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Date: April 11, 2017
EDUG 514: Curriculum Unit Planning
Unit Planning Form
Grade: Fifth
Web (Theme, Subjects, Standards, Objectives):
Science
English Language Arts
5-ESS3-1: Obtain and
combine information about
ways individual communities
CCSS.ELA-Literacy.SL.5.4: Report on a topic of text use science ideas to protect
or present an opinion, sequencing ideas logically
and using appropriate facts and relevant, the Earths Resources and
descriptive details to support main ideas of themes; environment
speak clearly at an understandable pace
Students will obtain and summarize
Students will design a report on a information on how collecting trash
recycling and trash collection project can make an impact on protecting
using descriptive details while presenting the Earths environment. (Blooms
at a clear and understandable pace. Theme:
Understand)
(Blooms Create) Reducing your
human footprint
through recycling.
Visual and
Health Performing
Arts
Health Standard 6: Goal
Setting.6.1.P: Monitor
progress toward a goal to Creative Expression
help protect the 2.5: Assemble a
Students will use recycled
found object sculpture
objects to create a sculpture
(as assemblage) or a
of\r two dimensional piece of
mixed media two-
Students will design a plan and monitor art that reflects unity and
dimensional
their progress towards their goal of harmony by reducing our
collecting recyclable items and reflect on composition that
human footprint on the earth.
how their efforts impact the environment. reflects unity and
(Blooms Create)
(Blooms Create) harmony and
CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.W.5.2.D: Use precise language and domain-specific vocabulary
to inform about or explain the topic.
ELD.PI.5.9.Ex: Plan and deliver longer oral presentations on a variety of topics and
content areas (e.g., providing an opinion speech on a current event, reciting a poem,
recounting an experience, explaining a science process), with moderate support.
ELD.PI.5.10.Ex: Write increasingly concise summaries of texts and experiences using
complete sentences and keywords (e.g., from notes or graphic organizers).
ELD.PI.5.1.Ex: Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions, affirming others, and
adding relevant information.
Health Standard 6: Goal Setting 6.1.P: Monitor progress toward a goal to help protect
the environment.
Creative Expression 2.5: Assemble a found object sculpture (as assemblage) or a
mixed media two-dimensional composition that reflects unity and harmony and
communicates a theme.
Standards-Aligned Lesson Plan Template
Subject(s): ____Science______________ Grade: ____5__________
Teacher(s): _________Brooke______ School: __________________ Date:___________
7. Class Information:
a. Total number There are 24 students; 12 girls and 12 boys.
Learners with five different reading proficiency levels. Four student is at a Beginner
reading level, two students are at an Early Intermediate reading level, four students
are at an Intermediate reading level, five students are at an Early Advanced reading
level, and one student is at an Advanced reading level. There are no Standard
English Learners.
c. Students with Special Needs There are a total of six students with IEPs.
One student has an IEP for Attention Deficit Hyperactivity Disorder (ADHD), two
students have an IEP for Specific Learning Disabilities, and three students with an
IEP for Speech and Language Services (two students are assisted for a speech
stutter and one for vocabulary assistance specifically). In addition, one student has
been diagnosed with ADHD but does not have an IEP and three students required
area - About four students perform below grade level, eight students are
progressing toward grade level, nine students are performing at grade level, and
three of the class performing above grade level for English Language Arts. Students
have worked Google. Students attend a science class once a week with a specialty
teacher. Students have started to learn about recycling as they have been
preparing for National Recycling Day. Some of the students live in cities that require
twenty-one native Spanish speaking students, and one native English speaking
background.
g. Health considerations (if any) Two students have a visual color deficiency
or are fully color blind and two students are allergic to bees and mosquitos. There
are no known food allergies and three students require glasses during instruction.
academic content area In this age group physical skills are gaining more
importance in influencing status and self-concept. Girls are ahead of boys in
physical development therefore they are taller, stronger, and more skillful in small
be important. Girls begin adolescent growth spurt and there is a quiescent growth
period for boys. These students are also able to take responsibility for personal
Children Poster)
academic content area During this stage caregiver guidance and support are a
play an important role in expansion of interests and activities outside the home.
development of values. This age group is overly concerned with peer imposed
rules, which may be shifting. Peers share sexual information and misinformation.
differences in interests are pronounced and antagonism between boys and girls
leads to frequent quarrels. The formation of same sex cliques is formed and
extreme energy expenditure in physical game playing occurs between same sex
peers. Both boys and girls become interested in hobbies and intensification of peer
group influence begins. Team games are popular, crushes and hero worship is
school activities which may lead to difficulty in handling failure experiences. This
group continues to needs teacher approval and affection and they are increasingly
negatively and are sensitive to criticism and ridicule. They seek warm, friendly
relationships with adults. Worries are evident, revolving around self-esteem and
threats or security like a loss of caregiver or family finances. Students begin to test
and question attitudes, values, and belief systems which may results in conflict.
Adult role models give strong cues about acceptable behavior. Students understand
the reasons for rules and behave according to those rules. They are beginning to
make judgements about their own behavior, set standards for themselves, and take
responsibility for their behavior. They also begin to conform to gender roles, achieve
personal relationships, and are aware of the importance of belongings. Lastly, these
students are self sufficient and can think independently inside and outside the
Children Poster)
interested in Pokmon cards, the movie Trolls, and their iPhones. The boys enjoy
playing soccer during recess and afterschool. Students are reading Harry Potter
books and the Diary of a Wimpy Kid books as well. A few of the students aspire to
be a teacher, Doctor, and FBI agent when they grow up. Many of the students in
this class are very artistic and enjoy drawing characters and ideas from their
imagination.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think
students may have with the content? Please specify anticipated difficulties for English
Learners, Standard English Learners, and/or students with special needs.):
I anticipate that the EL students have trouble with understanding the rules while at
the beach. They will also struggle to know how to write in their reflection journals.
I anticipate that the student with ADHD will have difficulty listening and may tend to
distract others in the class. They will also struggle to stay on track during the beach
trip.
For my students with IEPs for speech, I feel that they will struggle to communicate
with group members.
The two students with specific learning disabilities will struggle to put their thoughts
down for their reflection journals.
11. Technology- How will you incorporate technology into your lesson? (TPE
4.4, 4.8)
Two videos shown on trash and recycling:
Youtube Video: https://www.youtube.com/watch?v=rlOucLNurvo
Vimeo: https://vimeo.com/51933771
12. Visual and Performing Arts How will you provide the students with
opportunities to access the curriculum by incorporating the visual and
performing arts? (TPE1.7)
Videos (seen above).
13. Assessment Criteria for Success: (How will you & your students know if
they have successfully met the outcomes? What specific criteria will be met
in a successful product/process? What does success on this lessons
outcomes look like?)
a. Formative:
Teacher will observe their personal reflections, pair share discussions, and will be
asking guiding questions to get them to critically think during class discussion.
b. Summative (if applicable):
Students will take all of the information they have obtained from the introduction
lesson, the beach cleanup, their pair share and class discussion, and from their
research and write a reflection journal entry that compiles that information. (DOK
Level 3)
c. Attach rubric here (and copy and paste your objective above your
rubric):
Students will work together to obtain and summarize information on how collecting
trash can make an impact on protecting the Earths environment. (Blooms
Understand)
1 2 3
OPEN:
Anticipatory Set:
Did you know the average person creates 4 lbs of trash a day?
Thats as much as these two dumbbells weigh. I am going to pass these around the
class. Be careful with them, but feel their weight. That is the amount of trash that
you create in a day.
We have 24 students in this class, 25 including me, thats 100 lbs of trash created
by our class alone in one day. In a week we will have created 700 lbs. In a year, we
will have created 36,500 lbs of trash.
Today is November 15, does anyone know what is observed on this day?
It is the National Recycle day!
Can someone tell me what recycling is?
Thats right, it is taking our waste or trash and making it reusable.
We only have so many landfills and there is only so much room allotted to each
landfill. Some material takes hundreds of years to decompose and some will never
decompose like styrofoam and glass. I will show them a picture of a landfill and
make sure they know what it is and how much space it takes up.
If we recycle part of the trash that we create everyday, we can help preserve some
of that space in the landfills. It also will help to keep our air cleaner. The landfills
help to create some of the smog we see in our skies. The less trash we put into our
landfills, the clearer our skies will stay.
Does anyone here recycle on their own?
Why should we recycle?
What are some ways that we can help by recycling? Some of us have trash cans
that we put our recycling in and one of the trash trucks will come get them or we
can also take it to recycling companies that can take the products and make them
reusable for us.
Objective and Its Purpose
Today and over the next 3 days, our goal is to obtain and summarize information on
how our community can use recycling to protect the Earths environment.
Can everyone say that with me?
Today we are going to look at recycling, what it is, and how it helps our earth.
Tomorrow we are going to go on our fieldtrip to the beach. Our goal is to walk the
beach and collect as much trash as we can find to help protect our earth. Then we
will take that trash and separate what is trash and what can be recycled.
Then the next day we will do some research on recycling and reflect on what we
have learned over the past few days.
Sound good? Ok, lets get started!
BODY:
Instructional Input and Modeling
I will start by reviewing the vocabulary covered in the video and making sure that
the students are prepared with the background knowledge needed to understand
the video.
I am going to play a video for you and I want you to watch how recycling works.
https://vimeo.com/51933771
As you can see from the video, the products that can be recycled are processed
and turned into the same products or into new products that can be used. Isnt that
better than if we just threw them away and they got put into a landfill?
Now, most recyclable products are created with the recycle symbol on them. This
helps us to know if we can put them into our recycle bins or if they go with our
general trash.
Checking for understanding
Today I brought in some different items and I have a recycle bin and a regular trash
bin. I want you guys to help me sort what items go into which bin.
I have a glass bottle here. Which bin do you think it should go in?
How about the saran wrap I used for dinner last night?
I have my water bottle that I drank this morning. Which bin should this go in?
Cardboard box?
Newspaper?
Used paper that I dont need anymore?
How about this paper that I shredded this morning?
Soda can?
My burnt out lightbulb?
How about this plastic bag that I brought all of this stuff in?
I have a couple posters that show us what is recyclable and what is not, lets see
how we did.
It looks like we did pretty well. And the ones we got wrong, now we know why they
cant be recycled.
CLOSE:
Independent practice/ Guided practice
In your science journals, I want you guys to write down some of the items you know
that you use at your house that you can recycle. It can be stuff you use every day or
stuff that you only use once a week.
Now I want you to write a paragraph about how you can make these changes at
home and how you can show your families so that they can help you too.
Closure
Today we learned the basics of recycling and what happens when we recycle. Just
one person can make a difference and we can make an even bigger difference
when we are all working together to make the difference.
Tomorrow we are going to be walking the beach helping to collect the trash that
people do not throw away. We will see how many bags of trash we can collect and
see the difference we can make for our community.
Day 2:
Yesterday, we talked about the difference it makes when we recycle our trash in
comparison to when we just throw everything away. What do you think happens
when we dont recycle and we dont throw our trash away in the correct trash bins?
Thats right, it gets left out on the ground. It can also end up in our sewers that drain
into our oceans. What do you think happens when trash ends up in the ocean?
Thats right, it can hurt the plants and animals that are in the ocean. Heres a video
that shows the importance of making sure our trash does not end up in the ocean.
https://www.youtube.com/watch?v=rlOucLNurvo
As you can see, it is very important that we make sure that we put our trash in the
right places and take care of our communities.
We are going to be leaving in just a minute for the beach, lets make sure that we
are remembering how important it is to get rid of trash as we look for it at the beach.
Day 3:
Yesterday we saw how much trash there was at the beach and how much we could
clean up as a class. We collected quite a few bags of trash! That makes a big
difference for our beaches doesnt it? Think about all of the animals and plants that
are protected because that trash cant get to them. Now imagine what kind of a
difference that would make if we did that all over our different communities. Our
communities would be a lot healthier and cleaner wouldnt they?
There are groups that work to make our communities cleaner by doing trash clean
up days like we did yesterday and that help to recycle.
Today, I want you guys to take your computers and I want you to do some research
online. I want you to look up how recycling makes a difference for our world. What
are some of the statistics. I want you to look up different groups that work to make a
difference in our communities. See if you can find statistics for how these groups
are making a difference. You can use some of the companies that ReCommunity
talks about, but I want you to see if you can find different resources than I have
used. You know the correct URLs that give you credible sources, so make sure you
are using those to help you.
Then after you have done your research I want you to reflect on what youve
learned over the past few days. I want you to reflect on what recycling is and how
the world is effected when we recycle and clean up our trash. Give me at least two
statistics and two examples of groups that are making a difference. Then I want you
to reflect on our beach clean up day yesterday and how that helps to keep our
communities and beaches clean. Lastly, I want you to reflect on how you can make
a difference. Give me two different ways that you can make a difference. Make sure
you are citing your sources for the material you are finding. You will be turning
these in to me, so make sure you are putting time and effort into it.
Standards-Aligned Lesson Plan Template
Subject(s): _______ELA____________ Grade: _____5_____
Teacher(s): ______Mrs. Spenser_____ School: ________________ Date: April 11, 2017
7. Class Information:
a. Total number There are 24 students; 12 girls and 12 boys.
Learners with five different reading proficiency levels. Four student is at a Beginner
reading level, two students are at an Early Intermediate reading level, four students
are at an Intermediate reading level, five students are at an Early Advanced reading
level, and one student is at an Advanced reading level. There are no Standard
English Learners.
c. Students with Special Needs There are a total of six students with IEPs.
One student has an IEP for Attention Deficit Hyperactivity Disorder (ADHD), two
students have an IEP for Specific Learning Disabilities, and three students with an
IEP for Speech and Language Services (two students are assisted for a speech
stutter and one for vocabulary assistance specifically). In addition, one student has
been diagnosed with ADHD but does not have an IEP and three students required
area - About four students perform below grade level, eight students are
progressing toward grade level, nine students are performing at grade level, and
three of the class performing above grade level for English Language Arts. Students
have experience working with Google Slides and searching through web browsers
for online sources of information while in groups. Students have presented to the
class and are aware of rules to following while presenting to an audience.
twenty-one native Spanish speaking students, and one native English speaking
background.
g. Health considerations (if any) Two students have a visual color deficiency
or are fully color blind and two students are allergic to bees and mosquitos. There
are no known food allergies and three students require glasses during instruction.
academic content area In this age group physical skills are gaining more
physical development therefore they are taller, stronger, and more skillful in small
be important. Girls begin adolescent growth spurt and there is a quiescent growth
period for boys. These students are also able to take responsibility for personal
Children Poster)
academic content area During this stage caregiver guidance and support are a
development of values. This age group is overly concerned with peer imposed
rules, which may be shifting. Peers share sexual information and misinformation.
differences in interests are pronounced and antagonism between boys and girls
leads to frequent quarrels. The formation of same sex cliques is formed and
extreme energy expenditure in physical game playing occurs between same sex
peers. Both boys and girls become interested in hobbies and intensification of peer
group influence begins. Team games are popular, crushes and hero worship is
school activities which may lead to difficulty in handling failure experiences. This
group continues to needs teacher approval and affection and they are increasingly
negatively and are sensitive to criticism and ridicule. They seek warm, friendly
relationships with adults. Worries are evident, revolving around self-esteem and
threats or security like a loss of caregiver or family finances. Students begin to test
and question attitudes, values, and belief systems which may results in conflict.
Adult role models give strong cues about acceptable behavior. Students understand
the reasons for rules and behave according to those rules. They are beginning to
make judgements about their own behavior, set standards for themselves, and take
responsibility for their behavior. They also begin to conform to gender roles, achieve
personal relationships, and are aware of the importance of belongings. Lastly, these
students are self sufficient and can think independently inside and outside the
Children Poster)
interested in Pokmon cards, the movie Trolls, and their iPhones. The boys enjoy
playing soccer during recess and afterschool. Students are reading Harry Potter
books and the Diary of a Wimpy Kid books as well. A few of the students aspire to
be a teacher, Doctor, and FBI agent when they grow up. Many of the students in
this class are very artistic and enjoy drawing characters and ideas from their
imagination.
11. Technology - How will you incorporate technology into your lesson? (TPE 4.4, 4.8)
Students will use their Chromebooks to make a PowerPoint Presentation in order to
present their ideas for a recycling program for their elementary school.
12. Visual and Performing Arts How will you provide the students with
opportunities to access the curriculum by incorporating the visual and performing
arts? (TPE1.7)
Students will add visuals and videos (if necessary) into their presentations
and they will be presenting to an audience in any form in order to convince
the audience to vote for their program.
13. Assessment Criteria for Success: (How will you & your students know if they
have successfully met the outcomes? What specific criteria will be met in a successful
product/process? What does success on this lessons outcomes look like?)
a. Formative: I will monitor progress of the groups and their presentations.
Additionally, students will be reflecting on their cooperation as group members
halfway through the planning process.
b. Summative (if applicable):
Students will be graded on creation of a recycling program for their school, in
addition to, their completion and presentation of their powerpoint. (DOK Level 4)
c. Attach rubric here (and copy and paste your objective above your
rubric):
Objective: Students will design a report on a recycling project using descriptive
details while presenting at a clear and understandable pace.
3 Points 2 Points 1 Point
Total Points:
d. How do you plan to involve all students in self-assessment and
reflection on their learning goals and progress? (TPE 5.3)
Students will be asked to complete a reflection survey after completing their
presentations to reflect on their participation and achievement of the learning goals.
I will also be walking around during work session to check in with each group and
asking them to reflect on their progress so far and if they would make any
adjustments to make better progress as a group.
15. Resources/Materials: (What texts, digital resources, & materials will be used in this
lesson?)
Chromebooks
Google Slides
Projector
Projector Screen
Any other additional materials students choose to use during presentation
OPEN:
I will begin the lesson by reviewing the students experience during the beach field
trip and National Recycle Day the week before:
What is recycling?
How is the world affected when we recycle and clean up trash?
What is something that impacted you when you watched the videos last week?
What were some statistics your groups found about how our efforts in picking up
trash and recycling can make an impact on our community?
I will then introduce the students to our project. You will come up with a plan to help
our school be more environmentally friendly through recycling. I will group students
up into six groups of 4. We will review the rubric for the lesson and go over the
expectations for the presentation (how to speak in front of an audience, where to
stand when presenting, etc.) which we have reviewed during prior presentations. I
will advise the students that they will be presenting in front of their peers in the
class, the principal, myself (the instructor), and director of the Costa Mesa Sanitary
District, Arthur Perry.
We will also review the proper etiquette for working in groups because they have
worked in groups before. Each member must work together equally, have positive
interactions, and accept constructive feedback.
Each group will determine their strengths in group projects, weaknesses in group
projects, and specific roles and jobs for the project.
(Positive Role Interdependence/ Individual Accountability/ Personal
Responsibility)
BODY:
Students will outline their jobs and program plan on a worksheet and turn it in after
the first hour session. I will review the worksheets and return it back to the students
to keep them on track. The worksheet will also have a checklist of items they are
required to incorporate into their presentations.
Students will be given one hour every day of the week for one week to work on the
presentations and program plans for their school. They will work together in person
(Face-to-Face promotive Interaction) and have the option to work outside of the
classroom if necessary.
After two days of working on their projects students will revisit their original jobs and
goals for the project to check their progress. I will be walking around to check in
with each group to see how each member is doing their job (Individual
Accountability) and the next steps they will need to achieve to move closer toward
presenting. Groups will be working together (Promoting interaction) to determine
how much work they have left to accomplish and any changes that need to be
made within the group in order to meet their goal. (Positive Role
Interdependence/ Individual Accountability/ Personal Responsibility)
On Friday, each group will present for ten minutes on their recycling program plans
for the school in front of their peers in the classroom, myself (the instructor),
principal, director of the Costa Mesa Sanitary District, Arthur Perry.
I will be assessing the students while they present with the rubric stated above.
There will be given time at the end of each presentation for questions from the
audience for clarifications or elements that need further clarification.
CLOSE:
Once each group has presented on their programs, the class, principal, instructor,
and director of Costa Mesa Sanitary District will vote on the the most effective and
viable program for the elementary school.
Students will reflect on their teamwork and presentations as a group. (Group
Processing) They will hold a discussion within their group with the following
questions on a PowerPoint slide:
How did your group work together to create your program?
Did each group member complete their intended job?
Would you make any changes for your next group project?
The instructor will be walking around the room to hear the students reflections on
their projects.
For the next month, the students will implement the chosen recycling program at the
school. The students will monitor their progress with the Health lesson next in the
unit.
Standards-Aligned Lesson Plan Template
Subject(s): Health Grade: 5
Teacher(s): Mrs. Cowper School: __________________ Date:___________
Part I GOALS AND STANDARDS (TPE3.1)
7. Class Information:
a. Total number There are 24 students; 12 girls and 12 boys.
Learners with five different reading proficiency levels. Four student is at a Beginner
reading level, two students are at an Early Intermediate reading level, four students
are at an Intermediate reading level, five students are at an Early Advanced reading
level, and one student is at an Advanced reading level. There are no Standard
English Learners.
c. Students with Special Needs There are a total of six students with IEPs.
One student has an IEP for Attention Deficit Hyperactivity Disorder (ADHD), two
students have an IEP for Specific Learning Disabilities, and three students with an
IEP for Speech and Language Services (two students are assisted for a speech
stutter and one for vocabulary assistance specifically). In addition, one student has
been diagnosed with ADHD but does not have an IEP and three students required
glasses to be worn in the classroom.
area - Students in this class are familiar with setting goals and monitoring them.
This is evident in their posted AR scores that they routinely monitor in order to
reach their range goal (identified by the teacher) through completion of AR quizzes.
These students have specific math goals for ST math, they complete math
exercises on the computer and track progress towards their individual goals.
twenty-one native Spanish speaking students, and one native English speaking
background.
g. Health considerations (if any) Two students have a visual color deficiency
or are fully color blind and two students are allergic to bees and mosquitos. There
are no known food allergies and three students require glasses during instruction.
academic content area In this age group physical skills are gaining more
physical development therefore they are taller, stronger, and more skillful in small
be important. Girls begin adolescent growth spurt and there is a quiescent growth
period for boys. These students are also able to take responsibility for personal
Children Poster)
academic content area During this stage caregiver guidance and support are a
play an important role in expansion of interests and activities outside the home.
development of values. This age group is overly concerned with peer imposed
rules, which may be shifting. Peers share sexual information and misinformation.
differences in interests are pronounced and antagonism between boys and girls
leads to frequent quarrels. The formation of same sex cliques is formed and
extreme energy expenditure in physical game playing occurs between same sex
peers. Both boys and girls become interested in hobbies and intensification of peer
group influence begins. Team games are popular, crushes and hero worship is
school activities which may lead to difficulty in handling failure experiences. This
group continues to needs teacher approval and affection and they are increasingly
negatively and are sensitive to criticism and ridicule. They seek warm, friendly
relationships with adults. Worries are evident, revolving around self-esteem and
threats or security like a loss of caregiver or family finances. Students begin to test
and question attitudes, values, and belief systems which may results in conflict.
Adult role models give strong cues about acceptable behavior. Students understand
the reasons for rules and behave according to those rules. They are beginning to
make judgements about their own behavior, set standards for themselves, and take
responsibility for their behavior. They also begin to conform to gender roles, achieve
personal relationships, and are aware of the importance of belongings. Lastly, these
students are self sufficient and can think independently inside and outside the
Children Poster)
interested in Pokmon cards, the movie Trolls, and their iPhones. The boys enjoy
playing soccer during recess and afterschool. Students are reading Harry Potter
books and the Diary of a Wimpy Kid books as well. A few of the students aspire to
be a teacher, Doctor, and FBI agent when they grow up. Many of the students in
this class are very artistic and enjoy drawing characters and ideas from their
imagination.
11. Technology - How will you incorporate technology into your lesson?
(TPE 4.4, 4.8)
Google Slides
Projector
12. Visual and Performing Arts How will you provide the students with
opportunities to access the curriculum by incorporating the visual and
performing arts? (TPE1.7)
13. Assessment Criteria for Success: (How will you & your students know if
they have successfully met the outcomes? What specific criteria will be met
in a successful product/process? What does success on this lessons
outcomes look like?)
a. Formative:
Groups of 4 Students will work together to create a goal and design a plan to
assess and monitor progress towards their goal. (DOK level 4) Teacher will take
anecdotal data on each groups method and recording efforts.
b. Summative (if applicable):
---Not applicable---
c. Attach rubric here (and copy and paste your objective above your
rubric):
Health: Students will design a plan and monitor their progress towards their goal of
collecting recyclable items and reflect on how their efforts impact the environment.
3 2 1
Establish goal Establishes a clear Goal not clear Does not establish
goal a goal
OPEN:
1. Present or capitalize on a problem that has multiple solutions and that captures the interests of
students.
After our beach clean up, you guys were so fired up that you decided to create a
recycling program at our school. You saw the video, you read the facts and you
actually went to the beach and collected trash.
Present Powerpoint slide:
BODY:
2. Guide students in clearly stating the problem, perhaps by formulating a question.
What is the impact our your recycling program on your community, on your
environment? (slide remains up)
3. Lead a discussion of methods that may allow students to address the problem. Set the guidelines for
study. Provide access to a variety of appropriate resources, including concrete materials and
information sources.
How can we accurately judge or monitor the effect that our recycling program has
on the earth?
Your task is to work within your groups,
1. Set a recycling collection goal
2. Design a plan to monitor your progress towards your goal.
4. Monitor students as they employ their methods, helping students to revise and refine their methods
as appropriate.
I will conference with each group and discuss what their goal is, how they plan to
achieve it, document it and monitor it.
5. Encourage students to take action based on findings, when appropriate.
Each group will be in charge of collecting, recording, monitoring and analyzing their
recyclables that their group has collected.
CLOSE:
6. Direct students to draw conclusions regarding (a) the problem and (b) the processes of investigation.
Students use science journals to reflect and analyze progress towards goal.
Standards-Aligned Lesson Plan Template
Subject(s): ____________VAPA__________ Grade: ______5________
Teacher(s): _________________Sarah_____________________ School:
__________________ Date:___________
Part I GOALS AND STANDARDS (TPE3.1)
7. Class Information:
a. Total number There are 24 students; 12 girls and 12 boys.
Learners with five different reading proficiency levels. Four student is at a Beginner
reading level, two students are at an Early Intermediate reading level, four students
are at an Intermediate reading level, five students are at an Early Advanced reading
level, and one student is at an Advanced reading level. There are no Standard
English Learners.
c. Students with Special Needs There are a total of six students with IEPs.
One student has an IEP for Attention Deficit Hyperactivity Disorder (ADHD), two
students have an IEP for Specific Learning Disabilities, and three students with an
IEP for Speech and Language Services (two students are assisted for a speech
stutter and one for vocabulary assistance specifically). In addition, one student has
been diagnosed with ADHD but does not have an IEP and three students required
area - About four students perform below grade level, eight students are
progressing toward grade level, nine students are performing at grade level, and
three of the class performing above grade level for English Language Arts. Students
have worked in Google Classroom with identifying main ideas and details using text
evidence and typing their findings. The students are involved in Meet the Masters
art program. They are familiar with doing art projects on a monthly basis.
twenty-one native Spanish speaking students, and one native English speaking
background.
g. Health considerations (if any) Two students have a visual color deficiency
or are fully color blind and two students are allergic to bees and mosquitos. There
are no known food allergies and three students require glasses during instruction.
academic content area In this age group physical skills are gaining more
physical development therefore they are taller, stronger, and more skillful in small
be important. Girls begin adolescent growth spurt and there is a quiescent growth
period for boys. These students are also able to take responsibility for personal
Children Poster)
academic content area During this stage caregiver guidance and support are a
play an important role in expansion of interests and activities outside the home.
development of values. This age group is overly concerned with peer imposed
rules, which may be shifting. Peers share sexual information and misinformation.
differences in interests are pronounced and antagonism between boys and girls
leads to frequent quarrels. The formation of same sex cliques is formed and
extreme energy expenditure in physical game playing occurs between same sex
peers. Both boys and girls become interested in hobbies and intensification of peer
group influence begins. Team games are popular, crushes and hero worship is
school activities which may lead to difficulty in handling failure experiences. This
group continues to needs teacher approval and affection and they are increasingly
negatively and are sensitive to criticism and ridicule. They seek warm, friendly
relationships with adults. Worries are evident, revolving around self-esteem and
threats or security like a loss of caregiver or family finances. Students begin to test
and question attitudes, values, and belief systems which may results in conflict.
Adult role models give strong cues about acceptable behavior. Students understand
the reasons for rules and behave according to those rules. They are beginning to
make judgements about their own behavior, set standards for themselves, and take
responsibility for their behavior. They also begin to conform to gender roles, achieve
personal relationships, and are aware of the importance of belongings. Lastly, these
students are self sufficient and can think independently inside and outside the
Children Poster)
interested in Pokmon cards, the movie Trolls, and their iPhones. The boys enjoy
playing soccer during recess and afterschool. Students are reading Harry Potter
books and the Diary of a Wimpy Kid books as well. A few of the students aspire to
be a teacher, Doctor, and FBI agent when they grow up. Many of the students in
this class are very artistic and enjoy drawing characters and ideas from their
imagination.
11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
I will be utilizing a Google Slide presentation
12. Visual and Performing Arts How will you provide the students with
opportunities to access the curriculum by incorporating the visual and performing
arts? (TPE1.7)
I will provide the students with images of other works of art created from recycled
goods. This will provide them with ideas and show them that art can be created out
of any material.
13. Assessment Criteria for Success: (How will you & your students know if they
have successfully met the outcomes? What specific criteria will be met in a successful
product/process? What does success on this lessons outcomes look like?)
a. Formative:
I will walk around and monitor the students progress and view their sketch of what
they will be creating. I will also assess the materials they have chosen by asking
why they chose these specific materials.
b. Summative (if applicable):
The students will turn in their final products, sculpture or two-dimensional piece of
art, and provide a paragraph explanation of why they chose the material, what they
created and how it reflects harmony and unity through reducing their footprint on the
Earth. (DOK Level 3)
c. Attach rubric here ( and copy and paste your objective above your
rubric):
Objective: Students will use recycled objects to create a sculpture of\r two
dimensional piece of art that reflects unity and harmony by reducing our human
footprint on the Earth.
3 2 1
15. Resources/Materials: (What texts, digital resources, & materials will be used in this
lesson?)
Google slide
Recycled trash for sculpture or two-dimensional work of art.
BODY: 60 minutes.
2. Explore: Provide materials so that students engage in first hand experience
with the issue under study.
I will open up a Google slide showing the students the different ways in which
recycling occurs and how recycled items can be repurposed. I will show the
students a video of a recycling plant. After viewing the video we will go over some
of the vocabulary terms and relate it back to the science lesson we completed
earlier in the unit. After going over the vocabulary in the video, I will ask the
students to Think-Pair-Share with their partner about what they saw, what occurred
at the recycling plant and what items were made. I will then ask the students To
think of other ways that recycled trash can be used. I will ask them to provide me
with different examples and share them with their partner. After we discuss these
different options for recycled goods. I will explain to them that another great way to
reuse recycled trash is through art.
3. Develop: Systematically develop the concepts that arise during the
exploration phase.
I will begin to show the students various picture within the Google slide of art made
out of recycled goods. I will explain to them that by using trash to make art, you are
taking something that is considered ugly or gross and turning it into something
beautiful and harmonious. I will tell the students that today they will be using the
trash they collected to create their own work of art that shows unity and harmony. I
will tell them it can be something from nature, animals or anything that is benefiting
from recycling and reducing our human footprint on the Earth.
Close:
4. Apply: Present a new problem or situation that can be addressed given
students newly formed understandings.
After the students complete their art projects. They will write a paragraph or three
describing sentences on: Why did you choose the materials you used? How does
it show unity and harmony? and How this reduces their human footprint on Earth?