Resource Title:

Deconstruction

Description:

Sometimes you have to take things apart to understand how they work. In this activity, students will take apart electronics to understand why they are hard to recycle.

Target Grade Level:

Grades K-4

Discipline or Course (Audience):

Science

Time Frame:

Two to three 45-minute class periods without extensions

Suggested Grouping:

2-3 students

Educator Prep:

While curbside recycling has become more common in the U.S. in recent years, many people still do not know how to recycle items that cannot be left at the curb. Electronics are one example. According to a study by the United Nations, 41.8 million tons of electronic waste was thrown away in 2014. They also estimate that only 10 to 40 percent of this waste was disposed of correctly. According to ISRI, about 31% of Americans have never recycled electronics. Many people polled weren’t aware that electronics couldn’t be thrown away, didn’t realize electronics could be recycled, or didn’t know how to recycle electronics.

It isn’t as easy to recycle electronic items as to recycle paper, plastic, metal, and glass, but there are good reasons to do it. In many places, it is illegal to put electronics in the trash because electronics may contain toxins that can leak into the landfill. Electronics also contain parts, such as metal and plastics, that won’t break down quickly in the landfill. In addition, as with all recycling, reusing the parts in electronics saves valuable resources and consumes less energy than manufacturing items using new materials.

Some common places that electronics can be recycled include scrap yards, electronics manufacturers and retailers, and, in some areas, designated hard to recycle events. If a search doesn’t bring up this information for your area, you can contact your local trash and recycling provider to ask. The EPA’s Electronics Donation and Recycling resource offers some specifics about where to recycle electronics nationally.

Recommended Student Background Knowledge and Skills:

• Note: You may want to have students complete the related Article - Test Your Metal which is a nice companion to the sorting students do in this activity. @Grace - we need to update this link ID

Materials

• an assortment of mixed recycling (paper, plastics, glass), clean and dry
• pliers, wrenches, and screwdrivers of various types and sizes (Check the electronics you gather to see exactly what kinds of tools you will need.) You may also want to have wire cutters on hand for adult use
• boxes or tubs to hold electronics
• hula hoops to help younger students sort recyclables 
• safety goggles
• include a variety of nonfunctioning electronics, such as computers, inkjet printers, VCRs, etc.
• books about recycling;
  • Recommended for grades K-2: Why Should I Recycle? by Jen Green.
  • Recommended for grades 3-4: Recycle!: A Handbook for Kids by Gail Gibbons

Teacher Preparation Directions:

• Gather materials
• Review the student section before launching the lesson.

Sorting Recyclables

• Before beginning the activity, give students a brief overview and review the table expectations.  Emphasize that students are looking for patterns when they group their items. Pose the question: What makes the items similar and different from the other groups? You might even provide them with some simple tools like magnifying glasses.
• Divide students into groups of no more than three and distribute recyclable items to each group. Be sure each group receives a mixture of paper, glass, and different types of plastic.
• For younger students:
  • do not use the data table.
  • provide boxes, hula hoops, or other concrete items into which students can sort the recyclables.
  • discuss their ideas in their groups
• Identifying patterns forms the basis for classification. As students sort the items, ask them to look for patterns in the materials.
• Older students should record their categories and characteristics on the data sheet.
• Ask groups to share the criteria they used to sort the recyclables.

Sorting Electronics

• Give a brief overview.
• Introduce students to the term “electronics.” Write the word on the board for students to reference as they read instructions.
• Distribute one electronic item to each group. Have them complete the activity. Be sure to provide small boxes or tubs in which to put small parts to all groups.
• Discuss with students the different kinds of items they identified in both activities. Support students as they draw connections between the items they sorted.
• Explain that some items are more difficult to recycle than others. The items students sorted in the first activity can usually be recycled at home or at school. Other items, such as electronics, are harder to recycle.
• Have students work with their groups to write their ideas about why electronics are harder to recycle. 
• Read a book about recycling to students. Recommended books are listed in the materials section, but any book about recycling that describes how items are sorted, broken down, and used to make other materials will work. Since this is a read-aloud, you can also adlib a well-illustrated book for older students. As you read, emphasize how different materials are sorted, broken down, and made into something new.
• After reading, discuss how the information in the book relates to groups’ ideas.
  • Does the information support their ideas?
  • Does it contradict it?

Example Answers

Remote Learning Adaptations:

This activity can be introduced online.