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Student Teacher: Melissa Osga

Lesson Date: 10/20/15

Grade Level: 4
Name of Lesson: Reuse, Reduce, Recycle

Common Core State Standard(s)

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes
clear criteria.
Consider if there are students who will require an accommodation or modification to meet this
lessons objective.
-Define and provide examples of how to reuse, reduce, and recycle items to lessen the amount of
waste produced by human beings (Two examples per concept).
-Provide examples of items that are recycled from any three of the seven continents through
conducted Internet research.
Rationale for Objective: How does this lesson support previous and subsequent
Students will be expanding their knowledge of recycling by researching and providing two examples
of ways that people can reuse, reduce, and recycle waste. The lesson will begin with teacher
reading the book Earth Day Hooray (by Stuart Murphy) to engage students. This lesson supports
subsequent learning by introducing them to ways they can become activists by organizing a
recycling drive through the school and community.
Students will gain additional practice with using the Bubbl mind map technological tool since they
have used it for a previous social studies lesson. Students will learn to use a new technological tool
(Padlet) for the next lesson in this unit as well.
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?
Students will use to create a mind map that provides the definitions for reducing, reusing,
and recycling waste products. Students will attach two additional bubbles to each definition to
provide examples of how to achieve the specific concepts.
Students will use Padlet to provide examples of items that are recycled on three of seven
continents. Students will be instructed how to use the technological tool and how to set the
background to the world map so that they could add their chosen examples to the location on the
Classroom Learning Environment Focus
(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.
For read aloud, students will be sit at reading area rug. Students will transition to their desks to
discuss the assignments. Students will begin working on the Bubbl mind map in class (if computers
are available) or at computer lab to begin conducting research and using the web tool to
create their mind maps. (Days 1-2)
Students will transition to the computers in the room or at computer lab and research the types of
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items recycled at three continents of their choosing. Students will watch the Screen-cast
instructions for how to set up and use Padlet to add their research information to the project. (Days
Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific model of
instruction. Be sure to include a rationale for the chosen model(s). You may use more than one:
Concept development: Students will expand their knowledge of recycling by researching the
definitions for reuse, reduce, and recycle, and by providing two examples for each concept.
Mind mapping: Students will use the technology tool online to organize their definitions
and two examples of how people can reuse, reduce, and recycle waste that they produce.
Materials/Resources needed for this lesson
1. Book: Earth Day Hooray by Stuart Murphy
2. Computers
3. Log in names and passwords (prepared in advance by teacher) for students to access and Padlet web 2.0 technological tools.
4. Instructional screencast video of how to set up and use Padlet technological tool.
Daily Formative Assessment
How will you check for understanding and student achievement during the lesson?
Understanding and student achievement will be checked through question/answer sessions during
the reading about recycling. Students will be generating ideas of how to reduce, reuse, and recycle
waste during the discussion, and they will use these ideas to add to their mind maps.
Students will be using technology to create the mind maps about recycling and will be assessed on
their definitions and examples for the terms reduce, reuse, and recycle.
Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:
Some students will be given a graphic organizer (concept map) in advance to organize their
definitions and examples for reducing, reusing, and recycling waste. The teacher will model and
demonstrate how to fill in the graphic organizers. The graphic organizers will assist the students
with creating the mind maps. Paraprofessional support will be available for computer
Some students will provide two examples of recycled items from two continents. Paraprofessional
support will be provided for research assistance and set up and usage of Padlet.
Cite how you will engage and motivate learners, activate prior learning and present the lessons
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
C) Why it is important to their everyday lives.
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A. Students will meet at the rug/floor to have a discussion about recycling to activate schemata.
Students will listen to the story Earth Day Hooray by (Stuart Murphy) read aloud by teacher.
B. Students will demonstrate learning by creating definitions and providing examples for the terms
reduce, reuse, and recycle.
C. Students will broaden their knowledge of the importance of recycling and how it affects their
Earth and environment. Students will recognize that recycling every day is important to reduce the
impact of waste disposal on Earth.

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and collect
formative data. Differentiate for students who will require an accommodation or modification in
order to be active participants in this lesson and state these strategies in the differentiation section
Introduction activate students schemata by discussing recycling and why it is important.
Read aloud students will discuss the importance of recycling, talk about what reducing,
reusing, and recycling waste means, and begin to think of examples that represent the three
o Teacher will write all responses on large chart paper with student initials next to
contributed comments to be used later for anecdotal records.
Mind maps students will add definitions and examples of recycling (reduce, reuse, and
recycle) to mind maps created on Students will be assessed based on their
definitions of the concepts as well as if they connected to two examples of each concept to
the appropriate Bubble in the mind map. For example, two examples of how to reduce
waste should be connected to the Reduce mind map bubble.
Paraprofessional support and graphic organizers will be provided for students needed
accommodations and modifications to the assignment.
How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?
When you think about recycling, what does it mean to?
o Reduce?
o Recycle?
o Reuse?
What are some examples of?
o Reducing waste products?
o Recycling waste products?
o Reusing waste products?
Why is recycling important?
Do we recycle in this school? If so, how?
Do you recycle at home? If so, how?
What are some items that you use that could be recycled?
How can we begin to recycle items every day in the classroom? At home?
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What are the effects on Earth and the environment if we do not recycle? If we do recycle?

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