Long Branch High School



long branch public schools

Science Curriculum Guide

Kindergarten

2011-2012

LONG BRANCH PUBLIC SCHOOLS

Long Branch, New Jersey

BOARD OF EDUCATION

BILL DANGLER, PRESIDENT

TARA BEAMS, VICE PRESIDENT

MARY L. GEORGE

LUCILLE M. PEREZ

AVERY W. GRANT

MICHELE CRITELLI

ARMAND R. ZAMBRANO, JR

JAMES N. PARNELL

ALLAN MENKIN

ADMINISTRATION

Administration/Educational Center

540 Broadway

(732) 571-2868

MICHAEL SALVATORE

Superintendent of Schools

Alvin L. Freeman

Assistant Superintendent of Schools

Garry Penta

District Administrator

JanetLynn Dudick

District Manager for Personnel and Special Projects

Peter E. Genovese III

School Business Administrator/Board Secretary

Nancy L. Valenti

Assistant School Business Administrator/Assistant Board Secretary

CURRICULUM WRITING COMMITTEE

Administration

Roberta Freeman

Committee Leader

Nicholas Montesano

Teacher(s)

Beth Behnken

Michelle Clary

Joy Daniels

Melanie Harding

Developed & Written:

July 2011 - August 2011

Board Approved:

September 21, 2011

Table of Contents

Page

Introduction 5

Units of Study

Unit 1 7

Unit 2 9

Unit 3 22

Unit 4 13

Unit 5 18

Course Introduction:

The focus in science for kindergarten students is on using the five senses to make observations of events in both indoor and outdoor settings that make up their world. Students begin their study of science by observing and noting similarities, differences, component parts of materials, plants, animals and the earth. They also learn to observe processes and changes over time. Students learn how to classify, compare, measure, collect data, sort and identify common objects. The observations that students make provide evidence and data on which to base their scientific explanations.

Activities and experiments that allow students to describe and make predictions, helps in expanding their observational and descriptive language. Science in kindergarten will foster inquiry based learning so that students learn to make sense of their world and make connections. Hands-on, student-centered, and inquiry-based approaches should be the emphases of instruction.

Assessments:

Throughout the year, the students will demonstrate their knowledge through class discussions, small group activities, and journal entries.

Class Structure:

Science is integrated throughout the year through monthly themes. Opportunities for science can be seen during circle time, small group settings, and learning labs.

Resources:





SFA KinderCorner manuals

Literature:

What is a Science? by Rebecca Kai Dotlich

What is a Scientist? by Barbara Lehn

Sandbox Scientist by Michael Ross

Unit 1

Science Practices

|Unit Plan 1 |

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|Grade: K Subject Area: Science Anticipated time frame: 4 weeks |

|Unit: 5.1 Science Practices |

|Strand: A. Understand Scientific Explanations, B. Generate Scientific Evidence Through Active Investigations, C. Reflect on |

|Scientific Knowledge, D. Participate Productively in Science |

|Desired Outcomes |

|Standards addressed: 5.1 Science Practices All students will understand that science is both a body of knowledge and an |

|evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices |

|strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. |

|A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and |

|observation tools to assist in categorizing, representing, and interpreting the natural and designed world. |

|B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and |

|computational tools that need to be applied when constructing and evaluating claims. |

|C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. |

|D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social |

|practices that are governed by a core set of values and norms. |

|Enduring Understandings: |Essential Questions: |

|Students will understand… | |

|Science is evidence-based and continually refines and revises the|What are some examples of revised predictions and explanations |

|knowledge learned to draw new conclusions |based on learning new information? |

|Science categorizes the world we live in so that we can better | |

|understand our environment and how to protect it from harm |How does learning about the traits of different organisms help us|

|Science and mathematics are inter-related. Instruments of |protect them? |

|measurement can be used to safely gather accurate information for| |

|making scientific comparisons of objects and events |How are math and science related? |

|Outcomes of investigations are used to build and refine | |

|questions, models, and explanations |How do we use scientific evidence to make daily decisions in our |

| |everyday life? |

| | |

| |Using knowledge gained by observing our environment, can we make |

| |life better? |

|Learners will know: |Learners will be able to ON THEIR OWN: |

|Science Vocabulary (inquiry skills, science tools, investigate, |Explain in their own words the meaning of the following |

|experiment, scientists, prediction, environment, measurement, |vocabulary words; inquiry skills, science tools, investigate, |

|names of tools and their use, equipment, compare) |experiment, scientists, prediction, environment, measurement, |

|That we use senses to observe |names of tools and their use, equipment, compare) |

|Science processes |Use senses to observe |

|That predictions can be made from gathered information |Make observations to answer questions |

|Tools used to measure |Analyze information to make predictions, draw conclusions using |

|How scientists use tools |information and prior knowledge. |

|How to conduct experiments |Use tools to measure accurately |

| |Participate in groups to conduct experiments |

|Assessment Evidence |

|Teacher observation |

|Student/teacher conferencing |

|Student demonstrations during projects, labs, investigations and class work |

|Student Science Journals |

|Labs |

|Class discussion of Essential Questions |

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|Learning Plan |

| Anticipated sequence of activities for throughout the year: |

|Essential questions (anticipatory) |

|Introduce- Assess Prior Knowledge |

|Vocabulary Preview |

|Investigate-Guided Inquiry (Investigations/Labs) |

|Project Based Learning Opportunity or Literature connection activity |

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|5.1 Science Practices should be utilized in lessons through Earth Science, Life Science and Physical Science. *The concepts found |

|here should be incorporated throughout all strands and all kindergarten themes. The best time to introduce science would be in the |

|beginning of the school during the themes, Welcome to School and I Am Amazing. |

|Learning Resources |

|Magic School Bus (The Role of a Scientist) |

|Play the Game “ I Spy” with science materials |

|Activity Video/DVD- provides activity previews, background information, and expected results. |

|Science Literature: |

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Unit 2

Physical Science

|Unit Plan 2 |

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|Grade: K Subject Area: Science Anticipated time frame: Throughout the year |

|Unit: 5.2 Physical Science: |

|Strand: A. Properties of Matter, B. Changes in Matter, C. Forms of Energy, D. Energy Transfer and Conservation, E. Forces and Motion |

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|Desired Outcomes |

|Standards addressed: 5.2 Physical Science All students will understand that physical science principles, including fundamental ideas about |

|matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. |

|A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter |

|takes up space, and matter has inertia. |

|B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy. |

|C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the |

|understanding that, for the most part, the natural world can be explained and is predictable. |

|D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are |

|transferred from one object to another. |

|E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. |

|Enduring Understandings: |Essential Questions: |

|Students will understand… | |

|Matter has properties that can be observed, described, and measured |Why is energy important? |

|You use many forms of energy everyday to grow and live. |What cycles affect our lives? |

|Chemical and physical changes occur all around us. |How do we use and save energy resources everyday? |

|Physical characteristics of objects are grouped according to size, weight, |How do we use our senses to tell us about ourselves and our |

|and shape |environment? |

| |How does the physical characteristic effect the change in an object? |

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|Learners will know: |Learners will be able to ON THEIR OWN: |

|Science vocabulary (solid, texture, centimeter, liquid, volume, gas, |Explain in their own words the meaning of the following vocabulary |

|mixture, evaporation, water vapor, burning, energy, heat, light, sound, |words; matter, property, mass, solid, texture, centimeter, liquid, |

|electricity, reflect, temperature, thermometer, shadow, push, pull, magnet) |volume, gas, mixture, water vapor, , burning, energy, heat, light, |

|Living and nonliving things are made of parts and can be described in terms |sound, solar energy, electricity, reflect, temperature, thermometer, |

|of the materials of which they are made and their physical properties. |shadow, push, pull, magnet |

|Matter exist in several states; solids, liquids and gases. |Sort and describe objects based on the materials of which they are |

|Liquids take the shape of the part of the container they occupy. Solids |made and their physical properties. |

|retain their shape regardless of the container they occupy. |Identify common objects as solids, liquids, or gases. |

|Some properties of matter can change as a result of heating and cooling. Not|Generate accurate data and organize arguments to show that not all |

|all materials respond the same way to these processes. |substances respond the same way when heated or cooled, using common |

|An object can be seen when light strikes it and is reflected to a viewer’s |materials, such as shortening or candle wax. |

|eye. If there is no light, objects cannot be seen. |Apply a variety of strategies to collect evidence that validates the |

|Shadows result from light striking substances and objects through which it |principle that if there is no light, objects cannot be seen. |

|cannot pass. |Present evidence that represents the relationship between a light |

|Batteries supply energy to produce light, sound, or heat. |source, solid object, and the resulting shadow. |

|Objects can move in many different ways (fast and slow, in a straight line, |Distinguish a force that acts by direct contact with an object ( |

|in a circular path, zip-zag, and back and forth). |e.g., by pushing or pulling) from a force that can act without direct|

|A force is a push or a pull. Pushing or pulling can move an object. The |contact (e.g., the attraction between a magnet and a steel paper |

|speed an object moves is related to how strongly it is pushed or pulled. |clip). |

|When an object does not move in response to a push or pull, it is because | |

|another push or pull (friction) is being applied by the environment. | |

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|Assessment Evidence |

|Teacher observation |

|Student/teacher conferencing |

|Student demonstrations during projects, labs, investigations and class work |

|Drawings in student science journals (draw items you can smell, touch, see, hear, and taste) |

|Draw things that move in our environment. |

|Work with partners to use different senses such as the: hearing station, touch station |

|Observe discussions: such as children using the Feely Box, shadow prints with objects. |

|Listen to use of scientific language. |

|Identifying sounds with a variety of recycled items such as plastic, bottles, and glass. |

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|Learning Plan |

|Essential questions (anticipatory) |

|Review vocabulary |

|Demonstrations and modeling |

|Introduce and Assess Prior Knowledge |

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|Learning Resources |

|Project Approach learning and literature connection activity (such as: My Five Senses, The Listening Walk, Wheel Away, Taxi) |

|Literacy Connection: Mouse Paint: making paint mixtures to form predictions and curiosity. |

|Ice Cube Painting |

|Sorting objects (cotton balls, sand paper, toothpicks, play dough) |

|Kinder Korner theme opportunities : Head to Toe, Words and Roads Take Us Places, Water Wonders, |

Unit 3

Life Science

|Unit Plan 3 |

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|Grade: K Subject Area: Science Anticipated time frame: All Year |

|Unit: 5.3. Life Science |

|Strand: A. Organization and Development, B. Matter and Energy Transformations, C. Interdependence, D. Heredity and Reproduction, |

|E. Evolution and Diversity |

|Desired Outcomes |

|Standards addressed: 5.3 Life Science All students will understand that life science principles are powerful conceptual tools for |

|making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance |

|with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of |

|mathematics. |

|A. Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have |

|different ways of obtaining food, and some organisms obtain their food directly from other organisms. |

|B. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. |

|C. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information|

|that influences their traits, and they pass this on to their offspring during reproduction. |

|D. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and |

|reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in |

|a population over extremely long periods of time. |

|Enduring Understandings: |Essential Questions: |

|Students will understand… |Are there basic needs common to all living things? Are some needs|

|All living things have characteristics in common. |more important to some organisms than others? |

|Traits and offspring are similar to their parents and other |How are life cycles among all living things the same or |

|offspring. |different? |

|All living things interact with each other and the environment. |How do individual similarities and differences occur within |

|An animal is a living system made up of parts that work together |species? |

|to supply its needs. |How do behaviors impact the environment? |

| |What relationships do living things have with their environment? |

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|Learners will know: |Learners will be able to ON THEIR OWN: |

|Science vocabulary ( living, oxygen, non living, survive, |Explain in their own words the meaning of the following |

|shelter, nutrients, mammal, bird, reptile, amphibian, fish, life |vocabulary words; living, oxygen, non living, survive, shelter, |

|cycle, tadpole, roots, stems, leaves, flowers, trunk, shrub, |nutrients, mammal, bird, reptile, amphibian, fish, life cycle, |

|environment, habitat, adapt, desert, rain forest, grassland, |tadpole, roots, stems, leaves, flowers, trunk, shrub, germinate, |

|tundra, ocean, pond, food chain, food web, organisms, reproduce, |environment, habitat, adapt, desert, rain forest, grassland, |

|roots, leaves, protect, environment) |tundra, ocean, pond, food chain, food web, organisms, reproduce, |

|That living organisms exchange nutrients and water with the |roots, leaves, protect, environment) |

|environment, reproduce, and grow and develop in a predicable |Group living and nonliving things according to the |

|manner. |characteristics that they share. ( Exchange nutrients and water |

|That plants and animals need water and food. Plants need light. |with the environment, reproduce, grow and develop in a |

|Animals obtain food and water in a variety of ways. |predictable manner) |

|Plants have roots to get water and leaves to gather sunlight. |Describe the requirements for the care of plants and animals |

|Organisms interact in various ways such a provide food and |related to meeting their energy needs. |

|shelter to one another. |Compare how different animals obtain food and water. |

|A habitat supports the growth of many different plants and |Explain that most plants get water from soil through their roots |

|animals by meeting their basic needs of food, water, and shelter.|and gather light through their leaves. |

|Plants and animals often resemble their parents. |Identify the characteristics of a habitat that enable the habitat|

|Variations exist within a group of the same kind of organism. |to support the growth of many different plants and animals. |

|Plants and animals have features that help them survive in |Communicate ways that humans protect habitats and/or improve |

|different environments. |conditions for the growth of the plants and animals that live |

| |there, or ways that humans might harm habitats |

| |Record the observable characteristics of plants and animals to |

| |determine the similarities and differences between parents and |

| |their offspring. |

| |Determine the characteristic changes that occur during the life |

| |cycle of plants and animals by examining a variety of species, |

| |and distinguish between growth and development. |

| |Describe similarities and difference in observable traits between|

| |parents and offspring. |

| |Describe how similar structures found in different organisms |

| |(e.g., eyes, ears, mouths) have similar functions and enable |

| |those organisms to survive in different environments. |

|Assessment Evidence |

|Teacher observation |

|Student/teacher conferencing |

|Student demonstrations during projects, labs, investigations and class work |

|Science Journals (review demonstrations of any cycles) |

|Labs |

|Class discussion of Essential Questions |

|Identifying inferences from pictures |

|Pre-assess knowledge of process skills |

|Stages of flower book: portfolio assessment |

|Compare animals to plants with Venn Diagram |

|Listening to predictions |

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|Learning Plan |

| Anticipated sequence of activities for beginning/during/after chapter: |

|Essential questions (anticipatory) |

|Introduce- Assess Prior Knowledge |

|Vocabulary Preview |

|Investigate-Guided Inquiry (Investigations/Labs) |

|Teach-Active Instruction |

|Essential questions (reflection) |

|Project Approach Based Learning Opportunity or Literature connection activity |

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|Learning Resources |

|Make a large cut out of animal and label parts. |

|Make a life cycle book project. |

|Plant seeds in egg cartons, water, and observe growth. |

|• Draw and label plant needs (soil, sun, water, air). |

|• Collect scientific data and display in a graph. |

|• Write and illustrate stories/poems about living things |

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|For the student-Learning Site, ebook |

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|Activity Video/DVD- provides activity previews, background information, and expected results. |

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|Other book ideas |

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|Title |

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|Interrupted Journey: |

|Saving Endangered Sea Turtles |

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|Into the Sea |

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|Sharks |

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|The Magic School Bus Gets Eaten: |

|A Book About Food Chains |

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|Coral Reef Food Chains |

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|The Salamandar Room |

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|The Wonderful Woods |

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|Cubs and Colts and Calves and Kittens |

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|Sunflower House |

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|The Very Hungry Caterpillar |

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|Curious George: The Trouple with Tadpoles |

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|You tube videos of the cycles of a plant or animal |

|Have students bring in photos of family and make comparisons of the offspring. |

|Kinder Korner suggestions: Nearest and Dearest, Buggy About |

|Spring, Fur and Feathers, Water Wonders |

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Unit 4

Earth Systems Science

|Unit Plan 4 |

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|Grade: K Subject Area: Science Anticipated time frame: Throughout the year |

|Unit: 5.4. Earth Science |

|Strand: A. Objects in the Universe, B. History of Earth, C. Properties of Earth Materials, E. Energy in Earth Systems, F. Climate |

|and Weather, G. Biogeochemical Cycles |

|Desired Outcomes |

|Standards addressed: 5.4 Earth Systems Science All students will understand that Earth operates as a set of complex, dynamic, and|

|interconnected systems, and is a part of the all-encompassing system of the universe. |

|A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of |

|gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, |

|nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed |

|the formation of our solar system 4.6 billion years ago. |

|B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of |

|geologic, biological, physical, and chemical processes. |

|C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar system, and provides us with|

|the raw resources needed to sustain life. |

|E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems. |

|F. Climate and Weather: Earth’s weather and climate systems are the result of complex interactions between land, ocean, ice, and |

|atmosphere. |

|Enduring Understandings: |Essential Questions: |

|Students will understand… | |

|Living things use Earth’s resources to meet their needs. Some of |How do people use and impact the environment? |

|these resources can be recycled or reused. |What changes have occurred to the Earth over time and how have |

|The earth’s surface, atmosphere, and life have changed immensely |those changes impacted Earth and how will changes continue to |

|throughout time and will continue to change. |impact Earth? |

|The atmosphere and its health impact human beings. |How does maintaining a healthy atmosphere affect the future of |

| |the environment? |

|Learners will know: |Learners will be able to ON THEIR OWN: |

|Science vocabulary ( earthquake, soil, pollution, reuse, reduce,|Explain in their own words the meaning of the following |

|recycle, endangered, weather, weather pattern, season, |vocabulary words; earthquake, volcano, boulder, mineral, soil, |

|temperature, thermometer, wind, water cycle, evaporate, condense,|resource, natural resource, pollution, reuse, reduce, recycle, |

|solar system, planet, orbit, star, rotates, moon, seasons) |endangered, weather, weather pattern, season, temperature, |

|The Sun is a star that can only be seen during the day. The moon |thermometer, wind, water cycle, solar system, planet, orbit, |

|is not a star and can be seen sometimes at night and sometimes |star, rotates, moon, seasons |

|during the day. The Moon appears to have different shapes on |Determine a set of general rules describing when the Sun and Moon|

|different days. |are visible based on actual sky observations. |

|Soils are made of many living and nonliving substances. The |Describe Earth materials using appropriate terms, such as hard, |

|attributes and properties of soil vary depending on location. |soft, dry, wet, heavy, and light. |

|Plants need sunlight to grow. |Describe the relationship between the Sun and plant growth. |

|Current weather conditions include air movement, clouds, and |Observe and document daily weather conditions and discuss how the|

|precipitation. Weather conditions affect our daily lives. |weather influences your activities for the day. |

|Water can disappear (evaporate) and collect (condense) on |Observe and discuss evaporation and condensation. |

|surfaces. |Identify and use water conservation practices. |

|There are many sources and uses of water. |Identify the natural resources used in the process of making |

|Organisms have basic needs and they meet those needs within their|various manufactured products. |

|environment. |Ways to conserve, recycle, and reuse materials, especially within|

|Everyday manufactured products such as paper and cans can be |the classroom and school environment. |

|traced back to natural resources. | |

|Assessment Evidence |

| Teacher observation |

|Student/teacher conferencing |

|Student demonstrations during projects, labs, investigations and class work |

|Student Journals |

|Monthly Weather graph calendar |

|Labs |

|Class discussion of Essential Questions |

|Calendar Math-Dress the weather bear |

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|( |

|Learning Plan |

|Essential questions (anticipatory) |

|Introduce- Assess Prior Knowledge |

|Vocabulary Preview |

|Investigate-Guided Inquiry (Investigations/Labs) |

|Learning Resources |

|Activities- |

|Soda Bottle Greenhouse |

|Study a Leaf Skeleton |

|Craft Pine Cone People |

|Make Homemade Paper |

|Recycled Art Media Collage/People |

|Shell Craft Treasure Box |

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|Activities- |

|sort recycled objects in the correct category |

|Make a recycled robot out of recycled items. |

|Use recycled clothing for classroom mascot. |

|Make a 3D sun and moon. |

|Make birds nest out of recycled plastic bottles. |

|Kinder Korner Resources: Day and Night, Dark and Night, Earth Day is Every Day Winter Wonderland, Cornucopia. |

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|Literature Connection: |

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|Michael Recycle by Ellie Bethel, Alexandra Colombo |

|Michael Recycle Meets Litterbug Doug by Ellie Bethel, Alexandra Colombo |

|The Dumpster Diver by Janet S. Wong, David Roberts |

|The Three R’s: Reuse, Reduce, Recycle by Nuria Roca, Rosa M. Curto |

|Why Should I Recycle? by Jen Green, Mike Gordon |

|My Big Green Teacher: Recycling by Michelle Y. Glennon |

|Cleaning Up Litter by Charlotte Guillain |

|My Bag and Me! By Karen Farmer |

|I Can Save the Earth!: by Alison Inches |

|The Adventures of a Plastic Bottle: A Story About Recycling by Alison Inches |

|Recycled Crafts Box by Laura C. Martin |

|Big Earth, Little Me by Thom Wiley |

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