Recycling Cans, Saving Resources

Overview

Students read and discuss the story Recycling Aluminum Cans, focusing on how aluminum changes from a solid can to liquid metal and back to a solid form. They use evidence from the story and reference materials to explain why recycling conserves natural resources and answer questions about responsible choices.

Learning intentions

Students will be able to:

• Explain that aluminum is a natural-resource material used to make cans.
• Describe how recycling can help conserve natural resources.
• Ask and answer questions using evidence from a story, illustrations, and reference materials.
• Use observations and a simple model to show the recycling process.

Success criteria

• I can identify aluminum as a solid when it is a can.
• I can describe how aluminum changes during recycling.
• I can explain one way recycling conserves natural resources.
• I can answer a question using evidence from the story or an illustration.

Curriculum links

• Natural resources — identifying ways to conserve resources by reducing, reusing, and recycling.
• Scientific inquiry — asking questions and defining problems from observations and text.
• Scientific inquiry — using tools and models to observe and communicate information.
• Scientific inquiry — collecting observations as evidence.

Lesson structure (15 minutes)

1. 0–2 min · Hook and question. Teacher displays the opening visual in the recycling story presentation and holds up or shows a clean aluminum can, asking, “What happens to this can after we recycle it?” Students make a quick prediction with a partner and share one idea.

2. 2–6 min · Read and notice. Teacher reads selected pages from Recycling Aluminum Cans or displays the story pages, pausing to emphasize the words solid, liquid, melt, cool, flow, and harden; the teacher uses the recycling story presentation to show the can changing form. Students listen, look closely at the illustrations, and identify what happens to the aluminum first, next, and last.

3. 6–9 min · Discuss and model. Teacher uses the recycling story presentation to show a three-part visual model: aluminum can → melted aluminum → new solid object. Explain that aluminum is a solid can, can be melted into a liquid during recycling, and can harden into a new solid item. Students use hand motions or three quick sketches to model the process and answer: “Why is recycling better than simply throwing the can away?”

4. 9–12 min · Partner questions. Teacher distributes the recycling story questions worksheet and reads the questions aloud, directing students back to the story illustrations and reference information when needed. Students work with a partner to answer questions such as: “What state of matter is the can?” “What happens when aluminum is heated?” and “How does recycling help conserve resources?” Partners underline or point to evidence before sharing one answer.

5. 12–14 min · Evidence share and solution. Teacher revisits the recycling story presentation and invites three pairs to share an answer and its evidence. Students suggest one classroom action—such as placing cans in a recycling bin—and explain how that action helps manage a natural resource.

6. 14–15 min · Exit check. Teacher asks students to complete the final prompt on the recycling story questions worksheet: “Recycling an aluminum can helps conserve natural resources because ____.” Students write or draw one accurate response and hand in the worksheet.

Resources

• the recycling story presentation
• the recycling story questions worksheet
• Recycling Aluminum Cans story pages or digital copy
• Recycling reference materials from the provided files
• Clean aluminum can or photograph of an aluminum can
• Document camera or display screen
• Pencils and crayons
• Whiteboard and marker

Assessment

• Listen for student predictions and check whether students use the words solid, liquid, melt, cool, flow, or harden accurately.
• During partner work, ask students to point to the story detail or illustration that supports an answer.
• Use the worksheet and exit response to assess whether students can describe the recycling process and connect recycling to conserving natural resources.

Differentiation

• Provide picture-supported choices—solid, liquid, or gas—and sentence starters such as “The can is a ___ because…” and “Recycling helps because…”
• Read the story questions aloud, allow students to respond by drawing or dictating, and pair students strategically for discussion.
• Preteach the words recycle, aluminum, solid, liquid, melt, and conserve with gestures and visuals.
• For students ready for extension within the lesson, ask them to explain what might happen if melted aluminum were poured into a different-shaped mold and how that connects to the story.