
Subsections 4, 5, 6 Vocabulary Acquisition and Use environment over time.
LE 7.1b,c
The Applied Learning Performance Standards
Identify examples where human activity has had
A2 Communication Tools and Techniques
a beneficial or harmful effect on other organisms
A5 Tools and Techniques for Working With Others (e.g., deforestation).

New York City Science Scope & Sequence LE 7.2c,d, ICT 5.2, IPS 1.1-1.4, IPS 2.1
Water issues: depletion; pollution.
7.1 a, 7.1b
Human influences on the environment: LE 7.2c,d, ICT 6.1, IPS 1.1-1.4, IPS 2.1
positive influences. Environmental toxins: pesticides and herbicides;
fertilizers; organic waste.
7.1c, 7.2a, 7.2b, 7.2c
Human influences on the environment: LE 7.2b,c, LE 7.2d
negative influences. Describe the way humans: depend on their natural
and constructed environment; have changed their
7.3a, 7.3b environment over time.
Human influences on the environment:
decision making (risk/benefit). LE 7.2b,c, LE 7.2d
Identify examples where human activity has had
ICT 5.2, IPS 1.1-1.4, IPS 2.1 a beneficial or harmful effect on other organisms
Packaging and solid waste. (e.g., deforestation).
PS 3.1b,c
Observe and describe physical properties of objects
using all of the appropriate senses: size, shape, texture,
weight, color, etc. Determine whether objects are alike
or different.

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Learning Standards
Activity 5: Reading About the Environmental
Effects of Our Everyday Decisions
New York State Common Core Learning ICT 5.2, IPS 1.1-1.4, IPS 2.1
Standards for English Language Arts & Literacy Packaging and solid waste.
College and Career Readiness Anchor Standards LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
for Reading 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
Subsections 1, 2, 3 Key Ideas and Details Environmental concerns: acquisition and depletion
Subsections 4, 5, 6 Craft and Structure of resources; waste disposal; land use and urban
Subsection 8 Integration of Knowledge and Ideas growth; overpopulation; global warming; ozone
depletion; acid rain; air pollution; water pollution;
Subsection 9 Range of Reading and Level of impact on other organisms.
Text Complexity
LE 5.1d,e, LE 6.1 a,b
College and Career Readiness Anchor Standards
for Writing Classify populations of organisms as producers,
consumers, or decomposers by the role they serve
Subsections 1, 2 Text Types and Purposes in the ecosystem (food chains and food web).
Subsections 4, 5 Production and Distribution
of Writing LE 6.1c, ICT 5.1, 5.2
Subsections 7, 9 Research to Build and Renewable and nonrenewable sources of materials.
Present Knowledge LE 7.1a,b
College and Career Readiness Anchor Standards Describe the way that humans: depend on their natural
for Speaking and Listening and constructed environment; have changed their
Subsection 1 Comprehension and Collaboration environment over time.
Subsections 4, 6 Presentation of Knowledge LE 7.1b,c
and Ideas Identify examples where human activity has had
College and Career Readiness Anchor Standards a beneficial or harmful effect on other organisms
for Language (e.g., deforestation).
Subsections 1, 2 Conventions of Standard English LE 7.2b,c, LE 7.2d
Subsection 3 Knowledge of Language Describe the way humans: depend on their natural
Subsections 4, 5, 6 Vocabulary Acquisition and Use and constructed environment; have changed their
environment over time.
The Applied Learning Performance Standards LE 7.2b,c, LE 7.2d
A2 Communication Tools and Techniques Identify examples where human activity has had
A5 Tools and Techniques for Working With Others a beneficial or harmful effect on other organisms
(e.g., deforestation).
New York City Science Scope & Sequence LE 7.2c,d, ICT 5.2, IPS 1.1-1.4, IPS 2.1
7.1a, 7.1b Water issues: depletion; pollution.
Human influences on the environment: LE 7.2c,d, ICT 6.1, IPS 1.1-1.4, IPS 2.1
positive influences.
Environmental toxins: pesticides and herbicides;
7.1c, 7.2a, 7.2b, 7.2c fertilizers; organic waste.
Human influences on the environment: S1.1a,b,c
negative influences.
Formulate questions of scientific inquiry with the aid
7.3a, 7.3b of references appropriate for guiding the search for
Human influences on the environment: explanations of everyday observations.
decision making (risk/benefit).

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Learning Standards
Activity 6: Taking a Closer Look at Packaging
New York State Common Core Learning LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
Standards for English Language Arts & Literacy 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
College and Career Readiness Anchor Standards Environmental concerns: acquisition and depletion
for Writing of resources; waste disposal; land use and urban
growth; overpopulation; global warming; ozone
Subsections 2, 3 Text Types and Purposes depletion; acid rain; air pollution; water pollution;
Subsection 4 Production and Distribution impact on other organisms.
of Writing
LE 5.1d,e, LE 6.1 a,b
College and Career Readiness Anchor Standards Classify populations of organisms as producers,
for Speaking and Listening consumers, or decomposers by the role they serve
Subsections 1, 2 Comprehension and Collaboration in the ecosystem (food chains and food web).
Subsections 4, 6 Presentation of Knowledge LE 7.1a,b
and Ideas
Describe the way that humans: depend on their natural
College and Career Readiness Anchor Standards and constructed environment; have changed their
for Language environment over time.
Subsections 1, 2 Conventions of Standard English LE 7.1b,c
Subsection 3 Knowledge of Language Identify examples where human activity has had
a beneficial or harmful effect on other organisms
The Applied Learning Performance Standards (e.g., deforestation).
A2 Communication Tools and Techniques
LE 7.2b,c, LE 7.2d
A5 Tools and Techniques for Working With Others
Describe the way humans: depend on their natural
and constructed environment; have changed their
New York City Science Scope & Sequence environment over time.
7.1a, 7.1b LE 7.2b,c, LE 7.2d
Human influences on the environment: Identify examples where human activity has had
positive influences. a beneficial or harmful effect on other organisms
7.1c, 7.2a, 7.2b, 7.2c (e.g., deforestation).
Human influences on the environment: PS 3.1b,c
negative influences. Observe and describe physical properties of objects
7.3a, 7.3b using all of the appropriate senses: size, shape, texture,
weight, color, etc. Determine whether objects are alike
Human influences on the environment: or different.
decision making (risk/benefit).
ICT 5.2, IPS 1.1-1.4, IPS 2.1
Packaging and solid waste.

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Learning Standards
Activity 7: Design Your Own Package
New York State Common Core Learning New York City Science Scope & Sequence
Standards for English Language Arts & Literacy
7.1a, 7.1b
College and Career Readiness Anchor Standards Human influences on the environment:
for Writing positive influences.
Subsections 2, 3 Text Types and Purposes
7.1c, 7.2a, 7.2b, 7.2c
Subsection 4 Production and Distribution
of Writing Human influences on the environment:
negative influences.
College and Career Readiness Anchor Standards
for Speaking and Listening 7.3a, 7.3b
Subsections 1, 2 Comprehension and Collaboration Human influences on the environment:
decision making (risk/benefit).
Subsections 4, 6 Presentation of Knowledge
and Ideas ICT 5.2, IPS 1.1-1.4, IPS 2.1
College and Career Readiness Anchor Standards Packaging and solid waste.
for Language LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
Subsections 1, 2 Conventions of Standard English 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
Subsection 3 Knowledge of Language Environmental concerns: acquisition and depletion
of resources; waste disposal; land use and urban
The Applied Learning Performance Standards growth; overpopulation; global warming; ozone
depletion; acid rain; air pollution; water pollution;
A1 Problem Solving impact on other organisms.
A2 Communication Tools and Techniques
LE 6.1c, ICT 5.1, 5.2
A5 Tools and Techniques for Working With Others
Renewable and nonrenewable sources of materials.
LE 7.1a,b
Describe the way that humans: depend on their natural
and constructed environment; have changed their
environment over time.
LE 7.1b,c
Identify examples where human activity has had
a beneficial or harmful effect on other organisms
(e.g., deforestation).
LE 7.2c,d, ICT 5.2, IPS 1.1-1.4, IPS 2.1
Water issues: depletion; pollution.
LE 7.2b,c, LE 7.2d
Identify examples where human activity has had
a beneficial or harmful effect on other organisms
(e.g., deforestation).
PS 3.1b,c
Observe and describe physical properties of objects
using all of the appropriate senses: size, shape, texture,
weight, color, etc. Determine whether objects are alike
or different.

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Learning Standards
Activity 8: The Story Of The Mystery Package
New York State Common Core Learning LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
Standards for English Language Arts & Literacy 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
College and Career Readiness Anchor Standards Environmental concerns: acquisition and depletion
for Writing of resources; waste disposal; land use and urban
growth; overpopulation; global warming; ozone
Subsection 3 Text Types and Purposes depletion; acid rain; air pollution; water pollution;
Subsection 4 Production and Distribution impact on other organisms.
of Writing
LE 5.1d,e, LE 6.1 a,b
College and Career Readiness Anchor Standards Classify populations of organisms as producers,
for Speaking and Listening consumers, or decomposers by the role they serve
Subsections 4, 6 Presentation of Knowledge in the ecosystem (food chains and food web).
and Ideas
LE 6.1c, ICT 5.1, 5.2
College and Career Readiness Anchor Standards Renewable and nonrenewable sources of materials.
for Language
Subsections 1, 2 Conventions of Standard English LE 7.1a,b
Subsection 3 Knowledge of Language Describe the way that humans: depend on their natural
and constructed environment; have changed their
environment over time.
The Applied Learning Performance Standards
A1 Problem Solving LE 7.1b,c
A2 Communication Tools and Techniques Identify examples where human activity has had
a beneficial or harmful effect on other organisms
A5 Tools and Techniques for Working With Others
(e.g., deforestation).
New York City Science Scope & Sequence LE 7.2b,c, LE 7.2d
7.1a, 7.1b Describe the way humans: depend on their natural
and constructed environment; have changed their
Human influences on the environment: environment over time.
positive influences.
LE 7.2b,c, LE 7.2d
7.1c, 7.2a, 7.2b, 7.2c
Identify examples where human activity has had
Human influences on the environment: a beneficial or harmful effect on other organisms
negative influences. (e.g., deforestation).
7.3a, 7.3b PS 3.1b,c
Human influences on the environment: Observe and describe physical properties of objects
decision making (risk/benefit). using all of the appropriate senses: size, shape, texture,
ICT 5.2, IPS 1.1-1.4, IPS 2.1 weight, color, etc. Determine whether objects are alike
or different.
Packaging and solid waste.

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Learning Standards
Activity 9: Teach NYC How to RRR
New York State Common Core Learning LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
Standards for English Language Arts & Literacy 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
College and Career Readiness Anchor Standards Environmental concerns: acquisition and depletion
for Writing of resources; waste disposal; land use and urban
growth; overpopulation; global warming; ozone
Subsections 1, 3 Text Types and Purposes depletion; acid rain; air pollution; water pollution;
Subsections 4, 6 Production and Distribution of impact on other organisms.
Writing
LE 5.1d,e, LE 6.1 a,b
Subsection 10 Range of Writing
Classify populations of organisms as producers,
Subsection 11 Responding to Literature consumers, or decomposers by the role they serve
College and Career Readiness Anchor Standards in the ecosystem (food chains and food web).
for Speaking and Listening LE 6.1c, ICT 5.1, 5.2
Subsections 1, 2, 3 Comprehension and Collaboration Renewable and nonrenewable sources of materials.
Subsections 4, 5, 6 Presentation of Knowledge
and Ideas LE 7.1a,b
Describe the way that humans: depend on their natural
College and Career Readiness Anchor Standards and constructed environment; have changed their
for Language environment over time.
Subsections 1, 2 Conventions of Standard English
LE 7.1b,c
Subsection 3 Knowledge of Language
Identify examples where human activity has had
Subsections 5, 6 Vocabulary Acquisition and Use a beneficial or harmful effect on other organisms
(e.g., deforestation).
The Applied Learning Performance Standards
LE 7.2b,c, LE 7.2d
A1 Problem Solving
Describe the way humans: depend on their natural
A2 Communication Tools and Techniques
and constructed environment; have changed their
A3 Information Tools and Techniques environment over time.
A4 Learning and Self-management
LE 7.2b,c, LE 7.2d
Tools and Techniques
Identify examples where human activity has had
A5 Tools and Techniques for Working With Others
a beneficial or harmful effect on other organisms
(e.g., deforestation).
New York City Science Scope & Sequence
LE 7.2c,d, ICT 5.2, IPS 1.1-1.4, IPS 2.1
7.1a, 7.1b
Water issues: depletion; pollution.
Human influences on the environment:
positive influences. LE 7.2c,d, ICT 6.1, IPS 1.1-1.4, IPS 2.1
7.1c, 7.2a, 7.2b, 7.2c Environmental toxins: pesticides and herbicides;
fertilizers; organic waste.
Human influences on the environment:
negative influences. PS 3.1b,c
7.3a, 7.3b Observe and describe physical properties of objects
using all of the appropriate senses: size, shape, texture,
Human influences on the environment: weight, color, etc. Determine whether objects are alike
decision making (risk/benefit). or different.
ICT 5.2, IPS 1.1-1.4, IPS 2.1 S1.1a,b,c
Packaging and solid waste. Formulate questions of scientific inquiry with the aid
of references appropriate for guiding the search for
explanations of everyday observations.

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Learning Standards
Activity 10: R
 RR Posters
New York State Common Core Learning LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
Standards for English Language Arts & Literacy 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
College and Career Readiness Anchor Standards Environmental concerns: acquisition and depletion
for Speaking and Listening of resources; waste disposal; land use and urban
growth; overpopulation; global warming; ozone
Subsection 2 Comprehension and Collaboration depletion; acid rain; air pollution; water pollution;
Subsections 4, 5, 6 Presentation of Knowledge impact on other organisms.
and Ideas
LE 5.1d,e, LE 6.1 a,b
College and Career Readiness Anchor Standards Classify populations of organisms as producers,
for Language consumers, or decomposers by the role they serve
Subsection 1 Conventions of Standard English in the ecosystem (food chains and food web).
Subsection 5 Vocabulary Acquisition and Use LE 6.1c, ICT 5.1, 5.2
Renewable and nonrenewable sources of materials.
The Applied Learning Performance Standards
A2 Communication Tools and Techniques LE 7.1a,b
A5 Tools and Techniques for Working With Others Describe the way that humans: depend on their natural
and constructed environment; have changed their
New York City Science Scope & Sequence environment over time.

7.1a, 7.1b LE 7.1b,c

Human influences on the environment: Identify examples where human activity has had
positive influences. a beneficial or harmful effect on other organisms
(e.g., deforestation).
7.1c, 7.2a, 7.2b, 7.2c
LE 7.2b,c, LE 7.2d
Human influences on the environment:
negative influences. Describe the way humans: depend on their natural
and constructed environment; have changed their
7.3a, 7.3b environment over time.
Human influences on the environment: LE 7.2b,c, LE 7.2d
decision making (risk/benefit).
Identify examples where human activity has had
ICT 5.2, IPS 1.1-1.4, IPS 2.1 a beneficial or harmful effect on other organisms
Packaging and solid waste. (e.g., deforestation).
LE 7.2c,d, ICT 5.2, IPS 1.1-1.4, IPS 2.1
Water issues: depletion; pollution.
LE 7.2c,d, ICT 6.1, IPS 1.1-1.4, IPS 2.1
Environmental toxins: pesticides and herbicides;
fertilizers; organic waste.

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Learning Standards
Activity 11: RRR Jeopardy
New York State Common Core Learning New York City Science Scope & Sequence
Standards for English Language Arts & Literacy
ICT 5.2, IPS 1.1-1.4, IPS 2.1
College and Career Readiness Anchor Standards Packaging and solid waste.
for Writing
Subsection 2 Text Types and Purposes LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
Subsection 4, Production and Distribution
of Writing Environmental concerns: acquisition and depletion
of resources; waste disposal; land use and urban
Subsections 7, 9 Research to Build and growth; overpopulation; global warming; ozone
Present Knowledge depletion; acid rain; air pollution; water pollution;
College and Career Readiness Anchor Standards impact on other organisms.
for Speaking and Listening LE 5.1d,e, LE 6.1 a,b
Subsections 1, 2 Comprehension and Collaboration Classify populations of organisms as producers,
Subsection 6 Presentation of Knowledge consumers, or decomposers by the role they serve
and Ideas in the ecosystem (food chains and food web).
College and Career Readiness Anchor Standards LE 6.1c, ICT 5.1, 5.2
for Language Renewable and nonrenewable sources of materials.
Subsections 1, 2 Conventions of Standard English
LE 7.1a,b
Subsection 3 Knowledge of Language
Describe the way that humans: depend on their natural
Subsection 6 Vocabulary Acquisition and Use and constructed environment; have changed their
environment over time.
The Applied Learning Performance Standards
LE 7.1b,c
A1 Problem Solving
Identify examples where human activity has had
A2 Communication Tools and Techniques a beneficial or harmful effect on other organisms
A5 Tools and Techniques for Working With Others (e.g., deforestation).
LE 7.2b,c, LE 7.2d
Describe the way humans: depend on their natural
and constructed environment; have changed their
environment over time.
LE 7.2b,c, LE 7.2d
Identify examples where human activity has had
a beneficial or harmful effect on other organisms
(e.g., deforestation).
LE 7.2c,d, ICT 5.2, IPS 1.1-1.4, IPS 2.1
Water issues: depletion; pollution.
LE 7.2c,d, ICT 6.1, IPS 1.1-1.4, IPS 2.1
Environmental toxins: pesticides and herbicides;
fertilizers; organic waste.

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Learning Standards
Activity 12: Developing an RRR Presence
New York State Common Core Learning New York City Science Scope & Sequence
Standards for English Language Arts & Literacy
7.1a, 7.1b
College and Career Readiness Anchor Standards Human influences on the environment:
for Writing positive influences.
Subsections 1, 2, 3 Text Types and Purposes
7.1c, 7.2a, 7.2b, 7.2c
Subsections 4, 5, 6 Production and Distribution
of Writing Human influences on the environment:
negative influences.
Subsections 7, 8, 9 Research to Build and
Present Knowledge 7.3a, 7.3b
Subsection 10 Range of Writing Human influences on the environment:
Subsection 11 Responding to Literature decision making (risk/benefit).

College and Career Readiness Anchor Standards ICT 5.2, IPS 1.1-1.4, IPS 2.1
for Speaking and Listening Packaging and solid waste.
Subsections 1, 2, 3 Comprehension and Collaboration LE 3.2b, LE 7.1e, LE 7.2c,d, ICT 1.2, 1.4, 2.1-2.3,
Subsections 4, 5, 6 Presentation of Knowledge 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, IPS 1.1-1.4, IPS 2.1
and Ideas Environmental concerns: acquisition and depletion
College and Career Readiness Anchor Standards of resources; waste disposal; land use and urban
for Language growth; overpopulation; global warming; ozone
depletion; acid rain; air pollution; water pollution;
Subsections 1, 2 Conventions of Standard English impact on other organisms.
Subsection 3 Knowledge of Language
LE 5.1d,e, LE 6.1 a,b
Subsections 4, 5, 6 Vocabulary Acquisition and Use
Classify populations of organisms as producers,
consumers, or decomposers by the role they serve
The Applied Learning Performance Standards in the ecosystem (food chains and food web).
A1 Problem Solving
LE 6.1c, ICT 5.1, 5.2
A2 Communication Tools and Techniques
Renewable and nonrenewable sources of materials.
A3 Information Tools and Techniques
A4 Learning and Self-management Tools LE 7.1b,c
and Techniques Identify examples where human activity has had
A5 Tools and Techniques for Working With Others a beneficial or harmful effect on other organisms
(e.g., deforestation).
LE 7.2b,c, LE 7.2d
Describe the way humans: depend on their natural
and constructed environment; have changed their
environment over time.
LE 7.2b,c, LE 7.2d
Identify examples where human activity has had
a beneficial or harmful effect on other organisms
(e.g., deforestation).
LE 7.2c,d, ICT 6.1, IPS 1.1-1.4, IPS 2.1
Environmental toxins: pesticides and herbicides;
fertilizers; organic waste.

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