Dawn+Miller

= Dawn Miller =

nonfictional text as a whole || Instructional Objectives: Students will research and note what materials can be recycled using curbside recycling pick-up. Students will be able to describe what kind of materials may be recycled and the proper preparation of those materials. || 10 min. 40 min. 10 min. |||| 1. Students will be asked to recall facts from the previous book they have read on garbage management and recycling. Teacher and students will review with a short discussion. 2. Teacher will explain to students that they can help protect the environment here in Blair County. By being avid recyclers, they can help to keep the environment cleaner for humans and animals. To do this they will be asked to solve this problem: how can we be smarter recyclers? 3. Teacher will then go on to explain that over the next 3 lessons, students will be researching the subjects of curbside recycling, composting, and recycling of household appliances. This knowledge will help them become smarter recyclers. 4. Students will be placed into pairs to conduct research on the following web sites: [] [] [] 5. During the research process, students will be asked to take notes on the following concepts: what materials may be recycled by curbside pick-up in our area, how do these materials need to be prepared for pick-up 6. Closing discussion – students will be asked to review the information they have found in a short class discussion. || 7 student laptops (1 per pair) Notebook paper and pencils Teacher created note sheet for students who need organizational guidance || Accommodations and Extensions: Teacher will provide a structured note taking sheet for students who may have a difficult time organizing their information. Back-Up Plan: If the internet is down on the day of this lesson, I plan to refer back to the book previously read by my students. We will review the recycling process. Then, the students will begin making a list of what materials they know that can be recycled. This can be from prior knowledge or from the book. Then, students will list items they recycle from their own homes. || 0 - Student did not participate in discussion, research, or note taking. 1 - Student participated minimally in discussion, research, and note taking. Notes were not clear or pertinent. Student may have been unfocused. 2 - Student actively participated throughout the discussion, research, and note taking. Notes were clear and pertinent. LESSON REFLECTIONS AND NOTES: ||
 * Daily Lesson GAME Plan ||
 * Lesson Title: We Can Recycle! |||| Related Lessons: Soar to Success book lesson on garbage and recycling ||
 * Grade Level: 4 |||| Unit: Our Impact on the Environment ||
 * ==GOALS== ||
 * Content Standards: R4.A.2.3.1 Make inferences and/or draw conclusions based on information from the text, R4.A.2.5.1 Summarize the major points, processes and/or events of a
 * ISTE NETS-S: 2a - interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media, 3b - locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media, 3c - evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
 * ==ACTION== ||
 * Before-Class Preparation: Student will have already read a Soar to Success book about garbage and recycling. They will be coming in with some prior knowledge. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 min.
 * My group of 14 4th graders will be completing this lesson in my classroom. They will be working in pairs for the duration of the lesson. Most of my students are at the same or similar reading levels. I plan to pair students according to behavior and organizational skills. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): teacher will be moving throughout the room during the lesson to monitor participation. Teacher will monitor amount of knowledge gained through the ending discussion. Finally, teacher will observe the notes taken by each student to look for pertinent details and facts.
 * ==EVALUATE AND EXTEND== ||
 * For this lesson, students will get a participation grade. I will use the following scale to grade participation:

from the text, R4.A.2.5.1 Summarize the major points, processes and/or events of a nonfictional text as a whole || Instructional Objectives: Students will research and take notes on how to start a backyard compost pile and how to recycle household appliances. Students will be able to describe how to prepare and maintain a compost pile. Students will understand what kinds of materials can be placed in compost piles. Students will list the ways to recycle household appliances. || 40 min. 40 min. |||| 1. Students will be asked to recall facts from their research notes from the previous lesson. Teacher and students will have a short review conversation about curbside recycling. Teacher will also remind students of the problem that they are trying to find ways to solve. How can we be smarter recyclers? 2. Teacher will inform students that they are going to continue their research and then begin to share the information they found from both lesson 1 and 2 on a class Wiki space. 3. Students will then work with the same partner from the previous lesson to research and take notes. Now, students will be focusing on compost piles and the recycling of household appliances. 4. Students will to conduct research on the following web sites: [] [] [] [] 5. Teacher and students will meet in a whole group at the Smart Board. There, teacher and students will discuss/share the information that students have found on curbside recycling, composting, and recycling appliances. 6. Students will then post the information they have found on the class Wiki space with the teacher’s support. Students will take turns typing and editing. The main page on the Wiki will be an introduction of the information. Then, students will add pages to the Wiki. Each page will be for the respective subjects of curbside recycling, composting, and household appliance recycling. || 7 student laptops (1 per pair) Notebook paper and pencils Teacher created note sheet for students who need organizational guidance || Accommodations and Extensions: Teacher will provide a structured note taking sheet for students who may have a difficult time organizing their information. Back-Up Plan: || 0 - Student did not participate in discussion, research, note taking, or the creation of the Wiki space. 1 - Student participated minimally in discussion, research, note taking, or the Wiki space. Notes were not clear or pertinent. Student may have been unfocused. 2 - Student actively participated throughout the discussion, research, and note taking. Notes were clear and pertinent. Student was active in the creation of the Wiki space. LESSON REFLECTIONS AND NOTES: ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: We Can Recycle – Wiki Space |||| Related Lessons: We Can Recycle (previous lesson) ||
 * Grade Level: 4 |||| Unit: Our Impact on the Environment ||
 * ==GOALS== ||
 * Content Standards: R4.A.2.3.1 Make inferences and/or draw conclusions based on information
 * ISTE NETS-S: 2a - interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media, 3b - locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media, 3c - evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 5b – exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
 * ==ACTION== ||
 * Before-Class Preparation: Teacher will need to access 7 student laptops and have a class Wiki already setup. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 min.
 * My group of 14 4th graders will be completing this lesson in my classroom. They will be working in pairs for part of the lesson and whole group for the rest. Most of my students are at the same or similar reading levels. I plan to pair students according to behavior and organizational skills. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): teacher will be moving throughout the room during the lesson to monitor participation. Teacher will monitor amount of knowledge gained through the ending discussion and participation on the Wiki space. Finally, teacher will observe the notes taken by each student to look for pertinent details and facts.
 * ==EVALUATE AND EXTEND== ||
 * For this lesson, students will get a participation grade. I will use the following scale to grade participation:

Place cover page information here.

from the text, R4.A.2.5.1 Summarize the major points, processes and/or events of a nonfictional text as a whole ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: We Can Recycle – Digital Storytelling |||| Related Lessons: We Can Recycle (previous 2 lessons) ||
 * Grade Level: 4 |||| Unit: Our Impact on the Environment ||
 * ==GOALS== ||
 * Content Standards: R4.A.2.3.1 Make inferences and/or draw conclusions based on information
 * ISTE NETS-S: 1b – create original works as a means of personal or group expression, 2a - interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media, 3b - locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media, 3c - evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 5b – exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Instructional Objectives: Students will review information they have learned over the previous lessons in a class discussion. Students will work in groups to create 2 different digital stories on the subject of recycling and the environment. Students will display creativity when summarizing the information using digital storytelling. Students will use pertinent and accurate information in their digital stories. || Review and introduction to lesson – 20-25 min.
 * ==ACTION== ||
 * Before-Class Preparation: Before-Class Preparation: Teacher will need to access 7 student laptops. Teacher will have needed to present and explain the idea of digital storytelling to students. Teacher will also have needed to present or review iMovie to students. I am aware that most of my students have been exposed to iMovie in the past. Teacher will need to access school digital camera. ||
 * During Class ||
 * Time

Composition of iMovies – two 90 min. class periods |||| Instructional Activities 1. Teacher will initiate a short review discussion on the information that students have learned about recycling in the previous lessons. Teacher will then explain that students will be taking what they have learned and adding their own creativity to compose 2 digital stories about recycling and the impact on the environment.

2. Teacher will then go on to split the 14 students into 2 groups of 7 students. Those 7 students will work together to create/find pictures and compost a script for the iMovies. One group will create a digital story that describes recycling and composting and how they benefit the environment. The other group will be creating a digital story on what they think our lives and environment would be like if no one cared to help.

3. Students who are creating the iMovie on recycling and composting will be photographed by the teacher with props such as plastic bottles, classroom trash, a recycling bin, and so on. Then students will look online and illustrate some other examples of images of recycling and composting. Then, they will choose the best images for the digital story and then compose a script using the information they have learned in the past lessons.

4. Students who are creating the iMovie on what the environment would look like if no one helped or cared will be photographed with some trash and sad looks on their faces. They will also illustrate some pictures as well as look for some images online to use. Then, they will compose a script using the information they have learned.

5. Once both iMovies are finished, the students will present them to their peers in other reading classes.

6. Finally, students will compose a journal reflection that describes their experience throughout the 3 lesson unit. The students will follow a prompt for the journal. The questions they will answer are:

What activity did you like the most in the unit? Why?

Make a list of at least 4 things that you learned about recycling and the impact on the environment.

If you could do this unit again, what would you add to it or take out? Explain your answer.

Why do you think that learning about how to recycle and compost is important? Explain your answer. || Materials and Resources

Digital camera

Student laptops

Art supplies – crayons, markers, pencils, construction paper, pencils

Student journals ||
 * Note student groupings, environmental modifications needed, etc.: My group of 14 4th graders will be completing this lesson in my classroom. They will be working in 2 groups of 7 students to create the iMovies. Most of my students are at the same or similar reading levels. I will be grouping my students heterogeneously according to behavior and organizational skills. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Teacher will be moving throughout the classroom during the duration of the lesson to provide assistance. Teacher will monitor participation of all students.
 * Ongoing Assessment(s): Teacher will be moving throughout the classroom during the duration of the lesson to provide assistance. Teacher will monitor participation of all students.

Accommodations and Extensions: The teacher will provide examples of how to write scripts using pictures and their notes from the previous lessons.

Back-Up Plan: If the internet is down, I will still have my students pose for pictures and illustrate pictures for the digital stories. Also, they will work on creating the scripts for the stories. If the internet problem continues, the students will just continue with the project as planned without using any images from online in their presentations. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: I will be assessing the student journal entries as a final evaluation of the unit. I will be looking for the comprehension of the subject matter as well as their ability to put their thoughts into words. Also, I will be taking into consideration any thoughts and suggestions for future lessons.

LESSON REFLECTIONS AND NOTES: ||