RECYCLE?

Author: Kristi Huchel
(a lesson plan for class for student teaching)

Grade Level: 4th grade

Timeframe:

This lesson will take place for about 1 week. The students will have 1 hour each day.

Lesson Description or Explanation:

Students will begin studying recycling. It will be an inquiry project. It will include aspects of language arts (reading non-fiction texts), math (graphing), and science (recycling/inquiry). The students will work together to answer their question. Then they will create a PowerPoint on their project to present to the class.

Indiana Curricular Standards:
Standard 2: Analysis of Grade-level-Appropriate Nonfiction and Informational Text
4.2.2 Uses appropriate strategies when reading for different purposes.
4.2.4 Evaluate new information and hypothesis (statements of theories or assumptions) by testing them against known information and ideas
Standard 6: Data Analysis and Probability
4.6.1 Represent data on a number line and in tables, including frequency tables.
4.6.2 Interpret data graphs to answer questions about a situation.
Standard 1: The Nature of Science and Technology
Scientific Inquiry
4.1.2 Recognize and describe that results of scientific investigations are seldom exactly the same. If differences occur, such as large variation in the measurement of plant growth, propose reasons for why these differences exist, using recorded information about investigations.
Technology and science
4.1.9 Explain how some products and materials are easier to recycle than others.

ISTE Standards

Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Assessments
Formative/Summative

Formative Assessment: During the duration of the project, the students will be constantly assessed. We will be looking at their information binder which will include: question their group is using, hypothesis, graph with questions, resources, information found, and rough draft of PowerPoint. Participation in group (as able) as well as during mini-lessons will also be a form of assessment. The students will also have a chance to assess group members’ participation.

Summative: The groups will create a PowerPoint demonstrating their knowledge. The group will then present the slides to the class.

Prior Knowledge

To assess what the students already know about recycling we will create a KWL chart. This way the class can build a knowledge base. Then the class will start to think about questions they have based on the knowledge that they already have.
The students should be fairly familiar with research (they have completed several projects using internet research). They should have limited knowledge about how to use PowerPoint. They have seen how it works, but never created their own.

Technology

Internet access
Internet Resources:
http://www.epa.gov/recyclecity/
http://www.epa.gov/epaoswer/education/kids_ppc.htm
PowerPoint on classroom computers
Books on recycling


Procedure:

Prior to Lesson: Students will watch a video on recycling.

Lesson 1: Students will be seated in their desks. Students will complete a KWL. Students will (with the entire class) fill out the K and W sections.
Each group will pick one questions they want to focus their inquiry project on.
During centers, students will have an opportunity to go to websites such as recycle city and Planet Protectors Club

Lesson 2: As a class, we will talk about what a hypothesis is.(10 minutes) The groups will then form a hypothesis about what they believe the answer to their question will be. (10-20 minutes) After the hypothesis has been put in their binder, the students may begin to research their question. They may use internet resources or research books.

During Centers, students will have an opportunity to go to websites such as recycle city and Planet Protectors Club.

Lesson 3: Students will have a mini-lesson on how to write down research information and how to use an index. (10 minutes) Then students return to research using internet resources or research books. (50 minutes)

During Centers, students will have an opportunity to go to websites such as recycle city and Planet Protectors Club.

Math Lesson: Groups will create a graph to show the information they found. They must also have questions that the graph can answer.

Lesson 4: Students will have a mini-lesson on PowerPoint. (10-15 minutes) Then the groups will have the rest of the time to put together a PowerPoint of their information. (45-50 minutes)

Lesson 5: Each group will present their information to the class. They will each have 10-15 minutes.

Differentiated Instruction

ESL
The students will all be put into differentiated groups. I also think it will help them to see pictures books/pictures of what recycling looks like and its process. This will help all students succeed. For students needing additional support during the project, there will be books in another language on the same topics. The internet may also be changed so that it is in their native language. They may also draw a picture and then write to get them focused on the idea. For example: their KWL chart can be done with pictures and words. If a student is uncomfortable speaking in front of the group because of their language, they do not have too.

Challenge/Extend

For groups that get done early. They may go through and research another question or they can enhance their own question. They can create a creative project displaying their information to be set up in the classroom.
Example: bulletin board, poster, art using the recyclable materials, or even create a community service project for the class to participate in, etc.

Special Needs

Students will be working in groups and participating at the level that they are able. I will also check websites to make sure they are Bobby certified. We are also giving the students many different resources which to work with: videos, books, internet resources, and most importantly each other! Also, when students are working on the internet they can use digital enhancement so that they can listen to what is on the webpage instead of having to read through all of the information.