Brooke Katie Heather Sarah Unit Plan Comments-2

Names of Group Members: Sara Moreno, Heather Spenser, Katie Cowper, Brooke
Scherer
Date: April 11, 2017
EDUG 514: Curriculum Unit Planning
Unit Planning Form

Grade: Fifth

Unit Theme: Reducing your human footprint

Driving Question: How can we reduce our human footprint through
recycling?
Essential Students will work together to create a PowerPoint

Understandings (or presentation that outlines a proposed recycling plan for
Project Summary): their school. Students will create, maintain and monitor
a campus recycling program. Students will learn how to
reduce their human footprint on their environment
through their recycling efforts.

Major Student Science journal reflection.

Product(s): Creating PowerPoint presentation for recycling
project.
Creating and monitoring recycling project.
Creating a sculpture or 2D art project that
reflects unity and harmony.
Objectives: Science: Students will obtain and summarize

information on how collecting trash can make an
impact on protecting the Earths environment.
(Blooms Understand)
ELA: Students will design a report on a recycling and
trash collection project using descriptive details while
presenting at a clear and understandable pace.
(Blooms Create)
Health: Students will design a plan and monitor their
progress towards their goal of collecting recyclable
items and reflect on how their efforts impact the
environment. (Blooms Create)
VAPA: Students will use recycled objects to create a
sculpture of a two dimensional piece of art that reflects
unity and harmony by reducing our human footprint on
the earth. (Blooms Create)
Assessments: Health: Students will design a plan, monitor their

progress, and reflect on the efforts toward their goal of
collecting recyclable items for one month. (DOK Level
3 and 4)
Science: Students will work together to obtain
information through a beach cleanup, filling out their
own reflection journals, online research, and expository
texts to discover ways in which recycling helps to
preserve the Earths environment. (DOK Level 3)
ELA: Students will report in groups on a trash and
recycling project using at least five descriptive details
while presenting at a clear and understandable pace
for at least 15 minutes. (DOK Level 4)
VAPA: Students will create a work of art from recycled
objects to depict the relationship between recycling and
reducing the human footprint on the Earth. (DOK Level
3)
Instructional Beach Cleanup

Activities: Flexible or strategic grouping
Group Presentations
Students will work alone to create a sculpture or
two dimensional piece of art out of the recycled
trash they collected.

Web (Theme, Subjects, Standards, Objectives):

Science

English Language Arts
5-ESS3-1: Obtain and
combine information about
ways individual communities
CCSS.ELA-Literacy.SL.5.4: Report on a topic of text use science ideas to protect

or present an opinion, sequencing ideas logically

and using appropriate facts and relevant, the Earths Resources and
descriptive details to support main ideas of themes; environment
speak clearly at an understandable pace
Students will obtain and summarize
Students will design a report on a information on how collecting trash
recycling and trash collection project can make an impact on protecting

using descriptive details while presenting the Earths environment. (Blooms
at a clear and understandable pace. Theme:
Understand)
(Blooms Create) Reducing your
human footprint
through recycling.

Visual and

Health Performing
Arts

Health Standard 6: Goal
Setting.6.1.P: Monitor

progress toward a goal to Creative Expression
help protect the 2.5: Assemble a
Students will use recycled
found object sculpture
objects to create a sculpture
(as assemblage) or a
of\r two dimensional piece of
mixed media two-
Students will design a plan and monitor art that reflects unity and
dimensional
their progress towards their goal of harmony by reducing our
collecting recyclable items and reflect on composition that
human footprint on the earth.
how their efforts impact the environment. reflects unity and
(Blooms Create)
(Blooms Create) harmony and

CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.W.5.2.D: Use precise language and domain-specific vocabulary
to inform about or explain the topic.
ELD.PI.5.9.Ex: Plan and deliver longer oral presentations on a variety of topics and
content areas (e.g., providing an opinion speech on a current event, reciting a poem,
recounting an experience, explaining a science process), with moderate support.
ELD.PI.5.10.Ex: Write increasingly concise summaries of texts and experiences using
complete sentences and keywords (e.g., from notes or graphic organizers).
ELD.PI.5.1.Ex: Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions, affirming others, and
adding relevant information.
Health Standard 6: Goal Setting 6.1.P: Monitor progress toward a goal to help protect
the environment.
Creative Expression 2.5: Assemble a found object sculpture (as assemblage) or a
mixed media two-dimensional composition that reflects unity and harmony and
communicates a theme.

Standards-Aligned Lesson Plan Template
Subject(s): ____Science______________ Grade: ____5__________
Teacher(s): _________Brooke______ School: __________________ Date:___________
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
2. State Content Standard Addressed (History/Social Science, Science,

Physical Education, Visual and Performing Arts):
3. ELD Standard Addressed: (include Part I, II; Communicative Modes A.

Collaborative, B. Interpretive, C. Productive; and Proficiency Level addressing
Emerging, Expanding, Bridging)

ELD.PI.5.10.Ex: Write increasingly concise summaries of texts and experiences
using complete sentences and keywords (e.g., from notes or graphic organizers).

4. Learning Objective: (What will students know & STUDENT-FRIENDLY

be able to do as a result of this lesson?) TRANSLATION

Students will obtain and summarize information on how our We will work together to
community can use recycling to protect the Earths environment. find information on how
(Blooms Understand) our community can use
recycling to protect the
Earths environment.

5. Relevance/Rationale: (Why are the outcomes of STUDENT-FRIENDLY
this lesson important in the real world? Why are these TRANSLATION
outcomes essential for future learning?)(TPE1.3) What I do matters, the
It is important for students to understand the impact people decisions I make
make on the environment and world in order in order to affect the world
make conscious decisions to protect the Earths around me.
environment and resources. Recycling helps to reduce our
human footprint on the earth and is one way to protect the
Earths resources.
6. Essential Questions (TPE1.5):

How do you treat the environment around you?
How do my actions affect others?
How do my choices affect the environment?
What are your views on recycling?

Part II STUDENTS INFORMATION (TPE1.1,3.2)
7. Class Information:

a. Total number There are 24 students; 12 girls and 12 boys.
b. English Learners/Standard English Learners There are sixteen English
Learners with five different reading proficiency levels. Four student is at a Beginner
reading level, two students are at an Early Intermediate reading level, four students
are at an Intermediate reading level, five students are at an Early Advanced reading
level, and one student is at an Advanced reading level. There are no Standard
English Learners.
c. Students with Special Needs There are a total of six students with IEPs.
One student has an IEP for Attention Deficit Hyperactivity Disorder (ADHD), two
students have an IEP for Specific Learning Disabilities, and three students with an
IEP for Speech and Language Services (two students are assisted for a speech
stutter and one for vocabulary assistance specifically). In addition, one student has
been diagnosed with ADHD but does not have an IEP and three students required
glasses to be worn in the classroom.
d. Academic language abilities, content knowledge and skills in content
area - About four students perform below grade level, eight students are
progressing toward grade level, nine students are performing at grade level, and
three of the class performing above grade level for English Language Arts. Students
have worked Google. Students attend a science class once a week with a specialty
teacher. Students have started to learn about recycling as they have been
preparing for National Recycling Day. Some of the students live in cities that require
them to recycle at home.
e. Linguistic background There is one native Samoan speaking student,
twenty-one native Spanish speaking students, and one native English speaking
student. Sixteen of the Spanish Speaking students are English Learners.
f. Cultural background (home/family) The majority of the students come from
a Hispanic/Latino background. There is one student with a Samoan background,
twenty-one students with a Hispanic/Latino background, two student with a White
background.
g. Health considerations (if any) Two students have a visual color deficiency
or are fully color blind and two students are allergic to bees and mosquitos. There
are no known food allergies and three students require glasses during instruction.
h. Physical development factors that may influence instruction in this
academic content area In this age group physical skills are gaining more
importance in influencing status and self-concept. Girls are ahead of boys in
physical development therefore they are taller, stronger, and more skillful in small
muscle coordination. High energy level-opportunities for physical activity continue to
be important. Girls begin adolescent growth spurt and there is a quiescent growth
period for boys. These students are also able to take responsibility for personal
hygiene (Retrieved from ASCDs Developmental Characteristics of Youth and
Children Poster)
i. Social development factors that may influence instruction in this
academic content area During this stage caregiver guidance and support are a
major influence upon school achievement. Caregiver commitment and involvement
play an important role in expansion of interests and activities outside the home.
Caregivers assist these students in assuming personal and social responsibility.
Students occasional negativism or rebellion does not diminish importance for
development of values. This age group is overly concerned with peer imposed
rules, which may be shifting. Peers share sexual information and misinformation.
Competition is more common with a considerable amount of boasting. Gender
differences in interests are pronounced and antagonism between boys and girls
leads to frequent quarrels. The formation of same sex cliques is formed and
extreme energy expenditure in physical game playing occurs between same sex
peers. Both boys and girls become interested in hobbies and intensification of peer
group influence begins. Team games are popular, crushes and hero worship is
common for same and opposite sex. There is a heightened competitiveness in
school activities which may lead to difficulty in handling failure experiences. This
group continues to needs teacher approval and affection and they are increasingly
able and interested in assuming responsibilities. (Retrieved from ASCDs
Developmental Characteristics of Youth and Children Poster)
j. Emotional development factors that may influence instruction in this
academic content area Students react to feelings of others positively and/or
negatively and are sensitive to criticism and ridicule. They seek warm, friendly
relationships with adults. Worries are evident, revolving around self-esteem and
threats or security like a loss of caregiver or family finances. Students begin to test
and question attitudes, values, and belief systems which may results in conflict.
Adult role models give strong cues about acceptable behavior. Students understand
the reasons for rules and behave according to those rules. They are beginning to
make judgements about their own behavior, set standards for themselves, and take
responsibility for their behavior. They also begin to conform to gender roles, achieve
personal relationships, and are aware of the importance of belongings. Lastly, these
students are self sufficient and can think independently inside and outside the
home. (Retrieved from ASCDs Developmental Characteristics of Youth and
Children Poster)
K. Interests/Aspirations (relevant to this academic area) Students are
interested in Pokmon cards, the movie Trolls, and their iPhones. The boys enjoy
playing soccer during recess and afterschool. Students are reading Harry Potter
books and the Diary of a Wimpy Kid books as well. A few of the students aspire to
be a teacher, Doctor, and FBI agent when they grow up. Many of the students in
this class are very artistic and enjoy drawing characters and ideas from their
imagination.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think
students may have with the content? Please specify anticipated difficulties for English
Learners, Standard English Learners, and/or students with special needs.):

I anticipate that the EL students have trouble with understanding the rules while at
the beach. They will also struggle to know how to write in their reflection journals.

I anticipate that the student with ADHD will have difficulty listening and may tend to
distract others in the class. They will also struggle to stay on track during the beach
trip.

For my students with IEPs for speech, I feel that they will struggle to communicate
with group members.

The two students with specific learning disabilities will struggle to put their thoughts
down for their reflection journals.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)
9. Modifications/Accommodations (What specific modifications/accommodations are

you going to make based on the anticipated difficulties? Ex:) Please specify
modifications/accommodations for English Learners, Standard English Learners, and/or
students with special needs. )

For the EL students, I will explicitly explain the rules while at the beach and
remind them frequently. I will also give them sentence stems for writing in
their reflection journals.

For the student with ADHD, I will have a parental supervisor and a partner to
help keep them on track. I will be walking around while they work on their
reflection journals to make sure they are on task and not distracting others.

For the students with IEPs for speech, I will pair them with other students
they are comfortable with and that are at a higher academic level that will help
them with their pair share discussion and that can help them with the class
discussion.

The two students with specific learning disabilities will struggle to put their
thoughts down for their reflection journals so I will use the emerging standard
ELD.PI.5.10.Em: Write brief summaries of texts and experiences using
complete sentences and keywords (e.g., from notes or graphic organizers) to
have them write 2 sentences using given sentence stems (I found that and I
can reduce my human footprint by).

st
10. 21 Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

st
Describe how the 21 century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):

Communication will be used while the students work together to clean up trash at
the beach, as they pair share their thoughts after writing their reflections, and how
they participate in the class discussion.
Critical thinking will be used as the students consider all of the information they
have obtained and what they can do to help make a difference in their communities
(i.e. recycling).
11. Technology- How will you incorporate technology into your lesson? (TPE
4.4, 4.8)
Two videos shown on trash and recycling:
Youtube Video: https://www.youtube.com/watch?v=rlOucLNurvo
Vimeo: https://vimeo.com/51933771
12. Visual and Performing Arts How will you provide the students with
opportunities to access the curriculum by incorporating the visual and
performing arts? (TPE1.7)
Videos (seen above).
Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)
13. Assessment Criteria for Success: (How will you & your students know if
they have successfully met the outcomes? What specific criteria will be met
in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
Teacher will observe their personal reflections, pair share discussions, and will be
asking guiding questions to get them to critically think during class discussion.

b. Summative (if applicable):
Students will take all of the information they have obtained from the introduction
lesson, the beach cleanup, their pair share and class discussion, and from their
research and write a reflection journal entry that compiles that information. (DOK
Level 3)

c. Attach rubric here (and copy and paste your objective above your
rubric):
Students will work together to obtain and summarize information on how collecting
trash can make an impact on protecting the Earths environment. (Blooms
Understand)
1 2 3
Students use Student does not Student gives Student gives 2

sources to show give any sources 1 source to or more
their findings in to back up their back up their sources to back
their reflection findings for findings for up their
journals on how reducing our reducing our findings for
recycling reduces human footprint. human reducing our
our human footprint. human
footprint. footprint.
Student provides Student does not Student Student

solutions on how provide any provides 1 provides 2 or
they can reduce solutions for how solution for more solutions
their human to reduce their how to reduce for how to
footprint in their carbon footprint. their carbon reduce their
reflection journal. footprint. carbon
footprint.

d. How do you plan to involve all students in self-assessment and
reflection on their learning goals and progress? (TPE 5.3)

Students will self-assess through a class discussion after completing their journal
reflections. What did they learn? Were they able to use the information from the
different sources to create their reflection and help them find ways to reduce their
own carbon footprint?
Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry
Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be

used in this lesson?)
Youtube Video: https://www.youtube.com/watch?v=rlOucLNurvo
Vimeo: https://vimeo.com/51933771
Google Classroom
Science journals
Trashbags
Computers
16. Procedure (Include estimated times. Please write a detailed procedure,

including questions that you are planning to ask.):
OPEN:
Anticipatory Set:
Did you know the average person creates 4 lbs of trash a day?
Thats as much as these two dumbbells weigh. I am going to pass these around the
class. Be careful with them, but feel their weight. That is the amount of trash that
you create in a day.
We have 24 students in this class, 25 including me, thats 100 lbs of trash created
by our class alone in one day. In a week we will have created 700 lbs. In a year, we
will have created 36,500 lbs of trash.
Today is November 15, does anyone know what is observed on this day?
It is the National Recycle day!
Can someone tell me what recycling is?
Thats right, it is taking our waste or trash and making it reusable.
We only have so many landfills and there is only so much room allotted to each
landfill. Some material takes hundreds of years to decompose and some will never
decompose like styrofoam and glass. I will show them a picture of a landfill and
make sure they know what it is and how much space it takes up.
If we recycle part of the trash that we create everyday, we can help preserve some
of that space in the landfills. It also will help to keep our air cleaner. The landfills
help to create some of the smog we see in our skies. The less trash we put into our
landfills, the clearer our skies will stay.
Does anyone here recycle on their own?
Why should we recycle?
What are some ways that we can help by recycling? Some of us have trash cans
that we put our recycling in and one of the trash trucks will come get them or we
can also take it to recycling companies that can take the products and make them
reusable for us.

Objective and Its Purpose
Today and over the next 3 days, our goal is to obtain and summarize information on
how our community can use recycling to protect the Earths environment.
Can everyone say that with me?
Today we are going to look at recycling, what it is, and how it helps our earth.
Tomorrow we are going to go on our fieldtrip to the beach. Our goal is to walk the
beach and collect as much trash as we can find to help protect our earth. Then we
will take that trash and separate what is trash and what can be recycled.
Then the next day we will do some research on recycling and reflect on what we
have learned over the past few days.
Sound good? Ok, lets get started!
BODY:
Instructional Input and Modeling
I will start by reviewing the vocabulary covered in the video and making sure that
the students are prepared with the background knowledge needed to understand
the video.
I am going to play a video for you and I want you to watch how recycling works.
https://vimeo.com/51933771
As you can see from the video, the products that can be recycled are processed
and turned into the same products or into new products that can be used. Isnt that
better than if we just threw them away and they got put into a landfill?
Now, most recyclable products are created with the recycle symbol on them. This
helps us to know if we can put them into our recycle bins or if they go with our
general trash.

Checking for understanding
Today I brought in some different items and I have a recycle bin and a regular trash
bin. I want you guys to help me sort what items go into which bin.
I have a glass bottle here. Which bin do you think it should go in?
How about the saran wrap I used for dinner last night?
I have my water bottle that I drank this morning. Which bin should this go in?
Cardboard box?
Newspaper?
Used paper that I dont need anymore?
How about this paper that I shredded this morning?
Soda can?
My burnt out lightbulb?
How about this plastic bag that I brought all of this stuff in?
I have a couple posters that show us what is recyclable and what is not, lets see
how we did.

It looks like we did pretty well. And the ones we got wrong, now we know why they
cant be recycled.
CLOSE:
Independent practice/ Guided practice
In your science journals, I want you guys to write down some of the items you know
that you use at your house that you can recycle. It can be stuff you use every day or
stuff that you only use once a week.
Now I want you to write a paragraph about how you can make these changes at
home and how you can show your families so that they can help you too.
Closure
Today we learned the basics of recycling and what happens when we recycle. Just
one person can make a difference and we can make an even bigger difference
when we are all working together to make the difference.
Tomorrow we are going to be walking the beach helping to collect the trash that
people do not throw away. We will see how many bags of trash we can collect and
see the difference we can make for our community.

Day 2:
Yesterday, we talked about the difference it makes when we recycle our trash in
comparison to when we just throw everything away. What do you think happens
when we dont recycle and we dont throw our trash away in the correct trash bins?
Thats right, it gets left out on the ground. It can also end up in our sewers that drain
into our oceans. What do you think happens when trash ends up in the ocean?
Thats right, it can hurt the plants and animals that are in the ocean. Heres a video
that shows the importance of making sure our trash does not end up in the ocean.
https://www.youtube.com/watch?v=rlOucLNurvo
As you can see, it is very important that we make sure that we put our trash in the
right places and take care of our communities.
We are going to be leaving in just a minute for the beach, lets make sure that we
are remembering how important it is to get rid of trash as we look for it at the beach.

Day 3:
Yesterday we saw how much trash there was at the beach and how much we could
clean up as a class. We collected quite a few bags of trash! That makes a big
difference for our beaches doesnt it? Think about all of the animals and plants that
are protected because that trash cant get to them. Now imagine what kind of a
difference that would make if we did that all over our different communities. Our
communities would be a lot healthier and cleaner wouldnt they?
There are groups that work to make our communities cleaner by doing trash clean
up days like we did yesterday and that help to recycle.
Today, I want you guys to take your computers and I want you to do some research
online. I want you to look up how recycling makes a difference for our world. What
are some of the statistics. I want you to look up different groups that work to make a
difference in our communities. See if you can find statistics for how these groups
are making a difference. You can use some of the companies that ReCommunity
talks about, but I want you to see if you can find different resources than I have
used. You know the correct URLs that give you credible sources, so make sure you
are using those to help you.
Then after you have done your research I want you to reflect on what youve
learned over the past few days. I want you to reflect on what recycling is and how
the world is effected when we recycle and clean up our trash. Give me at least two
statistics and two examples of groups that are making a difference. Then I want you
to reflect on our beach clean up day yesterday and how that helps to keep our
communities and beaches clean. Lastly, I want you to reflect on how you can make
a difference. Give me two different ways that you can make a difference. Make sure
you are citing your sources for the material you are finding. You will be turning
these in to me, so make sure you are putting time and effort into it.

Subject(s): _______ELA____________ Grade: _____5_____
Teacher(s): ______Mrs. Spenser_____ School: ________________ Date: April 11, 2017

CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.

2. State Content Standard Addressed (History/Social Science, Science, Physical

Education, Visual and Performing Arts):


ELD.PI.5.9.Ex: Plan and deliver longer oral presentations on a variety of topics and
content areas (e.g., providing an opinion speech on a current event, reciting a
poem, recounting an experience, explaining a science process), with moderate
support.
4. Learning Objective: (What will students know & be able to STUDENT-FRIENDLY

do as a result of this lesson?) TRANSLATION
Students will design a report on a recycling project using We will design a report
descriptive details while presenting at a clear and on a recycling
understandable pace. (Blooms Create) program.

5. Relevance/Rationale: (Why are the outcomes of this STUDENT-FRIENDLY

lesson important in the real world? Why are these outcomes TRANSLATION
essential for future learning?)(TPE1.3) Public speaking
Public speaking is a skill students will need to develop experience will set us
throughout their education and this is a skill they will need up for college and our
in order to be college and career ready. careers.

Why did you choose your particular recycling program method?
How will you monitor your programs progress?
Why is it important to recycle?
What kind of impact do you think your program will make for your school?

English Learners.
have experience working with Google Slides and searching through web browsers
for online sources of information while in groups. Students have presented to the
class and are aware of rules to following while presenting to an audience.
student. Sixteen of the Spanish Speaking students are English Learners.
background.
Children Poster)

Children Poster)
imagination.
8. Anticipated Difficulties (Based on the information above, what difficulties do you

think students may have with the content? Please specify anticipated difficulties for English
Learners, Standard English Learners, and/or students with special needs.):

I anticipate my EL students to struggle with communicating with other group
members throughout the planning process. The EL students will also have trouble
making a PowerPoint presentation with descriptive details on their own.

I anticipate that the student with an IEP for Attention Deficit Hyperactivity Disorder
will struggle to stay on task, remain in his seat, and complete the PowerPoint
presentation within a timely manner.

I anticipate the two students with an IEP for Specific Learning Disabilities will
struggle to keep up with group members and present their program to an audience
without assistance.

I expect the three students with IEPs for Speech and Language Services (two
students are assisted for a speech stutter and one for vocabulary assistance
specifically) to struggle with presenting their thoughts and plan for their recycling
program, and they also may struggle with completing the PowerPoint presentation
with proper vocabulary and details.

9. Modifications/Accommodations (What specific modifications/accommodations

are you going to make based on the anticipated difficulties? Ex:) Please specify
students with special needs.)
The students with EL students will be paired with at least one group member who is
at a higher ELA level to help scaffold concept they are struggling to understand.
The groups will also determine their own jobs within the group for the presentation
and will be given an outline for the PowerPoint in order to focus on the key points of
the presentation which follow the rubric.

For the student with an IEP for Attention Deficit Hyperactivity Disorder I will be
checking in to make sure he is participating within the group as well as allowing
students to check on their own groups progress throughout the week. I will also
allow him body movement breaks throughout the planning sessions and give him a
yoga ball to sit on to allow him to move around while working with his group
members.

The two students who have an IEP for Specific Learning Disabilities will be given
smaller jobs within their groups and they will check in with the instructor throughout
the process to check progress and development toward the objective. Scaffolding
will be implemented if necessary.

The three students with IEPs for Speech and Language Services (two students are
assisted for a speech stutter and one for vocabulary assistance specifically) I will
allow them to have flashcards to keep their thoughts organized when speaking in
front of a group. They will also be paired with high academic level students to help
them with specific vocabulary.
10. 21st Century Skills Circle all that are applicable


Describe how the 21st century skill(s) you have circled will be observed during
the lesson (TPE1.5,3.3):
Communication: Students will work together and communicate to make a
presentation.
Collaboration: Students will work together in groups of four to design a Powerpoint
Presentation and present to an audience.
11. Technology - How will you incorporate technology into your lesson? (TPE 4.4, 4.8)
Students will use their Chromebooks to make a PowerPoint Presentation in order to
present their ideas for a recycling program for their elementary school.
opportunities to access the curriculum by incorporating the visual and performing
arts? (TPE1.7)
Students will add visuals and videos (if necessary) into their presentations
and they will be presenting to an audience in any form in order to convince
the audience to vote for their program.
13. Assessment Criteria for Success: (How will you & your students know if they
have successfully met the outcomes? What specific criteria will be met in a successful
product/process? What does success on this lessons outcomes look like?)

a. Formative: I will monitor progress of the groups and their presentations.
Additionally, students will be reflecting on their cooperation as group members
halfway through the planning process.

Students will be graded on creation of a recycling program for their school, in
addition to, their completion and presentation of their powerpoint. (DOK Level 4)

rubric):
Objective: Students will design a report on a recycling project using descriptive
details while presenting at a clear and understandable pace.

3 Points 2 Points 1 Point
Presentation Presentation Presentation Presentation did not

incorporates incorporates a incorporates an incorporate a
specific specific recycling unclear recycling specific recycling
recycling plan plan plan
plan
Presentation Presentation Presentation Presentation did not

incorporates incorporates incorporates an incorporate
implementati implementation of unclear implementation of
on of recycling program implementation of recycling program
recycling recycling program
program
Presentation Presentation Methods for Presentation did not

incorporates incorporates monitoring the incorporate methods
methods for methods for recycling program for monitoring the
monitoring monitoring the is unclear in recycling program
the recycling recycling program presentation
program
Presentation Presentation Presentation Presentation

incorporates incorporates 5 incorporates 3 incorporates less
descriptive descriptive details descriptive details than 3 descriptive
details details
Present Clear and Presentation is Presentation is not

Powerpoint understandable somewhat clear clear or
presentation and understandable understandable
Total Points:

Students will be asked to complete a reflection survey after completing their
presentations to reflect on their participation and achievement of the learning goals.
I will also be walking around during work session to check in with each group and
asking them to reflect on their progress so far and if they would make any
adjustments to make better progress as a group.


14. Instructional Method: Circle one Direct Instruction Inquiry
Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this
lesson?)
Chromebooks
Google Slides
Projector
Projector Screen
Any other additional materials students choose to use during presentation

OPEN:
I will begin the lesson by reviewing the students experience during the beach field
trip and National Recycle Day the week before:
What is recycling?
How is the world affected when we recycle and clean up trash?
What is something that impacted you when you watched the videos last week?
What were some statistics your groups found about how our efforts in picking up
trash and recycling can make an impact on our community?

I will then introduce the students to our project. You will come up with a plan to help
our school be more environmentally friendly through recycling. I will group students
up into six groups of 4. We will review the rubric for the lesson and go over the
expectations for the presentation (how to speak in front of an audience, where to
stand when presenting, etc.) which we have reviewed during prior presentations. I
will advise the students that they will be presenting in front of their peers in the
class, the principal, myself (the instructor), and director of the Costa Mesa Sanitary
District, Arthur Perry.
We will also review the proper etiquette for working in groups because they have
worked in groups before. Each member must work together equally, have positive
interactions, and accept constructive feedback.
Each group will determine their strengths in group projects, weaknesses in group
projects, and specific roles and jobs for the project.
(Positive Role Interdependence/ Individual Accountability/ Personal
Responsibility)
BODY:
Students will outline their jobs and program plan on a worksheet and turn it in after
the first hour session. I will review the worksheets and return it back to the students
to keep them on track. The worksheet will also have a checklist of items they are
required to incorporate into their presentations.

Students will be given one hour every day of the week for one week to work on the
presentations and program plans for their school. They will work together in person
(Face-to-Face promotive Interaction) and have the option to work outside of the
classroom if necessary.
After two days of working on their projects students will revisit their original jobs and
goals for the project to check their progress. I will be walking around to check in
with each group to see how each member is doing their job (Individual
Accountability) and the next steps they will need to achieve to move closer toward
presenting. Groups will be working together (Promoting interaction) to determine
how much work they have left to accomplish and any changes that need to be
made within the group in order to meet their goal. (Positive Role
Interdependence/ Individual Accountability/ Personal Responsibility)
On Friday, each group will present for ten minutes on their recycling program plans
for the school in front of their peers in the classroom, myself (the instructor),
principal, director of the Costa Mesa Sanitary District, Arthur Perry.
I will be assessing the students while they present with the rubric stated above.
There will be given time at the end of each presentation for questions from the
audience for clarifications or elements that need further clarification.
CLOSE:
Once each group has presented on their programs, the class, principal, instructor,
and director of Costa Mesa Sanitary District will vote on the the most effective and
viable program for the elementary school.
Students will reflect on their teamwork and presentations as a group. (Group
Processing) They will hold a discussion within their group with the following
questions on a PowerPoint slide:
How did your group work together to create your program?
Did each group member complete their intended job?
Would you make any changes for your next group project?
The instructor will be walking around the room to hear the students reflections on
their projects.

For the next month, the students will implement the chosen recycling program at the
school. The students will monitor their progress with the Health lesson next in the
unit.

Subject(s): Health Grade: 5
Teacher(s): Mrs. Cowper School: __________________ Date:___________

CCSS.ELA-LITERACY.W.5.2.D: Use precise language and domain-specific
vocabulary to inform about or explain the topic.

2. State Content Standard Addressed (History/Social Science, Science,

Physical Education, Visual and Performing Arts):
Health Standard 6: Goal Setting.6.1.P: Monitor progress toward a goal to help
protect the environment


ELD.PI.5.1.Ex: Contribute to class, group, and partner discussions, including
sustained dialogue, by following turn-taking rules, asking relevant questions,
affirming others, and adding relevant information.

4. Learning Objective: (What will students know & STUDENT-FRIENDLY

be able to do as a result of this lesson?) TRANSLATION
I will set a goal,
Students will design a plan and monitor their progress design a plan and
towards their goal of collecting recyclable items and reflect monitor the progress
on how their efforts impact the environment. (Blooms of collecting
Create) recyclables.

5. Relevance/Rationale: (Why are the outcomes of STUDENT-FRIENDLY

this lesson important in the real world? Why are these TRANSLATION
outcomes essential for future learning?)(TPE1.3) It is important for me
to set goals and know
It is important for students to set goals and understand the steps I need to
what the steps necessary to make progress towards goals. take to make it
happen.

Why is it important to set goals?

Why is it important to track progress towards your goals?

How can 1 person make a difference?


English Learners.
area - Students in this class are familiar with setting goals and monitoring them.
This is evident in their posted AR scores that they routinely monitor in order to
reach their range goal (identified by the teacher) through completion of AR quizzes.
These students have specific math goals for ST math, they complete math
exercises on the computer and track progress towards their individual goals.
student. Sixteen of the Spanish Speaking students are english learners.
background.
Children Poster)

Children Poster)
imagination.
8. Anticipated Difficulties (Based on the information above, what difficulties

do you think students may have with the content? Please specify anticipated
difficulties for English Learners, Standard English Learners, and/or students
with special needs.):
English Learners:
I anticipate my EL students to struggle with communicating with other group
members.

I anticipate that the one student with an IEP for Attention Deficit Hyperactivity
Disorder will struggle to stay on task and contributing to group discussion.

I anticipate the two students have an IEP for Specific Learning Disabilities will
struggle to keep up with group members and provide input in devising a plan to
monitor progress of recycling goal.

I expect the three students with an IEP for Speech and Language Services (two
students are assisted for a speech stutter and one for vocabulary assistance
specifically) to struggle with presenting their thoughts and plans for monitoring their
recycling program.
9. Modifications/Accommodations (What specific

modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations
for English Learners, Standard English Learners, and/or students with special
needs. )

Students with EL students will be paired with group members at a higher ELA level
to help assist when necessary. The groups will collaborate to set a goal and monitor
progress. Directions will be printed on a note card, shown in a slide projected on the
board and delivered orally.

For the one student with an IEP for Attention Deficit Hyperactivity Disorder I will be
checking in to make sure they are participating within the group as well as allowing
students to check on the groups progress throughout the process. I will also allow
him body movement breaks throughout the sessions of planning and give him a
yoga ball to sit on to allow him to move around while working with his group
members.

The two students have an IEP for Specific Learning Disabilities will be purposefully
placed in groups with peers who are identified as helpers. These students will be
given guiding questions and teaching points (on index cards provided by Resource
Specialist Teacher) that were discussed in previous ELA lessons.

The three students with an IEP for Speech and Language Services (two students
are assisted for a speech stutter and one for vocabulary assistance specifically) I
will allow them to have flashcards to keep their thoughts organized when speaking
with their group.



Communication: Students will communicate their ideas on the recycling tracking
program with one another.
Collaboration: Students articulate ideas effectively to create a recycling goals and
design, plan and monitor their goals.
Critical thinking: Students will work together to create a goal and design a plan to
assess and monitor progress towards their goal.
11. Technology - How will you incorporate technology into your lesson?
(TPE 4.4, 4.8)
Google Slides
Projector
opportunities to access the curriculum by incorporating the visual and
performing arts? (TPE1.7)
13. Assessment Criteria for Success: (How will you & your students know if
they have successfully met the outcomes? What specific criteria will be met
in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
Groups of 4 Students will work together to create a goal and design a plan to
assess and monitor progress towards their goal. (DOK level 4) Teacher will take
anecdotal data on each groups method and recording efforts.


---Not applicable---

rubric):
Health: Students will design a plan and monitor their progress towards their goal of
collecting recyclable items and reflect on how their efforts impact the environment.
3 2 1
Establish goal Establishes a clear Goal not clear Does not establish
goal a goal
Create method Method for Method for Method for

for recording recording progress recording recording progress
progress is effective progress is does is not
unclear/does not effective
make sense
Record Accurately records Accurately Records progress

progress progress daily records progress infrequently
3x a week
Monitor Students use Students use Students use

progress science journals to science journals science journals
towards goal reflect and analyze infrequently to infrequently to reflect
progress towards reflect on and on and analyze
goal daily analyze progress. progress. (less than
3x a week)

Students will (daily) work in a group of four members and communicate with one
another to reflect upon their proposed goals.


14. Instructional Method: Circle oneDirect Instruction Inquiry(unguided
inquiry) Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be

used in this lesson?)
http://www.treehugger.com/environmental-policy/trash-numbers-startling-
statistics-about-americans-and-their-garbage.html
Laptops per group
Construction paper
Scissors
Glue sticks
Markers
Rulers
Calculators
Stickers
*once students determine how to record progress, appropriate materials will be
provided.

Unguided Inquiry, daily, 30-45 minutes.
OPEN:
1. Present or capitalize on a problem that has multiple solutions and that captures the interests of
students.
After our beach clean up, you guys were so fired up that you decided to create a
recycling program at our school. You saw the video, you read the facts and you
actually went to the beach and collected trash.

Present Powerpoint slide:

BODY:
2. Guide students in clearly stating the problem, perhaps by formulating a question.
What is the impact our your recycling program on your community, on your
environment? (slide remains up)
3. Lead a discussion of methods that may allow students to address the problem. Set the guidelines for
study. Provide access to a variety of appropriate resources, including concrete materials and
information sources.
How can we accurately judge or monitor the effect that our recycling program has
on the earth?
Your task is to work within your groups,
1. Set a recycling collection goal
2. Design a plan to monitor your progress towards your goal.

4. Monitor students as they employ their methods, helping students to revise and refine their methods
as appropriate.
I will conference with each group and discuss what their goal is, how they plan to
achieve it, document it and monitor it.
5. Encourage students to take action based on findings, when appropriate.

Each group will be in charge of collecting, recording, monitoring and analyzing their
recyclables that their group has collected.

CLOSE:
6. Direct students to draw conclusions regarding (a) the problem and (b) the processes of investigation.

Students use science journals to reflect and analyze progress towards goal.

Subject(s): ____________VAPA__________ Grade: ______5________
Teacher(s): _________________Sarah_____________________ School:
__________________ Date:___________

CCSS.ELA-LITERACY.W.5.2.D Use precise language and domain-specific
vocabulary to inform about or explain the topic.
2. State Content Standard Addressed (History/Social Science, Science, Physical

Education, Visual and Performing Arts):

Creative Expression 2.5: Assemble a found object sculpture (as assemblage) or a
mixed media two-dimensional composition that reflects unity and harmony and
communicates a theme.


ELD P .2.6: Emerging Combine clauses in a few basic ways to make connections
between and join ideas (e.g., You must X because X) or to provide evidence to
support ideas or opinions (e.g., creating compound sentences using and, but, so).
4. Learning Objective: (What will students know & be STUDENT-FRIENDLY

able to do as a result of this lesson?) TRANSLATION

Students will use recycled objects to create a sculpture We will turn the
of\r two dimensional piece of art that reflects unity and recycled items we
harmony by reducing our human footprint on the Earth. collected into a work
(Blooms Create) of art to reduce our
human footprint on the
Earth.
5. Relevance/Rationale: (Why are the outcomes of this STUDENT-FRIENDLY

lesson important in the real world? Why are these outcomes TRANSLATION
essential for future learning?)(TPE1.3) We will make a
The students will discover a new way to use collected sculpture or a two
recycled items from their personal environments to create dimensional art piece
a sculpture or two dimensional work of art to limit their out of the recycled
human footprint on the Earth.
trash we collected in
our neighborhoods.


Can trash be turned into art?

What can be considered trash?

What can be considered art?


English Learners.

have worked in Google Classroom with identifying main ideas and details using text
evidence and typing their findings. The students are involved in Meet the Masters
art program. They are familiar with doing art projects on a monthly basis.
student. Six of the Spanish Speaking students have an IEP.
background.
Children Poster)

Children Poster)
imagination.
8. Anticipated Difficulties (Based on the information above, what difficulties do you

think students may have with the content? Please specify anticipated difficulties for English
Learners, Standard English Learners, and/or students with special needs. )):
For EL students I anticipate that the students may have difficulty writing a reflection
paragraph.

For the student with ADHD the student may have difficulty sustaining attention or
following the directions when building and constructing his art.

The two students with Specific learning disabilities may have difficulty focusing on
the task and writing their paragraphs. They may also have trouble remembering
their task as well as accomplishing their project. (change amount of writing)

The three students with speech based IEP may have difficulty explain their opinions
and views of their art and those around them in the gallery walk.

9. Modifications/Accommodations (What specific modifications/accommodations

are you going to make based on the anticipated difficulties? Ex:) Please specify
students with special needs.)
For EL students I will provide them with written out instructions and a checklist for
their paragraph. I will also provide them with some sentences stems such as: I
chose ___________ to make my __________ because __________. I will also
explain what harmony and unity means and how it can be seen in our classroom or
in personal lives.

For the student with ADHD I will provide them with mini task throughout the art
project. I will have the student complete one task at a time within a short amount of
time. I will also help scaffold the student by providing them with written directions
and visuals for each task.

The two students with Specific learning disabilities I will also provide them with clear
written out simplified directions with visuals to elaborate on what is being asked. I
will also provide them with mini tasks throughout the project and extend their time
on the project from on class day to two. I will also have them write three sentences
instead of an entire paragraph and provide them with the sentences stems from
above.

For the three students with speech based IEP I will provide them with response
cards that have sentence stems on them. This will provide them with the start of
their discussion during the gallery walk.


Creativity: The students are creating a art piece out of recycled trash that they
have collected.

Critical Thinking: The students are imagining and designing a piece of art out of
recycled trash.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)

I will be utilizing a Google Slide presentation
opportunities to access the curriculum by incorporating the visual and performing
arts? (TPE1.7)

I will provide the students with images of other works of art created from recycled
goods. This will provide them with ideas and show them that art can be created out
of any material.
13. Assessment Criteria for Success: (How will you & your students know if they
have successfully met the outcomes? What specific criteria will be met in a successful
product/process? What does success on this lessons outcomes look like?)

a. Formative:
I will walk around and monitor the students progress and view their sketch of what
they will be creating. I will also assess the materials they have chosen by asking
why they chose these specific materials.
The students will turn in their final products, sculpture or two-dimensional piece of
art, and provide a paragraph explanation of why they chose the material, what they
created and how it reflects harmony and unity through reducing their footprint on the
Earth. (DOK Level 3)
c. Attach rubric here ( and copy and paste your objective above your
rubric):
Objective: Students will use recycled objects to create a sculpture of\r two
dimensional piece of art that reflects unity and harmony by reducing our human
footprint on the Earth.
3 2 1
Create a two Completes a two Partially Does not complete

dimensional dimensional work completes a two- a two-dimensional
work of art or of art or a dimensional work work of art or a
sculpture sculpture using of art or a sculpture.
recycled trash. sculpture using
recycled trash.
Describes how Clearly describes Partially Does not describe

this art reflects how their art describes how how their art
harmony and reflects harmony their art reflects reflects unity and
unity through and unity through harmony and harmony through
reducing their reducing their unity through reducing their
footprint footprint. reducing their footprint.
footprint.

reflection on their learning goals and progress? (TPE5.3)
Students will review their work and their peers work through a gallery walk within
the classroom. They will provide comments to each person and will explain to me
why they created their project.

14. Instructional Method: Circle one Direct Instruction Inquiry (Learning

Cycle) Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this
lesson?)
Google slide
Recycled trash for sculpture or two-dimensional work of art.


OPEN: 3-5 minutes
1. Engage: Provide a brief real-world phenomenon, an object, or an issue that
engages students interests in the topic one or more questions for
investigation.
I will begin by reminding the class of the great work they have been doing collecting
recycled trash. I will quickly ask the class why we have been recycling and keeping
our environment clean. As the students provide me with different explanations I will
then reiterate our overall goal of reducing our human footprint on the Earth through
recycling. I will then explain to them that today we will learn about various ways
recycled items can be repurposed.

BODY: 60 minutes.
2. Explore: Provide materials so that students engage in first hand experience
with the issue under study.
I will open up a Google slide showing the students the different ways in which
recycling occurs and how recycled items can be repurposed. I will show the
students a video of a recycling plant. After viewing the video we will go over some
of the vocabulary terms and relate it back to the science lesson we completed
earlier in the unit. After going over the vocabulary in the video, I will ask the
students to Think-Pair-Share with their partner about what they saw, what occurred
at the recycling plant and what items were made. I will then ask the students To
think of other ways that recycled trash can be used. I will ask them to provide me
with different examples and share them with their partner. After we discuss these
different options for recycled goods. I will explain to them that another great way to
reuse recycled trash is through art.

3. Develop: Systematically develop the concepts that arise during the
exploration phase.

I will begin to show the students various picture within the Google slide of art made
out of recycled goods. I will explain to them that by using trash to make art, you are
taking something that is considered ugly or gross and turning it into something
beautiful and harmonious. I will tell the students that today they will be using the
trash they collected to create their own work of art that shows unity and harmony. I
will tell them it can be something from nature, animals or anything that is benefiting
from recycling and reducing our human footprint on the Earth.
Close:
4. Apply: Present a new problem or situation that can be addressed given
students newly formed understandings.
After the students complete their art projects. They will write a paragraph or three
describing sentences on: Why did you choose the materials you used? How does
it show unity and harmony? and How this reduces their human footprint on Earth?

Brooke Katie Heather Sarah Unit Plan Comments-2

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Names of Group Members: Sara Moreno, Heather Spenser, Katie Cowper, Brooke

Unit Theme: Reducing your human footprint

Essential Students will work together to create a PowerPoint

Major Student Science journal reflection.

Objectives: Science: Students will obtain and summarize

Assessments: Health: Students will design a plan, monitor their

Instructional Beach Cleanup

Part I GOALS AND STANDARDS (TPE3.1)

1. Common Core Learning Standard(s) Addressed:

2. State Content Standard Addressed (History/Social Science, Science,

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A.

4. Learning Objective: (What will students know & STUDENT-FRIENDLY

6. Essential Questions (TPE1.5):

Part II STUDENTS INFORMATION (TPE1.1,3.2)

b. English Learners/Standard English Learners There are sixteen English

glasses to be worn in the classroom.

d. Academic language abilities, content knowledge and skills in content

them to recycle at home.

e. Linguistic background There is one native Samoan speaking student,

student. Sixteen of the Spanish Speaking students are English Learners.

f. Cultural background (home/family) The majority of the students come from

a Hispanic/Latino background. There is one student with a Samoan background,

twenty-one students with a Hispanic/Latino background, two student with a White

h. Physical development factors that may influence instruction in this

muscle coordination. High energy level-opportunities for physical activity continue to

hygiene (Retrieved from ASCDs Developmental Characteristics of Youth and

i. Social development factors that may influence instruction in this

major influence upon school achievement. Caregiver commitment and involvement

Caregivers assist these students in assuming personal and social responsibility.

Students occasional negativism or rebellion does not diminish importance for

Competition is more common with a considerable amount of boasting. Gender

common for same and opposite sex. There is a heightened competitiveness in

able and interested in assuming responsibilities. (Retrieved from ASCDs

Developmental Characteristics of Youth and Children Poster)

j. Emotional development factors that may influence instruction in this

academic content area Students react to feelings of others positively and/or

home. (Retrieved from ASCDs Developmental Characteristics of Youth and

K. Interests/Aspirations (relevant to this academic area) Students are

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

Students use Student does not Student gives Student gives 2

Student provides Student does not Student Student

Part V - INSTRUCTIONAL PROCEDURE

15. Resources/Materials: (What texts, digital resources, & materials will be

16. Procedure (Include estimated times. Please write a detailed procedure,

Part I GOALS AND STANDARDS (TPE3.1)

1. Common Core Learning Standard(s) Addressed:

2. State Content Standard Addressed (History/Social Science, Science, Physical

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A.

4. Learning Objective: (What will students know & be able to STUDENT-FRIENDLY

5. Relevance/Rationale: (Why are the outcomes of this STUDENT-FRIENDLY

6. Essential Questions (TPE1.5):

b. English Learners/Standard English Learners There are sixteen English

glasses to be worn in the classroom.

d. Academic language abilities, content knowledge and skills in content

e. Linguistic background There is one native Samoan speaking student,

student. Sixteen of the Spanish Speaking students are English Learners.

f. Cultural background (home/family) The majority of the students come from

a Hispanic/Latino background. There is one student with a Samoan background,

twenty-one students with a Hispanic/Latino background, two student with a White

h. Physical development factors that may influence instruction in this

importance in influencing status and self-concept. Girls are ahead of boys in