Вы находитесь на странице: 1из 7

Recycling/Earth Day Unit

UDL Unit Grade 2

Date: February 2019
Summary: This unit is based on the second grade Next Gen Science
Standards grade and ISTE Standards. It is taught in connection with one
of the second grade ELA Standards in speaking and listening and an
additional standard from ELA Literacy as well. It is taught in April because
students will have acquired the necessary prerequisite skills. It is also
planned for April in order to allow students to connect their learning to
Earth Day (April 22nd). The final performance task will allow students to
demonstrate their ability to design and build an object or structure from
reusable goods, and measure their ability to orally present their plan and
design process.

○ Is your goal clear and specific?
○ Are the means flexible?
○ If not, how can you scaffold?
○ Where will the goal be posted?
○ How will students revisit the goal throughout the lesson?

Next Gen Science Standards

COMPETENCY/GOAL 1: K-2: ETS 1-1: Ask questions, make observations, and gather
information about a situation people want to change to define a simple problem that can be
solved through the development of a new or improved object or tool.
Example: What can we reduce, reuse, and recycle? Why are these actions important?
COMPETENCY/GOAL 2: K-2: ETS 1-2: Develop a simple sketch, drawing, or physical
model to illustrate how the shape of an object helps it function as needed to solve a given
Example: What materials will be used in the building process? Why did you choose those
ISTE Innovative Designer: 4b: Students use a variety of technologies within a design
process to identify and solve problems by creating new, useful or imaginative solutions.

Example: I can use technology to learn about solutions to solve real world problems with help
from the teacher.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
Example: Verbally communicate the name of your design and briefly describe the building
process. including what materials were used. Discuss what worked well and any challenges
along the way.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Example: Speak clearly and in complete sentences. Listen carefully when others are speaking.
Write about your design process and construction of your object in complete sentences.


○ Does this unit have to come after another?
○ Should it run at a certain time to connect with another course unit?

Rationale for placement: This unit is taught in April to coincide with

Earth Day. By April, students are comfortable speaking in front of peers.
They have had multiple practices with working in partners, and teams.
They have been exposed to previous project based learning activities.
They have practiced collaboration, and teamwork skills. This is also
planned to coincide with their ELA Unit on nonfiction.

Students need the following prerequisite skills:

Working in collaborative teams
Recording observations
Defining the problem to be solved
Gathering information from sources

Background skills and knowledge to activate:

Testing and revising their work
Preparation of an oral presentation
Speaking in front of peers
Using nonfiction multi-media to gather information


● What will “success” look like?
● Have you offered multiple means for students to demonstrate success?
● Does the assessment directly measure realization of the goal?
● Do you have options for both formative and summative

● The project includes designing and building a functional

object that can be built from waste and recycled goods.
Additionally, the project includes an oral presentation that
explains the design and building process along with the
materials used. The project can be done independently or
with a maximum of two partners. The planning stage must
include a digital design of the object and a list of anticipated
materials necessary for the building process.
Video tape rather than “live” presentation
Team sizes: 1, 2, or 3 students.


○ Are there barriers in the context (location, grouping, noise level), presentation (oral, written)
or activities (writing, speaking, planning)?

Materials available Lack of interest

Groupings Fixed mindsets
Noise level Anxiety
Written presentations One-sided partnerships
Speaking in front of a group Motor skills challenge
Transfer of vocabulary
Time - teacher barrier
Emotional Control - Excitement


Engagement Representation Action and Expression

Check: Check: Check:

● Do these options ○ Do these options ● Do these options
address the anticipated address the anticipated address the anticipated
barriers? barriers? barriers?
● Are there options for ○ Are there options for ● Are there options for
choice, relevancy, and audio/visual/display of physical action?
minimizing info? ● Are there options for
distractions? ○ Are there options to multiple
● Options for balancing access language, math, communication tools?
perceived demands and symbols? ● Are there options for
and resources? ○ Are there options to varying levels of
● Options for mastery- build background support?
oriented feedback? knowledge and ● Are there options for
Collaboration? Self- highlight key patterns? goal setting, strategy
reflection? development, and self-

What options for engagement What option for representation What options for action and
will address the anticipated will address the anticipated expression will address the
barriers? barriers? anticipated barriers?

● Options for ● Access to “Michael ● Recycling song

reading/video Recycle” Youtube ● Writing/Oral
● Connection to read aloud presentations
Earth Day! ● Computer/ iPad ● Posted “I can”
● Group work ● BrainPop statements
○ Recyling
● Recycling Song ○ Waste ● Video record
with movements Management
● Chart Paper -
Three R’s
○ Recycle, Reduce,

Now pull in the Engagement, Representation, & Action and Expression to

write the key learning experiences. Include instructional strategies and
assessment practices.
Learning Learning Experiences Formatives &
Target Summatives

Why is Experiences Completed booklet

recycling Gather information and
important? knowledge about recyclable
What goods. Learn the importance of
objects/good recycling.
s are Resources
recyclable? ● Read Aloud Text: “Michael
What are the Recycle” and “Why Should I
3 R’s? Recycle”
Source: links to digital read-
alouds can be found in Google
● Brainpopjr.com (link in Google Classroom)
○ Recycling
○ Waste Management

Record your Experiences Report

observations Record your designing process Audio recording
and and include a list of materials Drawings
experiences used. Journal or digital log
with solving Resources
or reducing Report builder graphic organizer
the problem. Project checklist

Design and Experiences Sketches on

construct a Design and build a functional computer/ iPad
functional object from waste or recycled
object from goods. Collect data and record
waste or your progress each class session.
goods. Hand written notes on an
Digital log
Building supplies such as boxes,
cardboard, pipe cleaners, etc.

Give a Experiences Oral presentation of

presentation Prepare and deliver a short (two- model
about your three minute) presentation about Audio or video
work. your process and results. recording
model created
Presentation checklist and/or
Index cards

Additional ● All resources listed above can

Read Alouds be found on Google Classroom

Reduce, reuse, recycle, waste, landfill, biodegradable, compost, pollution,


Recycling Song
(To the tune of “Row, row, row your boat”)

Save, save, save your papers,

throw them in the bin.
We can help to save the earth,
if we all chip in.

Save, save, save your bottles,

throw them in the bin.
We can help to save the earth,
if we all chip in.

Save, save, save your cans,

throw them in the bin.
We can help to save the earth,
if we all chip in.

Save, save, save your plastics,

throw them in the bin
We can help to save the earth,
if we all chip in.

Похожие интересы