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Science Lessons and Activities

Teacher’s Guide Grade 5

Interactive science, engineering, and environmental lessons, with a reproducible letter for parents

Take a closer look at www.theresponsiblepackage.com. Dear educator,

Welcome to The Responsible Package program. We hope that these activities and resources are a helpful tool in your classroom as you teach a variety of science, math, environmental, and consumer education concepts. This in-school program aims to build

• an understanding of why -based packaging is a responsible choice for consumers, and

• awareness about responsible consumer behavior regarding paper-based packaging.

We will approach both of these objectives through standards-based science and engineering instruction in an action-oriented and hands-on approach. Each activity will focus on dispelling myths by posing questions that ask students to think about making responsible choices. The activities will also bring awareness to the role that paper-based packaging plays in protecting the environment, reducing waste, and preserving natural resources. These activities support both the STEM (Science, Technology, Engineering & Math education) initiative and the new Next Generation Science Standards (NGSS), illustrated in the chart on page 3. The activities are offered in sequence, but can be taught in any order that fits your individual classroom needs. In addition, a set of activities that families can do at home is also included.

It is important that children learn to make responsible choices as they become consumers and will begin to have a real impact on their environment. By educating children on environmental issues, such as the benefits of using paper-based packaging, making responsible choices will inevitably become a lifelong habit. Through The Responsible Package program, students discover ways of engaging others in the community in the discussion and making positive changes to increasing the amount of paper-based packaging recycled at school and at home, as well as improving in their communities. Students also learn that they can effect change by doing their own small part in making responsible choices.

Your friends at The Responsible Package

Take a closer look at www.theresponsiblepackage.com. 2 Related Next Generation Science Standards Earth and Human Activity

5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. • Obtain and combine information from and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1) • Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1) Engineering Design

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. • Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1) • Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3) • Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1-2) • Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) • Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2) • At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2) • Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3) • Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3) • People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1) • Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

3 Activity 1 The Future of Packaging How does harvesting trees for and paper products affect the environment? Objective Students will explain how forests contribute to the health of the environment and then describe ways in which U.S. forests continue to thrive through the efforts of the paper industry and other initiatives. Overview Students will explore “tree farming” and how it promotes responsible harvesting and sustainability. Students will create graphical projections of the growth of trees and forests in 10, 25, and 100 years, based on current harvesting and growth trends. Materials and Resources • American Tree Farm System http://www.treefarmsystem.org/ • Sustainable Forestry Initiative http://www.sfiprogram.org • Forest Stewardship Council http://www.us.fsc.org

Procedure 1. Brainstorm with students the ways in which people specifically for the paper industry to produce use trees. Examples might include wood for homes and . furniture, writing paper, skateboards, books, etc. Next, have • The U.S. grows more trees than it harvests. The students list other benefits provided by trees and forests, standing inventory (volume of growing trees) on U.S. besides the material objects made from their wood. timberlands has increased by 51 percent between 1953 Answers should include: They help provide clean air; they and 2006. provide fruit and nuts; they provide homes for animals; • During 2006, the national growth to removals ratio they offer shade; and they lower energy costs in your was 1.72, which indicates that timber growth exceeded home. If necessary, students can spend 10-15 minutes removals by 72 percent researching this question in small groups. 4. Next, have students work in small groups to create line or 2. Then, ask students these questions: What happens when bar graphs that project the growth of trees and forests trees are harvested for wood or to make paper? How can in 10, 25, and 100 years, based on current harvesting and the U.S. be sure that there will be trees in the future? Why growth trends as reflected by the statistics. Afterwards, do trees need to be replaced when they are harvested? have groups come together to compare and contrast their 3. Have students research the answers to these questions graphs. Students should explain how they arrived at their and collect data related to sustainable forests. Share projections and discuss any differences among the groups. the following concepts with your students, explaining as 5. As an extension, with permission, plant one or more trees necessary depending on the level of your students: on school grounds with your class. • Paper-based packaging comes from an infinitely renewable resource — originating from materials that are sustainably grown, managed, and harvested

Take a closer look at www.theresponsiblepackage.com. 4 Activity 2 Paper, Please Is choosing a paper when shopping a responsible choice? Objective Students will describe several ways in which paper are environmentally sound. Overview Students will explore the benefits of choosing paper bags in a retail store and describe why paper bags are environmentally sound (recycling, biodegradability, sustainable sourcing, and reusing, etc.). After brainstorming alternative uses for paper bags, they will create a storyboard for a video titled “A Day in the Life of a ” culminating in a bag being used in a creative way. Materials and Resources • 20 Ways to Reuse a Paper Grocery Bag http://www.fcgov.com/recycling/pdf/kereuse.pdf • Internet access • Drawing paper and crayons, markers, or colored pencils • Paper bags in a variety of sizes

Procedure 1. Have students brainstorm a list of the benefits of using different sizes. Have them brainstorm and share all the paper bags at the checkout. Allow all answers, but the final ways they can be used. list should emphasize that paper bags are: 3. Distribute drawing paper and writing materials to students • reusable in small groups or pairs. Then, ask each group of students • strong to prepare to create their own video, “A Day in the Life of • versatile a Paper Bag.” For example, students might show how a • recyclable paper bag begins in a , travels to a shopper’s • biodegradable home, moves to a neatly folded stack of bags in the pantry, • made from sustainable renewable sources/ and is then decorated and used to cover a student’s . recycled materials Each video should culminate in being reused in a creative way followed by being recycled. Students can work in small groups to define these terms by doing brief Internet research, with particular focus 4. Using the writing materials, students should create a on sustainable and renewable. Then, as a full class, have storyboard depicting each key scene in their video. students share ways in which paper bags are reusable, They should draw the images and then write related strong, versatile, etc. voiceover or dialogue. 2. Have students focus on creative ways to reuse paper bags 5. Have students create videos or slideshows based with these prompts: Name some art/craft projects you on their storyboards using video editing or slideshow have made with paper bags. Think about three ways you software. might use a paper bag in your bedroom (or kitchen, or the 6. Finally, have students share their productions with other classroom, etc.). The 20 Ways to Reuse a Paper Grocery students in order to encourage alternate uses of paper Bag http://www.fcgov.com/recycling/pdf/kereuse.pdf bags (e.g., through school district local access channel, resource offers a good variety of creative uses that you if available). can share with students or reproduce for students to take home. Give small groups of students paper bags in 5 Activity 3 That Won’t Hold Water How strong is paper packaging?

Objective Students will demonstrate and explain why different types of paper-based packaging are suitable for a variety of purposes. Overview Students will conduct brief experiments testing the strength and versatility (e.g., ability to hold liquid) of paper-based packaging. They will generate a list of products that need packaging (for shipping or retail, for example) and will determine which type of paper-based packaging (, corrugated packaging, , etc.) would be most appropriate for the intended purpose. Materials and Resources • We Recycle http://www.recyclecartons.com/ • A variety of paper-based packaging, including corrugated boxes, boxes, paper bags, and shipping sacks

Procedure 1. Provide samples (actual packaging or photographs) of Some suggested topics include: various types of paper-based packaging, including boxes, • How much weight can a cereal box hold without tearing cartons, paper bags, etc. Have students brainstorm a list or changing the box’s shape? of the ways packages like these are used. Some examples • Which types of packaging can hold a liquid? Which types might include: of liquid can each hold? • Corrugated boxes: mail-order shipping boxes, • Which is easier to carry: a sack or a box holding the same computer boxes weight? Do the contents of the package affect • Paperboard boxes: cereal boxes, video game packaging the results? • Paper: shopping bags, lunch bags, 4. Have students evaluate the results of their experiments • Cartons: milk cartons, juice cartons, egg cartons and determine if any modifications to the design of the • Shipping sacks: pet food bags, grass seed bags packaging would make it stronger. Have students share 2. On the board, write the headings: Shipping, Food, Carrying their designs with their peers and collectively modify Items, and . Then have students take turns the designs. matching each type of paper packaging from the samples 5. As an extension, have students research how different to appropriate heading. Have students explain their choices, types of paper-based packaging are manufactured and the asking questions such as: materials from which they are made (and why). • Why is a carton (rather than a box) the most appropriate Some related resources include: We Recycle Cartons for milk? Frequently Asked Questions http://www.recyclecartons. • Why doesn’t a skateboard ship in a shopping bag? com/carton-recycling-faqs/, The Carton http://www. recyclecartons.com/why-juice-box-milk-carton- • Why are corrugated boxes used for shipping electronics? recyclingmatter/, and How is Corrugated Cardboard 3. Then have small groups of students design and conduct Made? http://www.ehow.com/how-does_4885538_how- brief experiments testing a specific aspect of the strength corrugatedcardboard-made.html of paper-based packaging.

Take a closer look at www.theresponsiblepackage.com. 6 Activity 4 Protecting Products How strong/protective is paper-based packaging? Objective Students will compare and contrast the different ways in which paper-based packaging can be used. Overview Students will experiment with different ways of packaging a fragile item using only paper-based packaging materials. They will determine the optimum balance of cushioning vs. space and the most appropriate packaging materials for the job. Materials and Resources • Paper-based packaging materials including, corrugated box (cardboard), , paperboard, shredded paper, and paper bags. • A variety of fragile items to be packaged—examples might include empty eggshells (collected in advance), origami pieces, or thin crackers in a variety of sizes.

Procedure 1. Have students brainstorm some of the occasions when they • Drop the package from a height of 4 feet. might need to package something fragile. For instance, they • Toss the package back and forth between two students. might want to ship a gift to a friend, take home a souvenir • Stack a heavy box on top of the package. from a trip, move a special collection to a new home, or • Shake the package for 3-5 seconds. carry a project home from school. 5. Have groups record and share their data using a chart 2. Next, create a list of questions students should answer such as the following example: before choosing the best paper-based packing materials to protect fragile items, as well as how a fragile item should Packing Passed Passed Passed Passed be packed. Material Drop Stack Toss Shake Used Test? Test? Test? Test? • Are products safer when they’re packed tightly or loosely? • What type of paper-based packing material is best crumpled paper for particular objects? placed loosely all no yes yes no • Does the weight of the packing material make around the item any difference? wrapped item in • How much space should be left around a fragile item? newsprint and 3. Pass out the fragile items to small groups of students packed tightly with and provide access to a variety of paper-based packing shredded paper materials. Ask small groups to brainstorm several different 6. As an extension, have students collaborate in small groups ways of packing the item, using only the boxes, paper, and to have them combine two or more packing materials into bags provided. Allow students to share their own creative one design to increase the amount of protection. Have them ideas, which could include: shredding, tearing, or crumpling infer which two materials would offer the most protection paper; supporting items in a box using reshaped, cut, or for a particular object and then test the combination folded cardboard, etc. compare to 2 or 3 other combinations. 4. Next, have groups test their ideas by packing the items and then testing the integrity of the packaging by performing experiments such as: 7 Activity 5 Responsible Design How do the design, manufacture, and use of paper-based packaging affect the environment? Objective Students will design and create responsible packaging for a selected project. They will explain how their design is appropriate for the intended product. Overview Students will recognize that packaging is important and that responsible packaging begins with responsible design. Students will consider products that require packaging and will design (and construct) responsible packaging for that product. During this activity, students will learn about the Paperboard Packaging Alliance’s Student Design Challenge, view slideshows of winning designs, and discuss why they think the finalists’ designs won. Materials and Resources • Paperboard Packaging Alliance Student Design Challenge http://paperboardpackaging.org/student_design_ challenge/index.html • Examples of product packaging, such as kid’s meal and other fast-food containers, drink/cup holders, toy and game packaging, etc. • Paper-based packaging materials, including corrugated box, paperboard, heavy paper, brown bags, and clean, empty cartons of different sizes • Writing materials, including pens, crayons, markers, or colored pencils • Computer with Internet access

Procedure 1. Have small groups of students visit the Paperboard Packaging 3. Have students also brainstorm products that are sold or Alliance Student Design Challenge website. They should shipped in excessive or unsustainable packaging. explore the site and view the winning entries. Discuss with 4. From the brainstormed lists, have pairs or small groups students the reasons why they think the finalists’ designs of students select one of the products and then design won. Ask questions such as: responsible packaging for the product. Have them • What products are meant to be packaged by these designs? consider the paper-based materials used, how the item • What makes them attractive? needs to be protected, how to make the packing strong, • What makes them responsible? and how to limit . Each group should • How are they different from similar packages you’ve provide a brief written rationale for their design. seen before? 5. Next, provide materials for groups to use in constructing • Why do you think this design won the contest? prototypes for their packaging. Allow time for students 2. Then have students look over the examples of packaging to construct and share their designs. you’ve provided, and list the products that use this packaging 6. If possible, have students use these designs as (sandwiches, video games, etc.). Have the class brainstorm a inspiration for participation in a “design innovation” list of other products that require packaging, thinking about in-class science fair which focuses on packaging and products sold in grocery stores, department stores, design. (See page 11). or restaurants.

Take a closer look at www.theresponsiblepackage.com. 8 Activity 6 Think Outside of the Box In what creative ways can paper-based packaging be used? Objective Students will explore how paper-based packaging is versatile and sustainable, and then will create designs for a product that uses paper in an unconventional way. Overview Students will learn about Recompute, a computer designed primarily out of cardboard. They will then work in groups to redesign an existing product out of paper products to make it more sustainable. Materials and Resources • Chart paper • Poster paper • Computer with Internet access • A variety of paper-based packaging for repurposing • Crayons, markers, colored pencils, or poster paints

Procedure 1. Ask students to independently define “sustainability” and work in small groups to generate ideas for a new product “versatility.” Have students share their responses with the by “thinking outside of the box.” Inspire students by sharing class. Explain that something that is sustainable can be these websites and videos with them: used without it being completely used up or destroyed. a. Cardboard Furniture: http://inhabitat.com/tag/ Explain that something that is versatile can be used for cardboard-furniture/ many different functions or activities. b. The band Meeting of Important People’s video 2. Have students discuss how paper-based packaging is both for “Brittney Lane Don’t Care”: http://www. sustainable (it comes from renewable resources and can meetingofimportantpeople.com/ (click on videos) be reused or recycled) and versatile (it can be used for c. 5th Graders invent cardboard cylinder instruments: many different functions and purposes). http://www.youtube.com/playlist?list=PLMoKQih2HMiDq 3. Explain that paper-based packaging can be used in 86MC4oFcekU7G2uNchN9 more ways that just as a boxes or shipping containers. 6. Have students work over several class periods on their Introduce students to “Recompute,” a computer made designs and, if time allows, create prototypes of their out of corrugated cardboard by showing them the Prezi products using repurposed packaging. Then, have them presentation at http://recomputepc.com/index.php/about. create informational brochures or posters describing the 4. Allow students to explore the Recompute website to ways in which their product is sustainable and versatile. learn more about the product, the design process, 7. Set up a design gallery to showcase each of the designs and sustainability. and invite local community members and business leaders 5. Explain that there are many other uses for paper-based in to provide feedback on the designs and prototypes. packaging that have not yet been invented. Have students

9 Activity 7 What Can I Do? What can students do to protect and improve the environment?

Objective Students will create and implement a personal action plan for making a positive impact on the environment. Overview Students will brainstorm ways in which each of them can effect change through consumer activities to make a positive impact on the environment–with a focus on paper-based products. Students will include post-use activities and actions that can be promoted within their community. Materials and Resources • in Your Community http://earth911.com/recycling/paper/paper-recycling-in-my-community/ • Drawing paper and crayons, markers, or colored pencils.

Procedure 1. Have a discussion with the whole class, asking the 3. Then have each group create a presentation that features question “What are some ways our community can help their ideas and make the presentations available to other protect the environment?” Accept all answers, and then students and the community through a school newsletter, guide the discussion to four key questions (and write website, or a local access channel. them on the board): 4. With the class, discuss the fourth group’s answers to • How can we increase sustainability through the question “What else can I do to make a change in our purchases? my community?” Select one of these ideas, if feasible, • What can we do with the things we’ve finished using? to undertake as a class community service project. • What can we do to make a change in our community? If necessary, you might also suggest some additional activities that would help educate community members Then write students responses during a brainstorm session about the importance of recycling, sustainability, and under each of these headings, focusing on buying paper- responsible packaging. based products such as fast-food containers, buying items with paper-based packaging at the store and online, 5. Finally, have each student write a personal action plan that recycling activities, reusing paper-based packaging for describes how they will make positive changes in each of other purposes, proper disposal of products, and ways the three key areas. Then, in a few weeks, have students of educating neighbors and community leaders about share what they have been doing and how it will make a recycling and responsible packaging. positive change. 2. Next, divide the class into four groups and assign one of the four key questions to each. Allow time for each group to research their question and brainstorm additional ways they can make a difference. Allow additional time for each group to present their results to the whole class.

Take a closer look at www.theresponsiblepackage.com. 10 Activity 8 Sustainable Design Fair Have your students participate in a class- or school-wide sustainable design fair by working independently or in groups to create a design for a product or packaging that supports sustainability through use of paper-based products. In doing so, have them follow these steps to design, test, and produce the product.

Define the What products can be sold or shipped in sustainable, paper-based packaging? Problem Research the What packaging is currently used for the product? How can paper-based Landscape packaging be used? Define the What are the constraints or requirements? (e.g., Does the product contain a Constraints liquid? Is it heavy? What are its measurements?) Design a What is a possible solution? Does it fit within the constraints? Is it sustainable? Solution Can it be reused? Build a What materials are needed? Can it be built for minimal cost? Prototype Test the Is it sturdy? Does the product fit in the packaging? Is the product protected? Prototype Evaluate the In what ways does the design need to be improved based on the testing data? Design Revise the Which simple changes will improve the design? Does the design need to “go Design back to the drawing board” or simply be “tweaked”? (the repeat the build, test, and evaluation steps)

Share the Once you have a design which meets the constraints and works well for the Solution product, host a design fair and invite school and community members to see the creativity and innovation!

Check out these resources for information about contests: Paper Recycling Awards - http://www.paperrecycles.org/recycling-awards Paperboard Packaging Council TICCIT program - http://www.ppcnet.org/JOINPPC/TICCITProgram.aspx Carton Council Program - http://www.recyclecartons.com/

11 Home and School Connection

Dear Parents, Your child has been learning about the benefits of using paper-based packaging and making responsible choices when it comes to packaging, selecting items to purchase, and reducing waste by reusing paper-based products in the home. Enjoy these activities with your child as you explore ways of making responsible choices in your home. • Collect all the paper-based packaging and plastic packaging your family has used for a week. Reflect on what you’ve learned (Which type of packaging do you use most? Which packages are used once and which are used multiples times? Which ones can be recycled?). Weigh the packaging you’ve used and then estimate how many pounds of different types of packaging your family uses in a month and a year. • Choose an aisle in the supermarket and figure out percentages of paper–based vs. plastic packaging. • Examine packages you receive through online or mail-order purchases. What type of packaging is used? How much of the packaging is paper-based? Why are certain materials used (to protect fragile items, to hold loose items in place, etc.)? Can any of the packaging be reused or recycled in your home? • Use paper that you can’t recycle as compost for a home garden. Gardening is a great way to introduce your child to new vegetables that couldn’t be any fresher than from your own backyard. According to the Cornell Cooperative Extension http://cwmi.css.cornell.edu/compostbrochure.pdf, cardboard and paper can help the basis of your compost pile. • Start a paper recycling initiative on your street or in your neighborhood, if paper recycling is not available in your community. Share information about the benefits of recycling paper and then encourage neighbors to recycle at home if curbside pickup is available. If not available, instead have neighbors take turns collecting paper for recycling and then taking it to a local recycling center. • Help your child construct a play area for your family’s pet using corrugated packaging and boxes. If the play area becomes unusable, the cardboard can then be recycled. • When you see instances of responsible packaging in the marketplace, help your child write a letter commending businesses for use of sustainable materials and efficient design. • Speak with your child’s teacher about repurposing your paper-based packaging in their classroom. They are testing and designing paper-based packaging and may be in need of many of the paper- based products you are currently recycling.

Take a closer look at www.theresponsiblepackage.com.