Teacher’s Guide Grade 5

Interactive science, engineering, and environmental lessons with a

reproducible letter for parents

Science Lessonsand Activities

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Take a closer look at www.theresponsiblepackage.com.

Dear Educator,

Welcome to The Responsible Package® program. This in-school program aims to build:

• an understanding of why paper-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 in this guide focuses on dispelling myths by asking students to think about making responsible choices. The activities also bring awareness to the role that paper-based packaging plays in protecting the environment, reducing waste, and preserving natural resources.

The chart on page 3 of this guide outlines which Next Generation Science Standards (NGSS) each activity supports. The activities can be taught in any order that fits your individual classroom needs.

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 making positive changes to increase the amount of paper-based packaging recycled at school and at home, as well as improving recycling in their communities.

To help students learn that they can effect change by doing their own small part in making responsible choices, we have included a Recycling Pledge as part of the program materials. Please encourage your students to bring the pledge home, discuss it with their families, and return signed pledges. We welcome friendly competition between fifth-grade classes to see who can get the most pledges returned, or perhaps you can create a “Recycling Board” in your classroom on which to display the pledges and celebrate positive acts of recycling that occur in class or school.

In addition, a set of activities for families is included for continued learning at home!

Your friends at The Responsible Package

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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 books 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 are 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)

Related Next Generation Science Standards

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ObjectiveStudents 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.

OverviewStudents 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

1. Brainstorm with students the ways in which people use trees. Examples might include wood for homes and furniture, writing paper, skateboards, books, etc. Next, have students list other benefits provided by trees and forests, besides the material objects made from their wood. Answers should include: They help provide clean air; they provide fruit and nuts; they provide homes for animals; they offer shade; and they lower energy costs in your home. If necessary, students can spend 10-15 minutes researching this question in small groups.

2. Then, ask students these questions: What happens when trees are harvested for wood or to make paper? How can the U.S. be sure that there will be trees in the future? Why do trees need to be replaced when they are harvested?

3. Have students research the answers to these questions and collect data related to sustainable forests. Share the following concepts with your students, explaining as necessary depending on the level of your students:• Paper-based packaging comes from a renewable

resource—originating from materials that are sustainably grown, managed, and harvested for the paper industry to produce sustainable packaging.

• The U.S. grows more trees than it harvests. The standing

Procedure

The Future of Packaging How does harvesting trees for wood and paper products affect the environment?

Activity

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• Society of American Foresters http://www.safnet.org

inventory (volume of growing trees) on U.S. timberlands increased 51 percent between 1953 and 2006.

• During 2011, the national growth to removals ratio was 2.1. This means that more than twice as much wood is being grown on U.S. timberland than is being harvested. (See Forest Resources of the United States, 2012, Table 36).

4. Next, have students work in small groups to create line or bar graphs that project the growth of trees and forests in 10, 25, and 100 years, based on current harvesting and growth trends as reflected by the statistics. Afterwards, have groups come together to compare and contrast their graphs. Students should explain how they arrived at their projections and discuss any differences among the groups.

5. As an extension, plant trees on school grounds with your class. One way to do this is to participate in TICCIT (pronounced “ticket,” which stands for “Trees into Cartons, Cartons into Trees”), an educational program for school-aged children that highlights the renewability and sustainability of paper and paperboard packaging. In the TICCIT program, local school partners donate tree seeds or native saplings and teach students how to plant them in a paper-based carton. The cartons provide protection and a natural water funnel for the new trees. As the trees grow, the cartons biodegrade, completing the “trees into cartons, cartons into trees” cycle. Visit www.paperbox.org/ticcit for additional information.

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1. Have students brainstorm a list of the benefits of using paper bags at the checkout. Allow all answers, but the final list should emphasize that paper bags are:• reusable• strong• versatile• recyclable• compostable• made from sustainable renewable sources/

recycled materials

Students can work in small groups to define these terms by doing brief Internet research with particular focus on sustainability and renewability. Then, as a full class, have students share ways in which paper bags are reusable, strong, versatile, etc.

2. Have students focus on creative ways to reuse paper bags with these prompts: Name some art/craft projects you have made with paper bags. Think about three ways you might use a paper bag in your bedroom (or kitchen, or the classroom, etc.). The 20 Ways to Reuse a Paper Grocery Bag http://www.fcgov.com/recycling/pdf/kereuse.pdf resource offers a good variety of creative uses that you can share with students or reproduce for students to take home. Give small groups of students paper bags in

different sizes. Have them brainstorm and share all the ways they can be used.

3. Distribute drawing paper and writing materials to students in small groups or pairs. Then, ask each group of students to brainstorm their own video, “A Day in the Life of a Paper Bag.” For example, students might show how a paper bag begins in a grocery store, travels to a shopper’s home, moves to a neatly folded stack of bags in the pantry, and is then decorated and used to cover a student’s book. Each video should culminate in the paper bag being reused in a creative way followed by being recycled.

4. Using the writing materials, students should create a storyboard depicting each key scene in their video. They should draw the images and then write related voiceover or dialogue.

5. Have students create videos or slideshows based on their storyboards using video editing or slideshow software.

6. Finally, have students share their productions with other students in order to encourage alternate uses of paper bags (e.g., through school district local access channel, if available).

Procedure

ObjectiveStudents will describe several ways in which paper bags are environmentally sound.

OverviewStudents will explore the benefits of choosing paper bags in a retail store and describe why paper bags are environmentally sound (recycling, compostability, sustainable sourcing, 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 Paper Bag,” 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

Paper, Please Is choosing a paper bag when shopping a responsible choice?

Activity

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ObjectiveStudents will demonstrate and explain why different types of paper-based packaging are suitable for a variety of purposes.

OverviewStudents 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 (shipping or retail, for example) and will determine which type of paper-based packaging (e.g., carton, corrugated packaging, cardboard, etc.) would be most appropriate for the intended purpose.

Materials and Resources• We Recycle Cartons http://www.recyclecartons.com/ • A variety of paper-based packaging, including corrugated boxes, paperboard boxes, paper bags, and shipping sacks

1. Provide samples (actual packaging or photographs) of various types of paper-based packaging, including boxes, cartons, paper bags, etc. Have students brainstorm a list of the ways packages like these are used. Some examples might include:• Corrugated boxes: mail-order shipping boxes,

computer boxes• Paperboard boxes: cereal boxes, video game packaging• Paper: shopping bags, lunch bags, envelopes• Cartons: milk cartons, juice cartons, egg cartons• Shipping sacks: pet food bags, grass seed bags

2. On the board, write the headings: Shipping, Food, Carrying Items, and Containers. Then have students take turns matching each type of paper packaging from the samples to appropriate heading. Have students explain their choices, asking questions such as:• Why is a carton (rather than a box) the most appropriate

container for milk?• Why doesn’t a skateboard ship in a shopping bag?• Why are corrugated boxes used for shipping electronics?

3. Then have small groups of students design and conduct brief experiments testing a specific aspect of the strength of paper-based packaging.

Some suggested topics include:• How much weight can a cereal box hold without tearing

or changing the box’s shape?• Which types of packaging can hold a liquid? Which types

of liquid can each hold?• Which is easier to carry: a sack or a box holding the same

weight? Do the contents of the package affect the results?

4. Have students evaluate the results of their experiments and determine if any modifications to the design of the packaging would make it stronger. Have students share their designs with their peers and collectively modify the designs.

5. As an extension, have students research how different types of paper-based packaging are manufactured and the materials from which they are made (and why). Some related resources include: We Recycle Cartons Frequently Asked Questions http://www.recyclecartons.com/carton-recycling-faqs/, The Carton http://www.recyclecartons.com/why-juice-box-milk-carton-recyclingmatter/, How is Corrugated Cardboard Made? http://www.ehow.com/how-does_4885538_how-corrugatedcardboard-made.html, and Paper Recycles http://www.paperrecycles.org.

Procedure

Activity

3That Won’t Hold Water How strong is paper packaging?

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1. Have students brainstorm some of the occasions when they might need to package something fragile. For instance, they might want to ship a gift to a friend, take home a souvenir from a trip, move a special collection to a new home, or carry a project home from school.

2. Next, create a list of questions students should answer before choosing the best paper-based packing materials to protect fragile items, as well as how a fragile item should be packed.• Are products safer when they’re packed tightly or loosely?• What type of paper-based packing material is best

for particular objects?• Does the weight of the packing material make

any difference?• How much space should be left around a fragile item?

3. Pass out the fragile items to small groups of students and provide access to a variety of paper-based packing materials. Ask small groups to brainstorm several different ways of packing the item, using only the boxes, paper, and bags provided. Allow students to share their own creative ideas, which could include: shredding, tearing, or crumpling paper; supporting items in a box using reshaped, cut, or folded cardboard, etc.

4. Next, have groups test their ideas by packing the items, and then test the integrity of the packaging by performing experiments such as:

• Drop the package from a height of 4 feet.• Toss the package back and forth between two students.• Stack a heavy box on top of the package.• Shake the package for 3-5 seconds.

5. Have groups record and share their data using a chart, such as the following example:

6. As an extension, have students collaborate in small groups to have them combine two or more packing materials into one design to increase the amount of protection. Have them infer which two materials would offer the most protection for a particular object, and then test the combination compare to 2 or 3 other combinations.

Procedure

ObjectiveStudents will compare and contrast the different ways in which paper-based packaging can be used.

OverviewStudents 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), newsprint, 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.

Activity

4Protecting Products How strong/protective is paper-based packaging?

Packing Material Used

Passed Drop Test?

Passed Stack Test?

Passed Toss Test?

Passed Shake Test?

crumpled paper placed loosely all around the item

no yes yes no

wrapped item in newsprint and packed tightly with shredded paper

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ObjectiveStudents will design and create responsible packaging for a selected project. They will explain how their design is appropriate for the intended product.

OverviewStudents 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/university-features • Examples of product packaging, such as a kid’s meal and other fast-food containers, drink/cup holders, toy and game

packaging, etc.• Paper-based packaging materials, including corrugated boxes, paperboard, heavy paper, brown bags, and clean,

empty cartons of different sizes• Writing materials, including pens, crayons, markers, or colored pencils• Internet access

1. Have small groups of students visit the Paperboard Packaging Alliance Student Design Challenge website. They should explore the site and view the winning entries. Discuss with students the reasons why they think the finalists’ designs won. Ask questions such as:• What products are meant to be packaged by these designs?• What makes them attractive?• What makes them responsible?• How are they different from similar packages you’ve

seen before?• Why do you think this design won the contest?

2. Then have students look over the examples of packaging you’ve provided, and list the products that use this packaging (sandwiches, video games, etc.). Have the class brainstorm a list of other products that require packaging, thinking about products sold in grocery stores, department stores, or restaurants.

Procedure

Activity

5Responsible Design How do the design, manufacture, and use of paper-based packaging affect the environment?

3. Have students also brainstorm products that are sold or shipped in excessive or unsustainable packaging.

4. From the brainstormed lists, have pairs or small groups of students select one of the products and then design responsible packaging for the product. Have them consider the paper-based materials used, how the item needs to be protected, how to make the packing strong, and how to limit packaging waste. Each group should provide a brief written rationale for their design.

5. Next, provide materials for groups to use in constructing prototypes for their packaging. Allow time for students to construct and share their designs.

6. If possible, have students use these designs as inspiration for participation in a “design innovation” in-class science fair which focuses on packaging and design. (See page 11).

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1. Ask students to independently define “sustainability” and “versatility.” Have students share their responses with the class. Explain that something that is sustainable can be used without it being completely used up or destroyed. Explain that something that is versatile can be used for many different functions or activities.

2. Have students discuss how paper-based packaging is both sustainable (it comes from renewable resources and can be reused or recycled) and versatile (it can be used for many different functions and purposes).

3. Explain that paper-based packaging can be used in more ways than just as a boxes or shipping containers. Introduce students to “Recompute,” a computer made out of corrugated cardboard by showing them the Prezi presentation at http://recomputepc.com/index.php/about.

4. Allow students to explore the Recompute website to learn more about the product, the design process, and sustainability.

5. Explain that there are many other uses for paper-based packaging that have not yet been invented. Have students

work in small groups to generate ideas for a new product by “thinking outside of the box.” Inspire students by sharing these websites and videos with them:a. Cardboard Furniture: http://inhabitat.com/tag/

cardboard-furniture/b. Cardboard Bike by Izhar Gafni: https://www.youtube.

com/watch?v=txSboSNQINsc. 5th Graders invent cardboard cylinder instruments:

http://www.youtube.com/playlist?list=PLMoKQih2HMiDq86MC4oFcekU7G2uNchN9

6. Have students work over several class periods on their designs and, if time allows, create prototypes of their products using repurposed packaging. Then, have them create informational brochures or posters describing the ways in which their product is sustainable and versatile.

7. Set up a design gallery to showcase each of the designs and invite local community members and business leaders in to provide feedback on the designs and prototypes.

Procedure

ObjectiveStudents 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.

OverviewStudents 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 • Internet access• A variety of paper-based packaging for repurposing• Crayons, markers, colored pencils, or poster paints

Activity

6Think Outside of the Box In what creative ways can paper-based packaging be used?

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ObjectiveStudents will create and implement a personal action plan for making a positive impact on the environment.

OverviewStudents will brainstorm ways in which each of them can 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• Drawing paper and crayons, markers, or colored pencils.• Paper Recycles http://www.paperrecycles.org

1. Have a discussion with the whole class, asking the question “What are some ways our community can help protect the environment?” Accept all answers, and then guide the discussion to three key questions (and write them on the board):• How can we increase sustainability through

our purchases?• What can we do with the things we’ve finished using?• What can we do to make a change in our community?

Then write students’ responses during a brainstorm session under each of these headings, focusing on buying paper-based products such as fast-food containers, buying items with paper-based packaging at the store and online, recycling activities, reusing paper-based packaging for other purposes, proper disposal of products, and ways of educating neighbors and community leaders about recycling and responsible packaging.

2. Next, divide the class into three groups and assign one of the three 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.

3. Then have each group create a presentation that features their ideas and make the presentations available to other students and the community through a school newsletter, website, or a local access channel.

4. With the class, discuss the third group’s answers to the question “What can we do to make a change in our community?” Select one of these ideas, if feasible, to undertake as a class community service project. If necessary, you might also suggest some additional activities that would help educate community members about the importance of recycling, sustainability, and responsible packaging.

5. Finally, have each student write a personal action plan that describes how they will make positive changes in each of the three key areas. Then, in a few weeks, have students share what they have been doing and how it will make a positive change.

Procedure

Activity

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

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Activity

8Sustainable 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 package that supports sustainability through use of paper-based products. In doing so, have them follow these steps to design, test, and produce the product.

Check out these resources for information about contests:Paperboard Packaging Council TICCIT program - http://paperbox.org/TICCIT

Carton Council Program - http://www.recyclecartons.com/

Define the Problem

What products can be sold or shipped in sustainable, paper-based packaging?

Research the Landscape

What packaging is currently used for the product? How can paper-based packaging be used?

Define the Constraints

What are the constraints or requirements? (e.g., Does the product contain liquid? Is it heavy? What are its measurements?)

Design a Solution What is a possible solution? Does it fit within the constraints? Is it sustainable? Can it be reused?

Build a Prototype What materials are needed? Can it be built for minimal cost?

Test the Prototype

Is it sturdy? Does the product fit in the packaging? Is the product protected?

Evaluate the Design

In what ways does the design need to be improved based on the testing data?

Revise the Design

Which simple changes will improve the design? Does the design need to “go back to the drawing board” or simply be “tweaked”? Then repeat the build, test, and evaluation steps.

Share the Solution

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

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Dear Parents,

Your child has been learning about the benefits of using paper-based packaging and making responsible choices when it comes to reducing waste in the home. Below are some fun ways you and your child can explore these concepts further:

• Collect all the packaging (plastic and paper-based) 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 multiple 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.

• Collect and examine packages you’ve received through online or catalog 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 (see family guide). Gardening is a great way to introduce your child to new vegetables, fresh from your own backyard. According to the Cornell Cooperative Extension http://cwmi.css.cornell.edu/compostbrochure.pdf, cardboard and paper can help form the basis of your compost pile.

• Help your child construct a play area for your family’s pet using corrugated packaging and boxes. If the play area becomes unusable, check with your community to see if it can be recycled.

• When you see instances of a responsible package 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. The classroom may be in need of many of the paper-based products you are currently recycling.

We’ve also included a family activity booklet and recycling pledge that we encourage all families to review and discuss together.

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