Resource Title:

Invitation to Recycling

Description:

Begin with recycling, continue with creativity and end with a celebration. Makes for a good collaborative lesson between Science and Art teachers.

Target Grade Level:

Grades K-4

Discipline or Course (Audience):

Science

Time Frame:

Two 90-minute sessions

Suggested Grouping:

3-4 students

Educator Prep:

Paper recycling is one of the real success stories of the industry. Paper and other forms of fiber comprise one of the most widely recycled materials in the world. Since 1990 Americans have recycled more than a billion tons of paper. The materials are used for new packaging and paper. More than 75 percent of paper mills rely on recovered fiber to make some of their products. In 2011, the US recycled about 325 pounds of paper for every person in the country-- nearly two-thirds of what we use. This not only saves trees, but energy.

The essential component of paper is cellulose. It is a polysaccharide that is indigestible to humans and most other animals (although termites have protists in their guts and many breeds of cattle have bacteria in their rumen that make it possible for them to use it as food.)

The properties of cellulose make it both resilient (giving plants strength) and exceptionally useful for recycling. It is the essential molecule that gives wood and paper products their strength. When cellulose fibers are soaked in water, hydrogen bonding occurs among the hydroxyl (OH-) groups on the surface of the fibers, causing them to cling together. Once these bonds are formed, removal of the water (drying) causes these bonds to strengthen even more, resulting in a strong sheet or mesh of fibers that we call paper. That’s the process that students will recreate in the paper-making activity in this unit.

Preparation Directions:

• Gather materials.
• One week prior to this activity, have students keep track of all the paper the class uses by saving all paper recycling bins and having students make sure they discard paper products appropriately as part of the data collection process.
• You might label several different bins or boxes during this time period to mark the different categories such as: white paper; colored paper; newspaper; cardboard; other.
• You might also have students collect and bring in materials like bits of thread, petals from silk flowers, glitter or anything else that is tiny and resistant to water.

Part 1: Collecting Data Teacher Directions

Have students keep track of the amount of paper they use as a class in a week. This can be done in terms of number of sheets of paper, or mass. To save paper, consider projecting this information onto a screen once tabulated. For younger children, this may be sufficient. Have older students create a table, graph, or chart to illustrate their paper use for the week. Have students come up with reasons they may be keeping track of this.

Older students may also be able to calculate how much paper the class uses in a month and a year. If applicable, guide them through these calculations as needed.

For more advanced students, you might also have them calculate how many trees the amount of paper the class uses translates to. Although note that this measurement is more complex to determine because every tree is a different size, and different methods of making paper require different amounts of pulp. Moreover, different kinds of trees produce different amounts of paper as well (hardwoods vs. softwoods). However, Web Link - Conservatree.org offers a few good insights as to how this conversion can be done. One of the easier calculations is that one tree, 40 feet tall and 6-8 diameters across, produces approximately 17 reams of office paper (500 sheets). Students calculate how much the class will use in a year, and “translate” that to trees. Depending on grade and ability, you may do this with students as a class or let them do their own calculations.

When introducing the term cellulose, you might also discuss how most animals, including humans, can’t digest cellulose. Animals that can digest cellulose include cows, horses, sheep, and goats because they have a special kind of bacteria that live inside their stomachs to help break it down. Because cellulose is so strong, it can be reused several times to make new paper after the old paper has been used.

Part 2: Make Paper Teacher Directions

Lead students through the process of making paper!

ScrapMap of recovered paper Article - The Scrap Map II shows how newspapers are converted into cardboard boxes and can be projected for the class to review and consider. 

At one station, you will need a frame and deckle. These are simple to make and useful. You can use old picture frames or cut the frame yourself.

Staple window screening or nylon mesh to the smaller frame, so that the paper/water mixture can be spread thinly across it and dried.

There is no set pattern for the paper that students produce. When they dry, irregular mats of paper can be cut into any shape students prefer and can be as simple or elaborate as they prefer.

Don’t forget to emphasize the science! The same resilience that makes the cellulose in the recycled paper suitable for recycling is what makes it so valuable for commercial and industrial uses in industry.

Extension Activity Teacher Directions

Have students plan a celebration of recycling event. Students can then use the paper they make to prepare invitations to the event. This event could include:

• Artwork students created from re-purposed paper, plastic, and other materials;
• Presentations and/or posters on the benefits of recycling and repurposing;
• Photos of items in the school area that are made from recycled products.
• Participation by special guests like the school custodian or the municipality’s sanitation supervisor;
• Quick art activities/stations using recycled products;
• Games or challenges using recycled products or re-purposed items.

Review suggestions for Web Link - The Recycle Games

Safety

• Always review safety procedures before starting any experiment.  Follow district guidelines when engaging in labs.
• Ensure all materials and equipment are age-appropriate and approved by the district.
• Supervise students closely and stop any unsafe behavior right away.
• Provide and model the correct use of goggles, gloves, and other protective equipment when needed.
• Prepare a clean-up and emergency plan, including access to first aid and safety data sheets.

Remote Learning Adaptations:

This activity can be conducted over video conferencing as a demonstration.

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