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Notes for teachers

Notes

Prep: You can have the paper pre-soaked in water overnight before this lesson or you can make this 2 lessons and begin on day 1 and end on day 2.

Prior to this lesson I recommend that students have already explored the standards that pertain to recycling.

Students should understand that two or more substances can be mixed together to make something else.

Ratios is a 6th grade standard, but worth introducing in its simplest form here.

List of Materials

Shredded paper
Blender
Water
Optional Materials:

Cookie cutters (if you choose)
Glitter
Food coloring
Markers

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Arizona Science Standards

5.L3U1.10 Construct an explanation based on evidence that the changes in an environment can affect the development of the traits in a population of organisms.

ELA Standards

Collaborate in discussions through effectively speaking and listening in a variety of settings

Prepare for a discussion by reading and studying the required materials, drawing on that preparation during the discussion

Next Generation Science Standards

5-PS1-3. Make observations and measurements to identify materials based on their properties.

5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

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Objective(s):

Today students will learn how to take recyclable paper materials and make seed paper.

Students will learn how recycling can impact the environment.

Students will explore why paper isn’t recycled the same way as other recycled materials.

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Agenda 45-60 Minutes

Introduce the information about recycling. Connect prior knowledge.

Go over the facts about paper and how it is different.

Talk about what makes paper. Explain that you will be taking shredded paper, adding water and making it into paper again.

Go over how recycling paper is different and why then other recyclables. You can go further in depth depending on your lesson length.

Connect this to the impact on the environment of paper, but also other resources.

Talk about the parts of paper (ingredients).

Have students explore what will happen if water is added, it is blended and then put back together.

Have students watch the paper being blended. Explore the different ratios of paper to water.

If you are adding seeds, have students explore why this could also benefit the environment.

Hand out the paper mix for students to create their own project.

Allow students variations so that the drying process can be observed over a day or two. Talk about density of the materials.

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Intro/Driving Question/Opening

Begin by exploring some fun facts about paper products and how it impacts the environment.

Talk to students about environmental impacts besides paper.

Have students share out what some recyclable and non-recyclable materials might be. Provide student feedback.

Have a discussion with students about things in the classroom that may or may not be recyclable.

Ask students about the use of paper and where it is used.

Have students Think-Pair-Share in a Round Robin of all the ways they can think paper is used.

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Intro/Book Options

If the classroom uses center activities, these are great books to have on hand for students to read.

These could also be used a a daily read as you explore recycling and the impact of trash on the environment.

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Intro/Driving Question/Opening

While students sit at their seats have students watch a video about paper recycling found here:

Resources:

https://stopbasura.com/en/2019/04/08/7-benefits-of-paper-recycling/

https://www.paperpapers.com/news/paper-recycling-and-its-benefits/

https://youtu.be/lbNBaxAUPCY

https://youtu.be/X-N5jb-fWTs

Talk to students about key points and details about paper recycling. Connect this to the environmental impact and how recycling paper impacts other species and environments.

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Hands-on Activity Instructions

Pick a few or even all of these and put them on cards or leave them on the board.
Have students in small group have a conversation about the impacts of these facts and the world around them.
Have a student from each group share something they thought was interesting from the group discussion.
Transition into the next part of the project.
Begin telling them that they will be working with paper to create something.

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Hands-on Activity Instructions

Paper has to pre-soak for 18-24 hours.
The Ratio of paper to water mix is 1 part paper to 2 parts water.
During this time I allow students to watch the mixing of the paper. We speak about what a ratio is and what they think would happen if we only added 1 part water and 1 part paper. We visually get to explore our observations and predictions in real time. This is exciting for students.
Students can also be provided with a piece of paper to document observations about the process.

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Hands-on Activity Instructions

Once paper has been blended, make small portions to hand out to students.
I lined the counter in brown paper bags, but you could use any paper product to help absorb extra water.
You can mix the seeds or you can have students choose seeds to include.
You can have students use watercolor and a paint brush or food coloring to paint their project.
This can be messy. Make sure students have paper towels to help them absorb the extra water and mess from the desk/tables

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Hands-on Activity Instructions

Students should be shown examples and how to make the projects.
You can offer things likes glitter and various seed types.
Students can also document the process of how the paper might be held together.
You can have a conversation about how fragile it is when it is wet, but how stable it might be when it is dry.
You can talk about what might happen to the paper depending on the thickness.
Students can also document this process using the scientific method in a science journal.
Remember to revisit the reason for this lesson and a do a lesson synthesis.

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Assessment

For this project the teacher can review the scientific process in the students science journal.

Students can be prompted to complete a short summary on what they learned about paper and recycling.

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Differentiation

Students with sensory issues can be provided with gloves or a peer can help them mash the paper.

ELL students can use pictures or sentence frames to understand and write paper recycling and why it is important.

Students that need a more structured lesson can be provided with support to complete this project close to the teacher or with a peer that can help them.

Remediation

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Extension/Enrichment

For this extension activity, you can have your students plant them in the classroom. Students could create a plant journal and observe them over time.

Students could also plant them at home and work on the plant journal at home over time, sharing findings with the classroom from time to time.

Students could also plant these outside of the school building in a school garden area and watch them grow.

Conversations about pollinators could also be added to this activity.