<![CDATA[General Background Natural and Social Sciences education requires holistic integration to form comprehensive student understanding. Specific Background Fourth-grade students frequently struggle to connect scientific theories regarding material cycles with their corresponding social ecological obligations. Knowledge Gap Previous instructional methods predominantly relied on text-based memorization without addressing authentic ecological issues through practical applications. Aims This study investigates the application of a deep learning approach through school-based recycling activities to bridge scientific concepts and civic duties among young learners. Results The project-based implementation involving twenty-five students demonstrated significant academic and behavioral growth. Active ecological care participation rose to 88 percent from an initial 50 percent. Furthermore, conceptual understanding scores escalated from an average of 64 to 85, with 84 percent of students successfully creating recycled products and explaining their community relevance. Novelty Utilizing local discarded materials as a direct pedagogical tool successfully transforms abstract interdisciplinary theories into tangible community actions for young learners. Implications Real-world ecological projects should be embedded within curricula to foster both scientific literacy and sustainable civic consciousness. Highlights: Project-based recycling activities grew active ecological care participation among young learners. Conceptual understanding of material cycles escalated significantly following the practical intervention. Students successfully transformed discarded bottles into functional items while explaining social obligations. Keywords: Plastic Waste Management, Material Cycle, Deep Learning Approach, Civic Responsibility, Interdisciplinary Education]]>
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