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Learning Goals

Each topic, accessed via the buttons at the top of this page, contains two videos and two documents. The videos set up the topic and help provide answers to the worksheets and activities.

Of the documents, you will find one for teacher use and one set of worksheets that is ready to print and hand to students. The first document contains teacher-led exercises that do not have a worksheet component. It also provides guidance for using the worksheets, learning standards associated with each activity, and answer keys.

You can pick and choose the resources that fit your needs. Unless otherwise noted in the “How To” section, each exercise can stand alone.

Need to search activities based on a certain New York State learning standard? We’re working on it. See the section below. Stay tuned.

If you need any assistance, reach out to OCRRA Recycling Specialist Lisa Piering at [email protected].

 

 

Curriculum Addressed

Search by standard in each topic! We have created tables that will allow you to see which activities correspond to each cited learning standard. They are organized by topic. Click the buttons above for “Overview”, “Recycle”, or “Compost” and scroll to this section to access each table.

  • Science: ESS3.A, ESS3.C, 4-ESS3-1, 5-ESS3-1, PS1.A, PS1.B, 4-PS3-2, 5PS1-1, 5-PS1-A , 5PS1-2, 5-PS3-1, 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3,LS1-C, LS2.A, LS2.B, LS2.C, LS2.D, 3-LS4-3, 5-LS1-1, 5-LS2-1
  • Language: 3W1b, 3W1c, 3W2c, 3L4b, 4W1a, 4W1b, 4W2c, 4W4, 4W6, 4SL1, 4SL4, 4L6, 5W1, 5W1a, 5W4, 5W6, 5W7, 5SL1, 5SL1b, 5SL1c, 5SL1d, 5SL2, 5SL3, 5SL4, 5SL5, 5L4
  • Social Studies: 3.3, 3.3a, 3.3b, 3.9, 3.9a, 3.9b, 3.10b, 4.4c, 4.6d, 5.5b, 5.7b, 5.7c
  • Civics:
    • Ask geographic questions about where places are located and why they are located there
    • Ask geographic questions about where places are located and why they are located there, using location terms and geographic representations, such as maps, photographs, satellite images, and models. Describe where places are in relation to each other and describe connections between places.
    • Use location terms and geographic representations, such as maps, photographs, satellite images, and models, to describe where places are in relation to each other, to describe connections between places, and to evaluate the benefits of particular places for purposeful activities.
    • Describe and compare New York State historical events.
    • Describe how human activities alter places and regions.
    • Describe how human activities affect the environment of a world community; describe how the environment of a specific world community affects the human activities in that community.
    • Distinguish between long-term and immediate causes and effects of an event from his/her life or current events or history
    • Distinguish between the various types of resources (human capital, physical capital, and natural resources) required to produce goods and services.
    • Distinguish human activities and human-made features from “environments” (natural events or physical features—land, air, and water— that are not directly made by humans).
    • Recognize the relationship between geography, economics, and history in world communities.
    • Identify how environments affect human activities and how human activities affect physical environments.
    • Identify the variety of resources available in a particular world community used to produce goods and/or provide services.
    • Identify opportunities for and the role of the individual in social and political participation in the school, local, and/or state community.
    • Identify opportunities for and the role of the individual in social and political participation in the school, local community, or world community.
    • Identify situations in which social actions are required and suggest actions.
    • Identify rights and responsibilities as a citizen of the community and the state.
    • Participate in activities that focus on a classroom, school, community, state, or national issue or problem.
    • Participate in activities that focus on a classroom, school, or world community issue or problem.
    • Demonstrate respect for the rights of others in discussion and classroom debates, regardless of whether one agrees with the other viewpoint. Consider alternate views in discussion with teacher support.
    • Examine how scarcity affects the decisions about the use of resources by people and governments; examine the costs and benefits of economic decisions.
  • Health & FACS:
    • Identify ways to care for and show respect for ourselves and others.
    • Identify ways to protect and preserve a healthy environment.
    • analyze how environment and personal health are interrelated
    • analyze how health laws, policies, and regulations protect personal and environmental safety.
    • Participate in a school community service project (e.g., water conservation or recycling program).
    • assist with simple classroom maintenance by disposing of litter properly and keeping aisles and doorways free of obstacles
    • maintain and organize personal property and living space.
    • develop community approaches which enhance and protect the quality of the environment.

  • Math: NY-3.OA-3, NY-3.OA-7a, NY-3.OA-8, NY-3.NBT-2, NY-3.NF, NY-3.MD, NY-4.OA-2, NY-4.OA-3, NY-4.NF-7, NY-5.NF-6