5th Grade Standards Covered:
Science:
Earth and Space Sciences: Earth Systems
5. Explain how the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitely.
6. Investigate ways Earth's renewable resources (e.g., fresh water, air, wildlife and trees) can be maintained.

Math:
Patterns, Functions and Algebra Standard: Use Algebraic Representation
5. Model problems with physical materials and visual representations, and use models, graphs and tables to draw conclusions and make predictions.
Data Analysis and Probability Standard: Data Collection
2. Select and use a graph that is appropriate for the type of data to be displayed; e.g., numerical vs. categorical data, discrete vs. continuous data.
4. Determine appropriate data to be collected to answer questions posed by students or teacher, collect and display data, and clearly communicate findings.

Social Studies:
Social Studies Skills and Methods: Obtaining Information
1. Obtain information from a variety of print and electronic sources and analyze its reliability including:
a. Accuracy of facts;
b. Credentials of the source.
2. Locate information in a variety of sources using key words, related articles and cross-references.
Social Studies Skills and Methods: Thinking and Organizing
6. Draw inferences from relevant information.
Social Studies Skills and Methods: Communicating Information
8. Communicate research findings using line graphs and tables.

Language Arts:
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Comprehension Strategies
1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Self- Monitoring Strategies
9. List questions and search for answers within the text to construct meaning.
Reading Applications: Informational, Technical and Persuasive Text
1. Use text features, such as chapter titles, headings and subheadings; parts of books including the index and table of contents and online tools (search engines) to locate information.
3. Compare important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.
5. Analyze information found in maps, charts, tables, graphs and diagrams.
Writing Processes: Prewriting
4. Determine a purpose and audience.
5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.
Writing Processes: Drafting, Revising and Editing
10. Use available technology to compose text.
14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary.
Writing Processes: Publishing
17. Prepare for publication (e.g., for display or for sharing with others), writing that follows a format appropriate to the purpose, using techniques such as electronic resources and graphics to enhance the final product.
Writing Applications
4. Write informational essays or reports, including research, that organize information with a clear introduction, body and conclusion following common expository structures when appropriate (e.g., cause-effect, comparison-contrast) and include facts, details and examples to illustrate important ideas.

Research
1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information.
2. Locate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
3. Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables or graphic organizers).
4. Compare and contrast important findings and select sources to support central ideas, concepts and themes.
5. Define plagiarism and acknowledge sources of information.
6. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.
Communication: Oral and Visual: Speaking Skills and Strategies
6. Use clear diction, pitch, tempo and tone, and adjust volume and tempo to stress important ideas.
7. Adjust speaking content according to the needs of the situation, setting and audience.
Communication: Oral and Visual: Speaking Applications
8. Deliver informational presentations (e.g., expository, research) that:
a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;
b. support the main idea with relevant facts, details, examples, quotations, statistics, stories and anecdotes;
c. organize information, including a clear introduction, body and conclusion and follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast);
d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and
e. draw from several sources and identify sources used.
10. Deliver persuasive presentations that:
a. establish a clear position;
b. include relevant evidence to support a position and to address potential concerns of listeners; and
c. follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem-solution).

Technology:
Technology and Society Interaction: Benchmark A
1. Identify and show cooperative and collaborative strategies to work with others when using technology systems.
Technology and Society Interaction: Benchmark B
1. Investigate alternative methods for the protection of the environment.
Technology and Society Interaction: Benchmark D
3. Use technology to collaborate with others and credit all participants for their contribution to the work.
Technology for Productivity Applications: Benchmark B: Productivity Tools
4. Create a presentation using multimedia software that incorporates graphics, video and sound to present the findings of a group research project.
Technology for Productivity Applications: Benchmark C: Communication Tools
3. Use technology resources for presenting information (e.g., distance learning and interactive boards).
Technology and Communication Applications: Benchmark B: Multimedia Applications
1. Produce a slide show from storyboard, using text, graphics and sound with appropriate transitions and effects.
2. Collaborate in a class video project (e.g., act as camera operator, actor or director in a video project as part of a unit of study).
4. Evaluate and modify a presentation or document for different audiences (e.g., one person or a group of people).
5. Use advanced software features to publish information in printed form (e.g., card, calendar, banner, one-page report, flyer, newsletter).
Technology and Communication Applications: Benchmark C: Use of Communication
3. Gather and share information in online learning activities (e.g., examine historical journals and share observations).
Technology and Information Literacy: Benchmark A: Understanding Information
1. Develop a systematic plan for organizing information using a basic organizing concept (e.g., subject, chronology, date).
2. Choose a variety of formats for presenting information (e.g., pictures, texts, slides).

Technology and Information Literacy: Benchmark B: Decide
1. Identify questions related to an assigned topic or personal information need.
2. Determine the best sources to use for the assigned topic or personal information need.
Technology and Information Literacy: Benchmark B: Find
3. Select and access information resources: online library catalog, Web sites and electronic formats (e.g., CD-ROM, DVD, audio files).
Technology and Information Literacy: Benchmark B: Use
5. Cite sources used: author, title of resource, publisher or source of information, and copyright date.
Technology and Information Literacy: Benchmark B: Check
6. Describe how information about a topic was gathered (e.g., discuss the information process).

National Middle School:
Young Adolescent Development: Performances
4. Creatively engage all young adolescents in activities related to their interpersonal, community, and societal responsibilities.
Middle Level Philosophy and School Organization: Knowledge
5. Understand that the team process is the most effective strategy for school improvement and student learning.
Middle Level Curriculum and Assessment: Knowledge
1. Understand that middle level curriculum should be relevant, inviting, challenging, integrative, and exploratory.
6. Know how to incorporate all young adolescents’ ideas, interests, and experiences into curriculum.
8. Know how to assess and select curriculum materials that are academically challenging, culturally sensitive, and personally motivating for all young adolescents.
Middle Level Curriculum and Assessment: Dispositions
4. Realize the importance of connecting the curriculum and assessment to the needs, interests, and experiences of all young adolescents.
5. Are committed to implementing an interdisciplinary curriculum that is challenging, relevant, integrative, and exploratory.
Middle Level Curriculum and Assessment: Performances
2. Use current knowledge and standards from multiple subject areas in planning, integrating, and implementing middle level curriculum.
3. Incorporate the ideas, interests, and experiences of all young adolescents in curriculum.
4. Develop and implement an integrated and integrative curriculum.
Middle Level Teaching Fields: Knowledge
3. Possess a depth and breadth of knowledge of a range of technologies (e.g., computers, audio and video presentations.)
Middle Level Instruction and Assessment: Knowledge
4. Understand ways to teach core concepts, skills of inquiry, problem solving, collaboration, and communication to all young adolescents
Family and Community Involvement: Knowledge
6. Have extensive knowledge about the resources available within communities that can support students, teachers, and schools.
8. Understand the importance of following school district policies and protocol regarding interagency partnerships and collaboratives.
9. Understand the roles of family and community members and ways to utilize their experience and expertise to improve student learning.
Family and Community Involvement: Disposition
3. Value the variety of resources available in communities.
7. Realize and value the importance of communicating effectively with family and community members.
Family and Community Involvement: Performances
4. Effectively identify and use community resources to foster learning.
6. Encourage all young adolescents to participate in community activities and services that contribute to their welfare and learning (e.g., service-learning, health services, after-school programs.)
Middle Level Professional Roles: Dispositions
5. Are committed to helping all young adolescents become thoughtful, ethical, democratic citizens.

Description of the Project:
Students will:

1. Research: renewable resources, non-renewable resources, recycling, protection of resources, recycling programs (already in progress)
2. Create a presentation for the class, school and community about:
1. nonrenewable resources
2. renewable resources
3. recycling:
1. why it is important
2. what can be recycled
3. what should be recycled that isn’t being recycled
4. recycling programs:
1. what they do
2. how people can get involved
3. why people should get involved
3. Present their findings to the class, school, & community
4. Come up with a program for the school and their community to help protect these resources: RECYCLING PROGRAM, reducing the usage of products
1. make drop-off centers at the school, fire station and other central areas in the community
5. Put their program into action in the classroom, school and community
6. Reflect on:
1. how the program has been accepted
2. how the program has influenced the classroom, school, community
3. how much the program has impacted the environment
4. if and why the program should continue in the future
5. how they could change the program to make it better

Project Contact Information:

1. Green Team
2. Recycle Ohio
3. Council members (community, city, village)
4. School administrators
5. Teachers
6. Community businesses
7. Community members

Skill Development:

1. Technology
2. Research
3. Presentation

Books:

1. The Great Trash Bash by Loreen Leedy
2. Recycle Every Day! by Nancy Elizabeth Wallace
3. Where Does the Garbage Go?
4. Trash & Recycling by Stephanie Turnbull
5. The stinking story of garbage by Katie Daynes
6. Recycle it: once is not enough by Stuart A. Kallen
7. Encyclopedias

New Community Alliances:

1. Community Center
2. Fire Department
3. Police Department
4. Schools
5. Restaurants
6. Newspapers

Keeping Track of Our Progress:

1. Graphs
2. Charts
3. News stories

Donations:

1. Fliers- from a community printer
2. Recycling bins- from green team or a local Dollar Store or Walmart

Presentation Opportunities:

1. School assemblies
2. Community theater commercial

Roles & Responsibilities:

1. Recycling collector- group to go around and collect the recyclables from the bins
2. Sorter- group to sort the recyclables into the recycling categories
3. Counter- group that counts the amounts of each thing recycled
4. Grapher- group/person that takes the information from the counter to make charts and graphs to show the results easily
5. Researcher- groups to research about non-renewable resources, renewable resources, and recycling
6. Presenters- group to present the research findings and to present the results of the project
7. Recorders- group to videotape the presentation to be used in several different ways
8. Contractors- group to make contact with outside agencies, business, and community members

Procedure for the Project:
1. Students will be introduced to renewable and nonrenewable resources in science class.
2. Students will be questioned as to how these resources could be protected.
3. Students will learn about conservation and recycling as ways to protect our resources.
4. Students will come up with ideas about how to protect and conserve renewable and
    nonrenewable resources.
5. Students will be given the task of finding out more about resources and ways in which
    to protect and conserve them.
6. Students will come back together and discuss a way in which the school could help
    with either conservation or protection of our natural resources.
7. Students will start designing a way in which they can help to conserve resources.
8. From this a recycling discussion should be developing.
9. Students will break into groups and be given specific tasks to complete as a group.
10. Presentations will be scheduled with the school administrators.
11. Student groups will present the information found during their research to the school
      and urge them to help with the recycling program.
12. Students will contact organizations and community members that could help with the
      program.
13. The recycling program will go into effect in the school.
14. Presentations will be recorded and given to community places and newscasters.
15. Community participation will be requested for the recycling program.
16. Other groups will do their jobs of collecting, sorting, and graphing the collected
       recyclables.
17. During the recycling program students will continually update the school,
      community, and administration of their progress.
18. At the culmination of the program students will decide and present how much they
      believe or it’s proven that the program has helped the environment.
19. Students will reflect upon the success of the program and how well it was accepted in
      the class, school and community.

Name:______________________________________________

Recycling Program Reflection

1. What was your role in the recycling program that your class initiated?

2. What was outcome of the recycling program for the school?

3. How do you believe the program affected the school?

4. How do you think students in your school did on the involvement of the project? In
    other words how do you think the school accepted the program?

5. What was the outcome of the recycling program for the community?

6. What do you think the effects of the recycling program were on the community?

7. How do you think the community accepted the recycling program?

8. Do you think the program should be continued in the future?  Why or why not?

9. How could the recycling program be changed in order to make it work better and easier?