Date: April 8th 2014
Name: Kendall Karpyshin Subject: Science Grade(s): 3-4
Rationale: This lesson is to teach children
the importance of taking care of our planet that we live on.
Prescribed Learning Outcome(s): Students will be able to
demonstrate awareness and knowledge of the environment and why and how it can
be respected, cared for and preserved. Students will also demonstrate awareness
on how personal choices can have effects and consequences on the environment
and its conditions.
Instructional Outcome(s): Students will be able to define
definitions such as recycle, re-use, re-invent and reduce. Students will be
able to identify what classifies as recyclable items and what does not. Students
will also learn ways to preserve our planet via simple tasks that can be done
at home and in the community.
Prerequisite Concepts and Skills:
Students should
have a general idea of what recycling is and that we should take care of our community and our planet.
Materials and Resources:
·
Recyclable
and non-recyclable items Students just have to attend, teachers provide all the resources
·
Computer
and projector
·
Poster
paper
·
Pencils/pencil
crayons/markers
Lesson Activities:
This lesson is adapted for
children who are hard of hearing or deaf, Universal Design for Learning
(UDL)/differentiated instruction (DI) strategies are presented in each step.
Class Discussion;
Invite students to the carpet and create a circle. Introduce students to the
topic of taking care of our planet and recycling by asking simple questions
like:
·
“What
is recycling?” Discussion should follow
along this description: Recycling is the act of processing and re-using old
materials to create new materials.
·
“Why
should we recycle?” Discussion should follow along this description: Recycling
is beneficial because it saves money, uses much less energy and saves a lot of
the Earth’s natural resources which helps the environment.
·
“What
can be recycled?” bottles, newspapers, plastic, cans etc. These materials can be
re-used to create new items and materials.
·
Introduce
terms such as recycle, re-invent, reduce and re-use and explain what each of
these terms mean to get children familiar with them.
·
“What
other things can we do other than recycling to save energy and preserve our
planet?” Suggestions: stop running sink tap if you do not need water, turn off
lights to save electricity, re use water bottles etc.
·
UDL- Make sure students who are hard
of hearing or deaf are positioned in a spot near the front of the class where
they can see everything that is going on since they rely on visual
representations. As the teacher asks the
questions presented above, put the questions up on a power point projector for
everyone to see. Hand out a sheet of
paper that has all of these terms and definitions on them, all students will
benefit from these notes to refer back to time and again.
Identifications
·
Have
a collection of recyclable and non-recyclable items at the front of the class
and test students knowledge by asking them what can be recycled and what cannot
be recycled and why.
·
UDL- Make sure items are visible to
students who are hard of hearing or deaf and put the questions that you are
asking up on the power point projector. Have an EA take a little bit of extra
time (5minutes) to work with these students to ensure that they have grasped
onto the concepts and are able to move forward to the next step of the lesson.
Poster
Project
·
Assign
a poster project and create groups of 2-3. Explain what is expected out of the
poster such as explaining what recycling
is, why we need to recycle and where in the school we can recycle our items as
well as integrating eye-catching illustrations to catch the attention of people
walking by. Posters will be presented in groups in front of the class.
·
UDL- Hand out an instruction sheet
to all of the students explaining what is expected for the poster; so that
everyone knows what is expected from them, all students will benefit from this.
Put hard of hearing students in a group with students who willingly offer their
assistance and keep a positive attitude. Students that are hard of hearing/deaf do not
have to speak during presentation if they do not want to, this will not affect
their evaluation.
Time Discussion should take approx. 20
minutes, identifications should take approx. 10 minutes and the poster project
should take a couple classes to complete.
Poster presentations should take 1-2 classes to complete.
Organizational Strategies: Students will work in groups to
complete their posters. Multiple classes will be given in order to ensure that
students have enough time to create efficient and eye-catching posters.
Behaviour Management Strategies: For discussion, students will
only be permitted to talk if they put their hand up; this is to ensure that
everyone has a chance to talk without interruptions. For group work, the
teacher will pick groups strategically, so that students will be able to
complete their work without distractions.
Assessment and Evaluation: During discussion, teacher will
assess students’ prior knowledge on the subject to see how much they already know
and what they need to be taught. During
identifications, teacher will assess if students have learned more information
from discussion. During group work, teachers will assess how well students work
with one another and who is completing their work by observation. During poster
presentation, teachers will assess how well students organized and created
their posters through a rubric which is out of ten marks for each student. The final project will demonstrate students
full knowledge gained on the subject.
Extension: This
lesson connects with other topics in science that concern the environment,
ecosystems, animals and their habitat etc.
Reflections: If discussion does not
immediately flow, start off by asking more simple questions to get students
involved in discussion and then ask the more complex questions.
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