Kayla Rye-Szabo

Individual ESA

Learning Segment Central Focus: Phenomenon: This is a paragraph describing the backdrop
and context of the lesson described in the ESA below. Must include attention to NGSS and
phenomenon-based learning.
The teacher wants to provide students the opportunity to understand the phenomenon that not all
trash needs to be thrown away but can be sorted for reuse and recycling in order to reduce the impact
on the environment and living things. To build background knowledge the teacher will read a story
and provide vocabulary to students. The teacher will provide a hands-on experiment for students.
The students will investigate the items and sort them. The teacher and students will then create a
chart to categorize items into the categories of reuse, recycle, and trash; while also considering what
they can reduce.
Phenomenon: Not all trash has to be thrown away.

Time Allotted: 45 minutes Classroom organization/ groups/ labs?:

Whole group (read aloud/discussion), small group (activity)

Lesson plan format:

Unit name: Human Impact on the Environment
Class/Grade: Kindergarten
NGSS Content Standard(s):
K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water,
air, and/or other living things in the local environment.
Science and Engineering Practice: Communicate solutions with others in oral and/or written
forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3)
Disciplinary Core Ideas: Designs can be conveyed through sketches, drawings, or physical
models. These representations are useful in communicating ideas for a problem’s solutions
to other people. (secondary to K-ESS3-3)

Language Supports: be specific regarding strategies you are choosing to support the access of
science language
1. Teacher will provide picture vocabulary cards and discuss as needed. This will help
students to visualize the objects the class is discussing if they do not have prior
knowledge about that item.
2. Teacher will restate and reword directions one-on-one or in small groups to clarify
understanding. Students might have questions about the instructions.
3. Teacher will model the hands-on experiment. This will demonstrate to the students how
to recycle.
4. Teacher will simplify and rephrase information. Students might not have prior
knowledge about this topic, so simplifying can help the students to better understand.
5. Students will actively participate with their group and discuss their decision-making
process. This allows the students to vocalize their thoughts with their peers.
Materials Needed (indicate any safety measures that need to be considered):
1. trade book
2. chart paper
3. mixed media trash/recyclables - except food waste
4. sorting bins
5. vocabulary cards
6. worksheet
Objective(s) Possible Challenges /Misconceptions:
Students will be able to differentiate what can 1. The vocabulary for reduce, reuse, and
be reduced, reused, and recycled. Students will recycle can be difficult for students to
be able to discuss how recycling impacts understand.
animals and the environment. 2. Lack of prior knowledge in this
content area.

Formative Assessment strategies (indicate WHY these are chosen – WHAT are you assessing –
concepts, skills):
I will assess students’ understanding about what materials can be reduce, reused, and recycled
using a shorting activity/worksheet. Students will demonstrate their understanding by sorting
items into categories and explaining why they made these decisions. Teacher will be assessing
if the students are able to differentiate between what can be recycled, reduced, and reused.
LESSON PLAN STRUCTURE: (could include the use of the 5Es as indicated)
Opening: (engage) Teacher Actions Student Actions
Activate prior knowledge and Teacher read aloud and Students are listening and
student interest- teacher discussion of Why Should I engaged in the read aloud.
presents an interesting Recycle? by Jen Green. Then they are actively
situation, phenomenon, or Teacher will periodically stop participating in the
dilemma/ controversial issue to check for student discussion. Students raise
that helps students connect to understanding and asks their hand when they have
the content. students questions. Direct something to ask or add.
them to share with their Students discuss their answers
shoulder partner. with their shoulder partners
when directed to by the
Potential Inquiry Questions: teacher.
1. What does it mean to
recycle? Potential Inquiry Questions:
2. Have you ever 1. Why is it important to
recycled before? recycle?
2. What items can we
use again instead of
throwing them away?
Introduction: Teacher will put up a piece of Students will be giving ideas
Getting students ready - chart paper separated into about what they think can be
teacher introduces the task three columns labeled recycled, reduced, and reused.
and makes sure students
understand what they are
trying to accomplish, but not
how they are to do it
Body of lesson: (explore,
explain, elaborate)
Students working on content -
teacher observes students,
monitors their progress, and
provides clarification as
necessary
recycle, reuse, and reduce.
Teacher will lead the
brainstorming about what can
be recycled, reduced, and
reused. Teacher will write
down student ideas in the
correct columns.
Potential Inquiry Question:
1. Look around the
room, do you see any
items that we have
reused instead of
throwing away?
Teacher brings 2 bins labeled
with recycle and reuse.
Teacher also has a pile of
trash that does not include
food waste for students to sort
into the bins. Teacher calls on
students to say the name of
the item and which bin they
believe that it goes in/why.
Teacher will break the
students into groups and
continue the sorting lesson.
Teacher monitors and helps
students make decisions when
needed. Disciplinary Core
Ideas: Designs can be
conveyed through sketches,
drawings, or physical
models. These
representations are useful in
communicating ideas for a
problem’s solutions to other
Students can confirm their
agreement with other
students’ answers using a
thumbs up or thumbs down.
Students can share ideas with
their shoulder partner.
Students share what they
discussed with their shoulder
partners with the whole
group.
Potential Inquiry Questions:
1. What should we do
with a piece of paper
if we only use part of
it?
2. Do all classes recycle?
3. Who takes the
recycling away?
4. How do we know
when to use the paper
we saved?
During the whole group
modeling students will raise
their hand and pick an item to
sort. They will explain to the
class why they think it
belongs in that bin.
Students will sort items and
discuss with their group the
reason for their choices.
When students have a
disagreement, they will ask
the teacher for help. Working
in groups will allow them to
add on to other students’
answers using their potential
knowledge.
Potential Inquiry Questions:
1. Why does that go in
the trash?
2. Can I recycle this?

Closure (evaluate):
Wrapping Up - teacher
facilitates group discussion,
helps students share their
work/progress, helps students
make connections, and
ensures that big ideas are
brought forward. Have you
connected your lesson back to
the overarching phenomenon?
What skills (SEPs), concepts
(DCIs) and overarching
connections (CCCs) have you
included and assessed?
people. (secondary to K-
ESS3-3)
When done sorting teacher
will talk about keeping the
bins in the classroom in order
to reduce the amount of
waste/the impact humans
have on the environment.
Teacher will place bins in
their permanent location so
the students know where they
belong.
Teacher will pass out
assessment worksheet to
determine if students can
differentiate what should be
recycled, reused, and reduced.
Teacher will walk around
monitoring and helping
students.
Teacher can ask if anyone has
any other ideas to add to the
chart. Teacher will place the
chart near the location of the
two bins. Teacher will remind
students that this project helps
reduce human impact on the
environment.
Potential Inquiry Questions:
1. Why is it important to
recycle?
2. Can we recycle,
reduce, and reuse
outside of the
classroom?
The students will take their
sorted items to the bins and
begin the process of reducing
their impact on the
environment.
Students will work
individually in order to
complete the sorting
worksheet. They will
differentiate what should be
recycled, reused, and reduced.
If students are need help they
will raise their hand to get
clarification from the teacher.
When finished the students
can leave their paper and read
a book from the library or
their book bin.
When the students are
finished with the worksheet
they will return to the carpet.
They will continue the
discussion whole group and
talk about the worksheet.
Students can share more ideas
that can be added to the class
chart. They will discuss the
ways they can help the
environment.
Students will continue to use
the bins throughout the school
year.
Potential Inquiry Questions:
1. Can we recycle at
home?
2. What can be recycled
or reused at home?
 3. Where does it go
when it leaves our
classroom?

REFLECTION ON RUBRICS:
Review the rubrics connected to this lesson. Below, indicate HOW you have addressed each
one and include this with your lesson plan/ unit outline.

RUBRIC # and corresponding reflection:

(see below and see EdTPA handbook on Blackboard, Course Materials):

Rubric #1: Teacher will build background knowledge when reading the trade book and use of
vocabulary cards. For example, students will ask questions about what recycling is and how it can be
applied both inside and outside of the classroom. This will allow students to connect to the topic of
reducing human impact on the environment. To model the concept teacher will lead brainstorming
providing students with a visual that supports their learning. For example, students will state what
they think can be recycled, reduced, and reused. Teacher will stop and check student understanding
using a thumbs up thumbs down method. Students will raise their hand to participate or ask
questions. Teacher will whole group model how to sort trash into categories before breaking the
students into balanced groups to continue the activity. During small groups students will discuss and
ask questions of their group members. If students are still struggling they will ask the teacher.
Students will tell their group and the class what bin they believe the item should go in and why.
Through this lesson students are able to demonstrate their understanding of what items can be reused
and recycled. They will demonstrate this knowledge through the whole group modeling and the
assessment worksheet.

Rubric #2: Teacher wanted to support the phenomena that not all trash should be thrown away but
can be sorted for reuse and recycle in order to limit the impact on the environment. To support this
phenomenon teacher has students brainstorm what can be reused, recycled, and what can be reduced.
After the brainstorm teacher has students work in groups to sort trash into the appropriate bins. The
vocabulary and picture cards support all students, especially English Language Learners and low
performing students. The group activity will consist of balanced groups so high performing students
can model for lower performing students.

Rubric #3: Teacher observed that students did not have an understanding about what items could be
reused or recycled in the classroom. In the article “What are the Benefits of Reading Aloud?” from
the Center for Teaching, it states “reading aloud helps students learn how to use language to make
sense of the world; it improves their information processing skills, vocabulary, and comprehension.”
Teacher chose to the read aloud of the trade book because of the many benefits it has on student
learning. Teacher will break up the students into balanced groups and monitor them during the
activity. In Educational Psychology by Anita Woolfolk, it states, “information processing theorist
point to the value of group discussion in helping participants rehearse, elaborate, and expand their
knowledge. As group members question and explain, they have to organize their knowledge, make
connections, and review—all processes that support information processing and memory.” By
creating groups with high, medium, and low students the teacher is giving the students an
opportunity to learn from each other.