Students will be able to develop basic awareness of self and their environment, and understand their role within their community and environment.

Knowledge:

Students will identify and recognize:

• identify and recognize that the people of Pakistan live in different types of areas (villages, cities, towns, and kachi abadis) and they impact the daily lives of people
• identify some common professions and occupations in Pakistan and the skills required for each profession (tailor, butcher, cobbler, teacher musician etc.).

Skills:

Students will be able to:

• recognize that people from different areas, religions, and cultures can be friends.
• differentiate between lifestyles of people living in different areas (villages, cities, towns, and kachi abadis).
• analyze the types of professions common in the child’s community (tailor, butcher, cobbler, musician, doctor, engineer etc.).

Additional/Advanced SLO:

identify key characteristics of different types of areas (buildings, facilities, environment and the work people do).

research (through oral investigation) about different activities and professions that exist in different regions in Pakistan.

Assessments

Formative Assessments

Comprehension: A passage about 2 friends who go to school together but one of them has moved to this school from a different place in Pakistan. Their mothers and fathers have different professions, and the passage can talk about the similarities and differences in lifestyles of the two families based on the responsibilities of their parents. After reading out the passage/story/video, the teacher can ask students questions about the passage.

Speaking: In this activity, students can be asked to describe the professions they see every day. The teacher can give them an example by narrating his/her day as a professional. The activity is to help students visualize their surroundings and the different people and places they see every day. They can share their experiences by speaking about the kinds of professions the see in the morning when they come to school (Cobblers, shopkeepers, fruit vendors, people going to offices etc.).

Summative Assessments

Writing: Students can speak or write a few sentences about the kind of profession they want to pursue and why.

Learning Activities

Acting Out Professions: In this activity, students can be paired up, or put in groups of three at most and be asked to act out different professions as they understand them. Example – 1 pair can pretend to be tailors and act out fixing someone’s clothes, while another student can be a teacher with the partner acting as a student, and then switch. Students can be asked to find out what their parents do a day before and then come into class for a show and tell (mostly tell), followed by the acting activity.

Standard: Students identify and practice aspects of good character and good manner in their lives.

Student Learning Outcomes: Students will be able to identify and practice elements of good character and manners in their daily lives.

Knowledge:

Students will be able to:

• identify common etiquettes and elements of good character in classroom/home setting and the need to share things
• examine short stories and pictures that show ways in which people help each other (at home, in classroom, in village/city, at the time of any need or disaster)

Skills:

Students will be able to:

• list the things they can share with others (toys, books, stationery items, lunch with friends etc.)
• relate with examples from their daily life the ways in which people exhibit good character and good manners even in tough situations (within their homes, within larger families, within the society)

Assessments

Formative Assessments

Sharing with others in the classroom: The teacher can ask the students to put away their stationery and then sort the students into groups. The teacher then gives 1 pencil, 1 eraser, and 2 color pencils for any writing and drawing activity to each group of 4-5 students. They are then asked to do the activity and the teacher can later on help them understand how they shared and were able to complete the activity. Use this opportunity to ask students how they would feel if nobody shared with them.

Arrange a class activity where students share with each other. (food, stationery, books etc.)

Summative Assessments

What do I share: Teacher provides a set of pictures showing people engaged in different activitof sharing and caring. Students talk about the pictures wit each other.  professions. Students analyze how each profession is contributing to the society.

Learning Activities

Student Learning Outcomes: Students will be able to recognize the importance of respecting others, appreciating their diversity, and being just.

Knowledge:

Students will be able to:

• identify that all human beings are similar, but differ by religion, family, culture, abilities, ethnicity, professions, and should all be respected.
• recognize the importance of respecting everyone despite their religion, family, culture, ethnicity, profession, abilities (including people with special needs) etc.
• recognize what they say and do, can hurt others, and what others do and say, can hurt them (telling lies,  making fun of others, pushing others, bullying using derogatory words etc.).
• identify and list actions which can hurt others – including bullying.
• read stories where people make honest mistakes, apologize, and others demonstrate forgiveness.
• recognize that mistakes are a natural outcome of learning and nothing to be ashamed about or to make fun of.
• recognize that making fun of others can cause distress and hurt others.

Skills:

Students will be able to:

• demonstrate ways in which they can show respect for all in their daily life
• demonstrate the ability to wait for one's turn. For example, while speaking in class, in the school, on the bus stop, at canteen and ticketing counters etc.
• differentiate between and give examples of fair and unfair instances/actions/behavior from their daily life.
• show empathy and courtesy in school and at home, especially for the differently abled
• identify bullying behaviors in school and take actions to stop bullying (Teachers will have to make the rules clear, set up a reporting mechanism, and also maintain an open communication with students).

Additional/Advanced SLO:

identify ways in which we can redress the hurt caused to others (ask for forgiveness, say sorry, do something special for them etc.) .

recognize that when people apologize for their mistake, they should be forgiven.

Identify ways of making unfair situations fair.

Assessments

Formative Assessments

Story Time: The teacher will read out a story about 2 characters students who learn to respect each other.  meet each other but don’t like each other at first. The story goes through various cases of where one of them is mean to the other, or where one of them sees a person being rude to their family member, then someone else bullies them, etc. Throughout the story, students will be asked how they think the character child in the story would be feeling at any particular time, and what the character child should do if they did something unfair, with the teacher leading the class to identify positive behaviors such as being honest, helpful, respectful, and apologizing for their mistake.

Summative Assessments

Good or Bad Behaviours: Students can be shown given 8-10 images of different behaviors and they have to classify them into good or bad behaviors. For example, images can be of someone waiting in line, someone apologizing, someone crying because of another person in the image, etc.

Learning Activities

Behavior Identification: The teacher will ask students to identify different ways in which people are being treated unfairly at home or in school and suggest ways to reduce unfair behavior/actions/situations (bullying in schools, servants being treated unfairly, not following rules etc.)

Standard: Students will be able to recognize the need to respect rules and rights, fulfill their responsibilities and appreciate diversity at local and national global level.

Student Learning Outcomes: Students will be able to observe and follow traffic rules and explain their importance

Knowledge:

Students will be able to:

• identify some traffic rules
• identify the safety rules they should follow while walking on the road, crossing a road, traveling by a bus/rikshaw/van/bicycle/car etc.

Skills:

Students will be able to:

• give examples of traffic rules they routinely follow in their daily lives (specifically when then go to and from the school)
• give examples of the road signs they see and explain what they mean (traffic lights, zebra crossings, ‘slow, stop, speed limit’ signs, signs a traffic warden makes while controlling traffic)

Assessments

Formative Assessments

Traffic Signal: Students have to draw and color in a traffic light according to the three different instructions (stop, wait/slow down, go)

What If? What if the light turns red? What if you have to cross the road? What if you are waiting for a bus? Teacher led activity in which the class will be asked questions about different situations and they have to answer.

Summative Assessments

Match traffic lights with actions/road signs with actions: Students will be given images of different traffic signals/ road signs and have to match it to an action (go, slow down, and stop).

Learning Activities

Traffic Jam (Students can make red, yellow, and green traffic signals to use): Game that students can play in which they pretend to be cars, pedestrians, traffic signals, etc. and have to follow commands, e.g. If a student is holding up a red light, the students playing cars will have to stop, a student crossing the road will have to look both ways as ‘cars’ slowly move across the road. The same can be re-done with a student/teacher pretending to be a traffic warden.

Red light poem: Red light, red light, what do you say? I say stop - stop right away. Yellow light, yellow light, what do you say? I say wait - wait right away. Green light, green light, what do you say? I say go - go right away.

Will identify and respect diversity in religious practices and religions.

Knowledge:

Students will be able to:

• the concept and rRole of government as a service provider (health, education, clean water, infrastructure, utilities, safety and security, parks and playgrounds etc.).
• recognize diversity in terms of religions in their community and in the world
• list different religions in Pakistan (Islam, Christianity, Sikhism, Hinduism, Buddhism, Zoroastrianism (Parsi) etc.)

Skills:

Students will be able to:

• give examples of some services that government provides for the people (health, education, clean water, infrastructure, utilities, safety and security, parks and playgrounds etc.).
• explain why it’s necessary to respect all religions and all places of worship (masjid, church, gGurdwara, temple)
• explain how everyone has a right to practice their own religion freely

Additional/advanced SLO:

• list any three rights of the citizens (right to food, free education, protection, equality and health care).
• reflect on their responsibilities towards to the natural world.
• discuss careful use of food, water and other resources, regularity and hard work towards education, taking care of surroundings and hygiene, treating everyone equally, and following rules and regulations.

Assessments

Formative Assessments

Sab ka Haq: The teacher can ask students to volunteer information about any basic rights of people belonging to different religions (Safety, security, freedom to worshipworkship, freedom to construct places of worshipworkship, freedom to adopt different professions etc.).

Summative Assessments

Writing: Students will list different services that the government provides and how the service is useful for the citizens. Students can also come up with suggestions on how a particular service can be improved. They can also write to a local children’s’ newspaper or write a letter to their local representative.

Learning Activities

My government: In this activity, students can be grouped together and given a chart. They are asked to pretend that they are running the government and have to draw a village/city with all the places and facilities that a government provides. The teacher has to help the students along by giving them tips such as: Where will you play, where would you study, where does the water come from, where would this or that religion practice, etc. The teacher can also stress on how different students in the group can make different things just like different people in a government are responsible for different aspects.

Standard: Students recognize the respect and value of their country Pakistan, its map, its founders and pioneers, and the significance of its flag.Students recognize the respect and value of their country Pakistan, its map, its founders, and the significance of its flag.

Knowledge:

Students will be able to:

• recognize the map of Pakistan.
• name the provinces and areas (AJK, GB and ICT) of Pakistan.
• identify the national capital of Pakistan
• recognize some of the national symbols of Pakistan such as the national animal, fruit, flower, bird, and sport

Skills:

Students will be able to:

• label the map of Pakistan (provinces and areas (AJK, GB, ICT), capital, their own city/village)
• identify what the colors and symbols on the national flag represent
• explain what they do at their favorite festival, when is it held, and its significance

Additional/advanced SLO:

Assessments

Formative Assessments

Draw/color the flag: Students will be asked to draw and color the flag of Pakistan and then raise hands to share what the symbols and colors mean.

Label map on board: The teacher can draw a rough sketch of the map of Pakistan on the board and start labelling different provinces and provincial capitals, Islamabad, with the students’ help.

Summative Assessments

Matching: Students have to match the name of the province to the area on the map given.

Learning Activities

Pakistan map tracing: Students will trace/label the map and then color it in.

Ask your parents 1 thing about any province and area, and come and share in the class: The class will be divided into 64 groups and each group will be given a different province and areas.

Picture Book: The textbook will contain pictures of clothing styles and festivals from the different provinces and areas, and students can be asked to copy any one picture that they like into their workbook.

Standard: Students understand the concept of interdependence by classifying the role of goods and services in our lives and the need for respect for all occupations.

Student Learning Outcomes: Students will be able to identify different occupations/professions and explain the importance of interdependence as a necessity for healthy communal living.

Knowledge:

Students will be able to:

• identify some professions from pictures (teaching, business, farming, medicine etc.).
• list professional achievements of celebrated Pakistanis including women,/ transgenders, minority groups/, and differently abled mixed ability groups.
• Identify some common professions in their communities

Skills:

Students will be able to:

• State which profession they like the most and why
• analyze how different and unique individual skills give rise to different professions in a community, and how all professions are required and important

Assessments

Formative Assessments

Who’s Who: The teacher can ask students different questions such as who helps you when you are illwhen you’re hurt, who helps you to learn in school, who stitches makes clothes, who grows crops, etc.

Who is this person? Students will be divided into groups and each group will be given pictures and a few lines about some different celebrated Pakistanis. The teacher will then ask each group to show their picture to the rest of the class and ask them if they know who they are. Regardless of whether the other students know, the group will then share their information by speaking aloud with the rest of the class.

Summative Assessments

Analysis and critical thinking: Students will pick any profession and analyze why it is the most important in their community. Also analyze how their community is dependent on this profession (for example; gardeners/farmers, we are dependent on them for fresh fruits and vegetables).

Learning Activities

What do my parents do: Students will share what their parents do with the class (positive reinforcement is very important here, clapping for each student when they are done).

Student Learning Outcomes:  Students will be able to discuss the importance of livestock and list major crops in Pakistan.

Knowledge:

Students will be able to:

• identify major crops and livestock in Pakistan
• process of manufacturing goods from crops (cotton to thread to cloth to garments).
• identify the uses of livestock for humans

Skills:

Students will be able to:

• list the major agricultural crops and livestock in Pakistan.
• Explain, in their own words, the process of manufacturing goods from crops (cotton to thread to cloth to garments).
• discuss the importance of livestock.

Assessments

Formative Assessments

What do I eat? Students will come up with different things they eat or drink and the teacher can write those on the board. The teacher can then ask students to help figure out where those things come from.

Summative Assessments

Cotton Cycle: Students will be given images of cotton processing and have to put them in order (cotton seeds, crop, thread, cloth)

Learning Activities

Draw your farm: Students will be asked to draw their own farm with different crops and livestock.

Standard: Students begin to understand and demonstrate curiosity about basic concepts and processes of the living world around them.

Student Learning Outcomes: Students will be able to identify and list the functions of major parts of plants (root, stem, leaf and flower)

Knowledge:

Students will be able to:

• identify major parts of a plant (root, stem, leaf and flower)
• list the functions of root, stem, leaf and flower
• identify different shapes of leaves found around them
• identify the roots, stems, flowers, leaves which are eaten by people
• name a few plants around them which have flowers, and which do not have flowers
• identify the fruits which have seeds in them
• identify that soil, light, air and water are needed to grow a plant
• recognize that plants make their own food in the presence of sunlight.
• recognize that certain plants can grow in the scarcity of sunlight/water e.g., indoor plants/cactus

Skills:

Students will be able to:

• draw and label parts of plants (root, stem, leaf and flower)
• list the functions of root, stem, leaf and flower
• classify a few plants which give common root vegetables and stem vegetables
• list factors that plant need to grow (soil, light, air, water)
• predict what would happen to the growth of a plant if one of the factors were missing (soil, light, air, water)

Additional/advanced SLO:

• highlight the importance of plants for a clean environment

Assessments

Formative Assessments

Draw and Label: Students can be asked to draw a plant, label it and color it in according to instructions given (brown for roots, green for leaves, yellow for stem, and blue for flowers)

Can I eat this? In this activity, the teacher will draw different plants (commonly eaten) on the board, or show a picture to the students, and students have to identify which plant it is and which part of the plant is eaten by people.

Summative Assessments

Will it grow? Students will be given a set of pictures with one or more of the basic requirements of the plants given or missing. They then have to identify which plants will grow and which will not, based on whether all 4 (soil, light, air, and water) are present.

Seeds or No seeds: Students will be given pictures of different fruits and be asked to identify which have seeds and which do not.

Learning Activities

Grow a plant: Need seeds, water, and pots – Teacher led: Students can be divided into groups and instructed on how they can go about it. Packing the pot with dirt, putting the seeds in, and then watering the plant.

Bring 5 different leaves to class: Students can be asked to bring in 5 different leaves that they can collect on their way to school or back home. They can then exchange the leaves with their classmates and the teacher can guide them through the different shapes found by the students.

Standard: Students begin to understand and demonstrate curiosity about basic concepts and processes of the living world around themselves.

Student Learning Outcomes: Students will be able to differentiate between different groups of animals based on their features and identify common land or water animals in their surroundings.

Knowledge:

Students will be able to:

• list the animals they see in their surroundings (land and water).
• recognize the animals that live on land (including birds) are different in features from those that live in water.
• identify the different groups of animals, including fish, reptiles, mammals, birds, amphibians and insects.
• recognize different animals and their young ones. For example, horse and foal, cat and kitten, dog and puppy, hen and chick, frogs and tadpoles, butterflies and caterpillars etc.).
• identify that some young animals do not look like their parents (frogs and butterflies etc.).

Skills:

Students will be able to:

• classify different groups of animals, including fish, reptiles, mammals, birds, amphibians and insects, based on their features
• describe and compare how the offspring of different animals. grow into adults, including humans, birds, frogs and butterflies.
• list different places where animals live (nest, den, barrow etc.)
• analyze which features enable some animals to live in land as well as water.

• list the animals that feed their young ones and look after them

Assessments

Formative Assessments

Prominent features of animals: Show pictures of some animals from the groups mentioned in the SLOs. Ask the students to identify main/key features of animals and classify into fish, reptiles, mammals, birds, amphibians and insects.

Summative Assessments

Matching: Students can be given sets of pictures with adult and young/infant animals and have to match the adults with the young ones.

Where do I live: Students will be given a set of pictures that shows different animals and will have to write whether they live on land, water, or both.

Learning Activities

Animal Spotting: For this activity, students will be asked to share the names of the animals that they see every day or have seen on any other occasion. They will then be asked if those animals live on land or water, as well as if they take care of their young ones.

Standard 7: Students recognize simple forms of physical phenomena (matter & energy) and their uses in their daily lives.

Student Learning Outcomes: Students will be able to recognize and differentiate between the natural and man-made materials.

Knowledge:

Students will be able to:

• identify that objects are made of materials
• recognize some common materials such as wood, plastic, metal, glass, rock, paper and fabric.
• Identify properties of materials
• identify natural and man-made materials

Skills:

Students will be able to:

• identify and list the materials used in some of the objects around them.
• Sort objects based on their properties (such as color, hardness or strength, texture, sinks or floats., elastic or non-elastic, magnetic or non-magnetic)

Assessments

Formative Assessments

Sort the pictures

• Give some pictures or flashcards of different objects to students and ask them to sort them into natural and human-made materials.

Summative Assessments

Students will be required to fill out a worksheet with short questions like:

Fill in the blanks using the words given below:

            Land                 air                    water                 Sun

• We need ____________to drink.
• We need ____________ to build home.
• We get oxygen to breathe from ____________.
• We can see in the daytime because of light from the ___________.

1. What are human-made materials?
2. Name 3 natural resources.
3. What is plastic made of?

Learning Activities

Identify the material

A game with different objects can be played. Teacher can show different things like book, table, clothes, fruits and ask students from which material they are formed.

Group activity

Form groups of students and assign one material to each group. Let them discuss in groups about the properties of the material assigned to them. Each group will present about the properties of material assigned to them with respect to colour, hardness or strength, texture, sinks or floats, elastic or non-elastic, magnetic or non-magnetic.

Creativity

Choose a natural resource and think what helpful object you can make out of it.

Standard 7: Students recognize simple forms of physical phenomena (matter & energy) and their uses in their daily lives.

Student Learning Outcomes: Students will be able to identify sources of, uses of and methods of producing heat and light.

Knowledge:

Students will identify…

• Identify sources of heat and light
• Identify methods of producing heat

Skills:

Students will be able to:

• identify sources of heat and light in their homes, schools, and surroundings.
• group sources of light and heat into natural and human made.
• describe methods of producing heat (burning and rubbing etc.)
• list the uses of heat and light.
• recognize that the intensity of heat and light is felt more as they come nearer to the source

Assessments

Formative Assessments

How does heat and light help me: Students will be asked to draw and color an example of themselves doing something that requires heat or light, such as reading, cooking, staying warm, etc.

Summative Assessments

Natural or Man-made: Students can be asked to name three sources of heat or light that they come across in their daily lives. They will then be asked to identify whether these sources are natural or man-made.

Learning Activities

Rubbing Hands Together: The teacher instructs the students to rub their hands together and guides them to the conclusion that rubbing things together produces heat.

Matches: The teacher can show how lighting a match produces heat and light – Explain how rubbing the matches quickly against the box makes the match heat up until it catches fire. So, help students to the conclusion that when this happens because the match got very hot until it caught fire. Use this concept to also show how a fire dies out when it has nothing to burn – by showing how when all the match is burnt, the fire will die.

Candle: Teacher led – The teacher can set up a candle in the classroom and ask students to come close to it in small groups. The teacher can help students understand that the further away from the candle, the less heat they feel, the closer they are, the more heat they can feel. The lights can be turned off to show how a candle also produces light.

Standard 7: Students recognize simple forms of physical phenomena (matter & energy) and their uses in their daily lives.

Student Learning Outcomes: Students will be able to identify some natural forces and observe the effect of push and pull forces on movement of objects

Knowledge:

Students will be able to:

• recognize how push & pull moves things fast or slow
• identify natural forces (e.g., Gravity, moving water, wind)
• recognize how motion of object can be changed by applying force

Skills:

Students will be able to:

• demonstrate how push & pull moves things fast or slow. (push and pull as a force)
• list some natural forces (e.g., Gravity, moving water, wind)
• observe and describe how motion of object can be changed by applying force (speed up, slow down, stop, change direction etc.)

Assessments

Formative Assessments

Push or pull:

Students will be asked to share examples of activities that involve push or pull forces.

Gravity

Gather students in a circle. Stand in the center of the circle and throw the ball into the air. Ask students what made the ball fall down? Why didn’t it fall upwards?

Summative Assessments

Force of wind

Show some pictures and ask students to circle those where wind can make things move. (for example clothes on a string, curtains on a window, kite, windmill etc.)

Gravity

Ask the students to draw a picture if there was no gravity on Earth. They can explain after drawing what they think would happen if there was no gravity on Earth.

Learning Activities

Classroom observation

Students will be asked to look around their classroom or school. Ask them to observe things they can move by pushing and things which they can move by pulling? Write them in the table below:

Straw activity

Bring some drinking straws to class. Keep some pieces of papers, erasers, pencils, etc. Ask students to blow through their straws and see which thing moves. Ask them to record their observations in the table below:

Standard 8: Students characterize the physical features and environmental changes of Earth and explore other celestial bodies.

Student Learning Outcomes: Students will be able to name the planets in the Solar system[1] 

Knowledge:

Students will identify…

• solar system is made of a large star and planets

• names of planets

Skills:

Students will be able to:

• explain that our solar system is made of a large star and planets
• order the eight planets of the solar system, closet to farthest from the Sun

Assessments

Formative assessment

Students will be required to label the solar system. Planet names will be provided in a box.

With the help of pneumonic name the planets:

My Very Education Mother Just Served Us Nuggets

M_______ V__________ E___________ M_________ J___________ S__________ U___________ N____________

Summative assessment

Display a large picture of solar system and ask the following questions:

1. Which of these is not a planet?
2. How many planets are there in our solar system?
3. On which planet do we live on?
4. Name two planets whose names start with M.

Learning Activities

Role play

Choose 9 students; 1 for Sun and 8 for planets. Students will be holding names of planets and move around the Sun. Rest of the students will draw planets and write their names.

Video

Students can be shown an interesting video about Solar system. After they have watched it have a discussion about solar system with the whole class. Ask them what they learnt and what would they like to know further.

Standard 8: Students characterize the physical features and environmental changes of Earth and explore other celestial bodies.

Student Learning Outcomes:  Students will be able to identify ways of conservation of natural resources.

Knowledge:

Students will be able to:

• recognize that the planet Earth is a source of all materials we use, and many useful materials and resources come from it.
• recognize that natural resources are essential for survival of human beings (land, forests/plants, water, air, Sun etc.)
• recognize that people manufacture different things from natural resources to serve human needs.
• recognize the importance of water resources.
• recognize that some areas of Pakistan experience shortage of water.
• identify the ways in which human beings waste water.
• identify the ways in which the land is destroyed due to human activity (deforestation).

Skills:

Students will be able to:

• list the natural sources of water around themselves.
• suggest ways in which they can conserve water in their daily lives
• suggest a way in which an abundant natural resource around them can be used/reused

Assessments

Formative Assessments

How are we wasting water: Students will be asked if they think water is being wasted in their homes or in any place around them, and then they can suggest ways that it can be saved.

How do we use water: Let students come up with all the different ways they use water in their daily lives. The teacher can mention any important ones that are left.

Summative Assessments

Saving the forest: Students will be given a series of images which depict a village with lots of trees and clean running streams. Then next set of images will have tractors clearing the land and blocking rivers, and the final image will have just one tree with a little dirty stream and lots of smoke and buildings. The students will be given statements that they have to complete with right and wrong options:

1. 1. The tractors are ______ all the trees down. (cutting)
   2. It is important to always _____ more trees than you cut. (plant)
   3. You should always try to take _____ of the forest. (care)
   4. Cutting down too many trees of the forest makes the land and water _____. (dirty)
   5. Forests are a _____ for many animals. (home)

Learning Activities

Explore your surroundings: The teacher can take the students outside and help them understand how much we get from trees and plants and nature, and help students understand that they are a vital part of our environment – Trees and plants clean the air and provide us with shade, fruits, medicine, etc. They are also a home for so many animals who can’t survive if the tree or area they live in is cut down. It is important to instill in students the understanding that nature is connected, and we are all affected by something. The teacher can use the example of a nearby tree to help illustrate how the tree provides shade, is a home for animals, and cleans the air for us.

Recycle drive

The students can arrange a campaign/drive/event aimed at collecting all recyclable material and putting it in the right trashcans. They can even make/label existing trashcans in their school.