EARTH DAY UNIT: RECYCLE

Outcomes: A.8.4 Use critical-thinking strategies to interpret and analyze gathered information B.8.5 Give examples of h man impact on vario s ecosystems B.8.!" #xplain and cite examples of ho$ h mans shape the environment %.8.5 #xplain ho$ personal actions can impact an environmental iss e %.8.& %evelop a plan for improving or maintaining some part of the local environment and identify their role in accomplishing this plan Instructional Objectives: Students will be able to analyze what should be recycled by using new content and participating in a simulation Students will be able to give examples on how their recycling habits shape the environment Students will be able to propose a plan for how they will use the 3R model (reduce, reuse, recycle

Assessment of Learning: Assessment for this lesson will be through simulations and discussion. A final assessment will be ta ing place next class in the form of a letter. Materials: !owerpoint "oxes of recyclable# non$recyclable items !en# paper Total Time Required: % hour Procedures: & minutes Introduction Review the 3R model (reduce, reuse, recycle'

() minutes Steps for Instruction

Students will ta e a pre$assessment by parta ing in a simulation of recycling. *ach table will have a box of items and the group will have to decide which are recyclable and which are not Students will then be directed to a teacher$led !owerpoint in which they will learn about recyclable items accepted by the city of +ilwau ee (and ta e notes' $ $ $ $ ,ifferent inds of plastics (by number on the bottom of the container' -hat the plastics are found in -hat they are recycled into -hy some plastics are not acceptable for recycling

Students will then re$do the simulation using new content nowledge and compare their new results through discussion uestioning:

%) min

-hy is it important to recycle. -hat happens when we do recycle.# -hat happens when we don/t. 0ow does that affect our environment. ,o you thin +ilwau ee should allow the recycling of 13, 12, and 13 plastics. -hy or why not. ,o you thin that there are some things we can sacrifice for the environment and so,e that we cannot. 4ive examples.

& minutes !losure:

5ow that we have finished the 3R model, we will be writing letters to 6earth7 including new information we learned and what we are going to do to help it

Strategies for Students Requiring Additional Assistance:

8isual aids 0ands on activity# ability to move during simulation

5ame

+elissa +ills

,ate

April 9)th, 9)%9

School

Alcott *lementary

4rade

2th

:ooperating ;eacher

8alerie *rby$-al er

"# $%& Self'Assessment (Please number eac) self assessment*

Planning and Preparation (A*A< :onceptualization, ,iagnosis=-;S< %,3=,>S!< Respect Responsibility'

*xplain and defend the decisions you made in choosing your ob?ectives and the assessment tools#strategies for this lesson. *ven if the lesson was given to you to teach, you must consider the effectiveness of the ob?ectives and assessments. Again, the ob?ectives developed for this lesson follow ob?ectives for the previous 3 lessons. +y main ob?ectives for the students over the course of this unit are that the students will be able to

analyze their own behavior and develop a plan of action. ;here is no formal assessment for this lesson but in the class that follows, the students will begin wor ing on their final assessment which will be in the form of a letter. >n this letter they will be reinstating what they have learned throughout this unit and developing a plan of action.

!lassroom "nvironment (A*A< :oordination, >ntegrative >nteraction=-;S< 9,3,&=,>S!< Respect,

Responsibility'

-hat were the discipline issues that presented themselves during the teaching of this lesson. 0ow did you anticipate these and handle them. ;here was still tal ing while > was teaching. ;here were also a few students who were disengaged during my lesson (not the activity, but the lesson itself'. > anticipated "randon and @avier were not going to be paying attention and they have only been engaged during the hands on activities > have set up for them. -hile > am teaching or when they are assigned written wor , they shut down and don/t do much. ,uring this lesson, "randon was seated in the bac . > should have had him sit close to where > was going to be teaching or developed my Smartboard presentation so that > could be wal ing around the room. > am comfortable enough in my field to have done this but did not give it any thought until the lesson was over.

Instruction (A*A< :ommunication, :oordination, ,iagnosis, >ntegrative >nteraction=-;S< 9,3,(,&,2,3=,>S!< Respect Responsibility', Assessment (A*A< ,iagnosis, >ntegrative >nteraction=-;S< A,B=,>S!< Respect, Reflection', Professional Responsibilities (A*A< :ommunication, >ntegrative >nteraction=-;S< %)=,>S!<
:ollaboration, :ommunication'

After teaching the lesson and analyzing student wor , describe how your decisions impacted student learning. 0ow do you now. 0ow well did your assessment connect to the lesson ob?ectives. Are there changes you would ma e or things you could have done differently. ;he students started wor ing on their final assessment and the ones who turned them in at the end of the day were on the right trac but needed some editing. > was not anticipating starting the assessment after this lesson and was going to do it the next day, but > had extra time. > should have brought the criteria for the letter with me as a bac up plan. > would have reseated some of the students.

:onsider student learning as you reflect on your teaching of this lesson. *xplain how the evidence you obtained in your lesson (assessment' demonstrated the degree to which all students achieved your ob?ectives.

;he evidence is not present yet and will be wor ed on during the next lesson but for this lesson, > thin the students demonstrated what they have learned through the simulation since the groups decided on different recyclable items after the 9nd time doing the simulation.

Professional Responsibilities (A*A< :ommunication, >ntegrative >nteraction=-;S< %)=,>S!<

:ollaboration, :ommunication'

*xplain how you incorporated feedbac from your cooperating teacher and supervisor, if applicable, to the planning#teaching of this lesson. -hat decisions did you ma e based on feedbac received. +y supervisor was visiting for this lesson and during our conversation after, she gave me some insight on how to engage "randon. "randon has been an issue for all of my lessons and it is li e pulling teeth trying to get him to do the wor when the special education teacher is not there to help him. > have helped him with the wor , which is at his ability level, but > am pretty sure he has ", which is reflected by his lac of wor . > should have had a student conducting the Smartboard slides so > can teach right next to "randon or > could have seated him according to where > was going to be teaching from most of the time.