Celebrating Earth Day!

Ryan Warner 2nd Grade/Reading and Writing

Common Core Standards: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Deliver informational presentations that: a. present events or ideas in logical sequence and maintain a clear focus; b. demonstrate an understanding of the topic; c. include relevant facts and details to develop a topic; d. organize information with a clear beginning and ending; e. include diagrams, charts or illustrations as appropriate; and f. identify sources. Work effectively in a group to complete a task or solve a problem for which the group is held accountable. Describe positive and negative results of human changes to the physical environment.

Lesson Summary: This lesson is intended to introduce students to Earth Day, its history and vocabulary involved in Earth Day and recycling/conservation. The students will read books appropriate to grade level involving ecology and preservation of the Earth and write their own stories using interactive technology. Estimated Duration: I estimate this lesson plan can be broken up into sessions less than an hour over a period of five days (one consecutive school week from Monday through Friday if possible). Day 1 can be 30 minutes, Day 2 can be 45 minutes, Days 3 and 4 can be 60 minutes and Day 5 can be 55 minutes.

Commentary: This lesson is intended to get the students excited about Earth Day and recycling and conserving all year round. There could be difficulty with students working together due to personality type and learning styles. There also might be difficulty with use of technologies. I would hope that the students would be hooked into the lesson by creating their own fun stories and collaborating on characters, plot, and integrating Earth Day concepts and vocabulary.

Instructional Procedures: Day 1: Use Smart board to discuss Earth Day with the class and its importance, and the importance of conserving and recycling all year long. Divide the board in half and have the students volunteer ways we help the Earth and ways that we hurt the Earth. Introduce vocabulary words to be used later in the lesson and be integrated into their projects. (This should take about 30 minutes) Day 2: I will give a Pre-assessment in the form of a quiz on the vocabulary words and information about Earth Day. (This should take about 10 minutes of class time) I will then divide the class up into 10 groups of three. I will have them read ten books from a list of books oriented to Earth Day/ecology. They will take turns reading the book to each other and discuss how they think the books incorporate ideas about Earth Day and conservation. (35 minutes) Day 3: Have the students in the same groups create their own Earth Day stories and come up with characters and the beginning of a story related to Earth Day similar to the books they read. I will have them brainstorm and type up their rough draft of the first half of their stories on Google Docs. (I will give the full 60 minutes for the brainstorming activity) Their homework will be to create a Glogster at home with a parent or older family member to create a second half/ending to the story. Day 4: I will have the groups each look at all the Glogsters on iPads and decide which ending the group likes best. (10 minutes) They will then create the storybooks on Storybird and use artwork provided on the website. (50 minutes) Day 5: The students will read each others completed Storybirds on iPads and share their experiences and ideas for recycling and conserving at home.

Pre-Assessment: Pre assessment will take the form of group discussion on Day 1 of the lesson plan and a quiz on Day 2 to test

them on what they remember from the previous day. The group discussion will function as a gauge on what the students already know about Earth Day, recycling, and conservation and if they apply any of the concepts in their daily life or at home. Scoring Guidelines: The group discussion is based upon teacher judgment and the interaction, volunteering of ideas, and understanding of individual students. If certain students do not show understanding of key words or concepts, I can check in with them as they are working in groups. The quiz will follow a normal grading scale of correct or incorrect answers. Post-Assessment: The post assessment will be grading of the final books made on Storybird. The books will be assessed on understanding and inclusion of vocabulary words and understanding of Earth Day/conversation concepts using a grading rubric. Scoring Guidelines: I would use a grading rubric using a typical grading scale of A, B, C etc. The books will be graded on inclusion and understanding of vocabulary and Earth Day concepts, characters and plot, spelling and word usage, and collaboration within the group. Since it is a group project, all three students in the group would receive the same grade for the project.

Differentiated Instructional Support Students who are gifted and excel at the material can be given additional information on recycling and conservation to give a 2-3 minute presentation to the class on the final day. They can also function as peer mentors within their respective teams to help students who have difficulty with understanding vocabulary and concepts. I will also go around and have one on one time with any students who struggle in order to work on increased comprehension and inclusion of concepts in the stories that are written.

Extension Here is a link students would find helpful and fun 10 Ways to Go Green At School http://www.scholastic.com/teachers/top-teaching/2011/04/my-april-top-ten-list-going-green-school Fun Recycled Crafts http://spoonful.com/create/recyclable-crafts-gallery This link could be a helpful tool for parents and mentors helping with homework http://www.readwritethink.org/parent-afterschool-resources/tips-howtos/help-child-write-story-a-30593.html

Homework Options and Home Connections

Homework would be on Day 3 to create a Glogster at home with a parent or older family member (if the help is needed) in order to create what the student thinks would be a fun ending to their Earth Day story. Interdisciplinary Connections Students would be learning attributes of the Earth and how to preserve and care for nature and the Earth. This could fall under the both subjects of Science and Social Studies. The science portion would be learning about recycling and conservation and key concepts about Earth. The collaboration between students and listening and sharing ideas would fall under Social Studies as well as the concept of civic behavior, contributions to society, and doing the right thing for the world by recycling and conserving.

Materials and Resources:

For teachers

Smart board and markers to be used on Smart board, paper to print off Vocabulary list and quizzes, 10 Earth Day books at second grade reading level, Internet connected computers and Google account for Google Docs, Glogster and Storybird accounts, and 10 iPads

For students

Smart board, pen/pencils to complete quizzes, Internet connected computers, Storybird and Glogster student accounts, iPads, Internet connected computer at home

Key Vocabulary Air Conserve Earth Day Environment Go Green Habitat Litter Oceans Planet Pollution Recycle Reuse Resources Wildlife

Additional Notes

The list of Earth Day books from which the students can choose: All the World, Liz Garton Scanlon, Our Generous Garden, Anne Nagro, Planting the Trees of Kenya: The Story of Wangari Maathai, Claire A. Nivola, Rain, Rain, Rain Forest, Brenda Z. Guiberson, Celebrating Earth Day (Circle the Year With Holidays), Janet McDonnell and Diana Magnuson, Clifford's Spring Clean-Up, Norman Bridwell, The Lorax, Dr.Seuss, The Earth and I, Frank Asch, The Great Kapok Tree, Lynne Cherry, Let's Celebrate Earth Day, Just a Dream, Chris Van Allsburg Mr. Garbage, William H. Hooks, Our Big Home, Linda Glaser, Buffy the Burrowing Owl, Betty Gilbert