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Instructional Plan Title/ Focus:

WEEK ONE:
Day 1: Introducing what water is:
Common Core/ EALRS/ Next Generation Standards:
CCSS.ELA-LITERACY.RL.5.1: Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.5: Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.
2.3.1: Analyze informational/expository text and literary/narrative text for similarities
and differences and cause and effect relationships.
2.4.5: Understand how to extend information beyond the text to another text or to a
broader idea or concept by generalizing.
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in
various reservoirs to provide evidence about the distribution of water on Earth.

Objectives:

Students will be able to understand informational texts while being able to draw
inferences and information from them

o Aligned Standard: CCSS.ELA-LITERACY.RL.5.1: Quote accurately from a


text when explaining what the text says explicitly and when drawing inferences
from the text.

Students will be able to compare and contrast two concepts, idea, or information using a
t-chart.

o Aligned Standard: CCSS.ELA-LITERACY.RI.5.5: Compare and contrast the


overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two or more texts.

Students will be able to analyze important facts and draw conclusion from
their differences and similarities.

o Aligned Standard: 2.3.1: Analyze informational/expository text and


literary/narrative text for similarities and differences and cause and effect
relationships.

Students will be able to describe text information and how they can connect it to a
broader idea.

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o Aligned Standard: 2.4.5: Understand how to extend information beyond the text
to another text or to a broader idea or concept by generalizing.

Students will be able to state the differences and distribution of water around the world.

o Aligned Standard: 5-ESS2-2. Describe and graph the amounts and percentages of
water and fresh water in various reservoirs to provide evidence about the
distribution of water on Earth.

Book used: A Drop In The Ocean: The Story Of Water by Jacqui Bailey, Matthew Lilly
Follows a drop of water as it cycles from droplet to vapor and back to water and
describes its journeys in between. Includes activity.

Goal: Introducing students to water on Earth. What are the two kinds of water and what water is
Earth mainly made up of.

Overview: Students will first listen to a short text to help them get into the mind set about think
about the process that water goes through to get into their homes. The students will then be given
Atlass to look and find different areas of fresh and salt water. They will be asked to write this
down in the form of a T chart on a sheet of paper. The students will be asked to state the
differences between the two including area found, size, and drinkability. Students need to be able
to see that there are fewer salt water areas around the world, but it is the size that matters about
both. They should also be looking for running out of water, are we?We will then gather as a class
and discuss what we found while researching.

Materials:
- Atlas
- Blank Paper

Instructional Strategy: Students will be working alone through their researching in the atlas and
then we will come together as a group and discuss.

The Rest of the Day:

Math- During math we will use this topic and cover how much water students think are
in the ocean. We will learn about estimation and different kinds of water measurements. I
will take these measurements that we talked about and give students a worksheet that will
ask them to figure out how many liter are in a ton, etc.
Science- We will take this water lesson and learn about wave motion in the sea. Students
will be given a tub of water and learn about how different types of waves are created and
how whirlpools begin in the ocean. They will observe the different wave motions and be
able to test them out themselves.

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Reading- Students will bring out their City of Ember anchor text and get into book
groups and discuss the water usage that was mentioned in the book. I will hand out
discussion questions about the water rotation and how it was used to make electricity in
the book.
Art- For art I would have students draw them doing something in the ocean using water
color paints. This will get their minds on the thought of water and the ocean and we can
hang them up in class throughout the week.

Day 2: Effects of Water in the Environment


Common Core/EALRS/Next Generation Standards:

CCSS.ELA-LITERACY.W.5.1: Write opinion pieces on topics or texts, supporting a


point of view with reasons and information.
CCSS.ELA-LITERACY.W.5.7: Conduct short research projects that use several sources
to build knowledge through investigation of different aspects of a topic.
2.4.5: Understand how to extend information beyond the text to another text or to a
broader idea or concept by generalizing.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals,
decomposers, and the environment.
5-ESS3-1. Obtain and combine information about ways individual communities use
science ideas to protect the Earths resources and environment.

Objectives

Students will be able to create an opinion about the results of their science project

o Aligned Standard: CCSS.ELA-LITERACY.W.5.1: Write opinion pieces on


topics or texts, supporting a point of view with reasons and information.

Students will be able to investigate and research their oil spill projects to build knowledge
on the topic

o Aligned Standard: CCSS.ELA-LITERACY.W.5.7: Conduct short research


projects that use several sources to build knowledge through investigation of
different aspects of a topic.

Students will be able to understand how to take results and apply it to real-life situations

o Aligned Standard: 2.4.5: Understand how to extend information beyond the


text to another text or to a broader idea or concept by generalizing

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Students will be able to analyze the cycle of water in correspondents to plants and
animals living in the same environment.

o Aligned Standard: 5-LS2-1. Develop a model to describe the movement of


matter among plants, animals, decomposers, and the environment.

Students will be able to understand the conservation efforts of others and develop their
own ideas.

o Aligned Standard: 5-ESS3-1. Obtain and combine information about ways


individual communities use science ideas to protect the Earths resources and
environment.

Book used: Patti Pelican and The Gulf Oil Spill by: Lynda Wurster Deniger
Patti Pelican and Sammy Seagull of the "Salty Seas Series" were caught in the
wake of this latest tragedy. Patti Pelican and the Gulf Oil Spill tells their inspiring
story of rescue and release by the dedicated men and women who fought valiantly
and tirelessly to rescue endangered wildlife trapped in the oil along the coastal
waterways.

Goal: Students purpose for this activity is to study the effect of an oil spill and ways to clean it
up.

Overview: The main idea of this lesson is for students to see the causes of humans polluting the
water around us. This can be seen in past oil spills or ones that are currently going on in the
world. They will be making their own experiment of an oil spill with different materials to see
the effects it has on our water. This will give them a visual of what the oil is doing to our oceans.
After they create their oil spill mess, their new job is to try and remove the oil from the water and
answer a few questions. They will see how hard it is to remove oil from water and why we
should be prevented. There will then be a class discussion for what the best methods would be to
clean up an oil spill. Each student will have to talk at least once during the discussion and give
their ideas or opinion. We will then come together and talk about the discussion questions that
they answered.

Materials:
- Aluminum pie plate, salt, water, vegetable oil, food coloring, cotton, straw, fake fur,
feathers, detergent.
- Oil spill question worksheet
- Discussion Questions worksheet

Instructional Strategy: Students will be working in groups on their science experiment about
their oil spill while filling out the worksheet given to them. And then they will individually fill
out the worksheets about their project and what happened, and we will come together and discuss
it as a class.

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Rest of the Day:
Reading- Students will get into reading groups and bring out the City of Ember book.
Discussion questions will be given out about the animals that were created during their
time in Ember. Students will talk about why the circumstances changed their form and
how oil spills could potentially do the same thing to the animals that we have now.
Writing- Students will be given an article about a current oil spill or most recent one that
has occurred and write down information and think of an idea of how we could prevent it
in the future. They will write an informational essay and turn it in to me at the end of the
writing time.
Math- For math we would incorporate this lesson we would create bar graphs of the
amount of oils spills there has been in the last 20 years and see the growing numbers
against the amount of animal life. We could see if there was any decrease because of the
oil spill and the sea life left, or even the birds affected.
P.E-We could do a P.E. game in relation as well by having a game of tag. The student
who is it can be considered the oil spill and run around tagging the animals. If the
student is tagged they have to lie on the ground until the rescuers come and clean them
up. If they dont come then they have to stay down.

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Oil Spill Discussion Questions

Name:____________________

Questions:

Which techniques seemed to work the best?

What effect did detergent have on the oil?

What happened when a feather was used?

What might this tell us about the effects of oil spills on birds?

Fire is another method of cleaning up an oil spill.

Where does the oil go when it burns?

What kind of problems might this cause?

When oil reaches the shoreline, what other problems might occur?

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Oil Spill Questions

Name: ___________________

Observe the reaction that the oil has to the cleaning efforts and record what happens.

Does the oil spread out?


______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Does it cling to the cleaning material?


______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Can the oil be contained in a small place?


______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Time it took to clean up the oil and what method you used.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Day 3: Water Usage at Home
Common Core/ EALRS/ Next Generation Standards:

CCSS.ELA-LITERACY.RI.5.5: Compare and contrast the overall structure (e.g.,


chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.
3.1.2 Uses an effective organizational structure.

5-ESS3-1. Obtain and combine information about ways individual communities use
science ideas to protect the Earths resources and environment.

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time, or cost.

Objectives:

Students will be able to compare and contrast different numbers and align them in a
graph.
o Aligned Standard: CCSS.ELA-LITERACY.RI.5.5: Compare and contrast the
overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two or more texts.

Students will be able to describe the main ideas in an organized structure.


o Aligned Standard: 3.1.2 Uses an effective organizational structure.

Students will be able to state their ideas on how to conserve water.

o Aligned Standard: 5-ESS3-1. Obtain and combine information about ways


individual communities use science ideas to protect the Earths resources and
environment.

Students will be able to analyze different ideas for saving water and the materials and
costs for their solution.

o Aligned standard: 3-5-ETS1-1. Define a simple design problem reflecting a need


or a want that includes specified criteria for success and constraints on materials,
time, or cost.

Goal: Students will be given a graph to take home and see how many gallons of water they are
using daily at home.

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Overview: The students will be asked to take home a worksheet and calculate the amount of
gallons of water they use at home in one day. They have the amounts in gallons for each shower,
brushing teeth, bath, dishwasher, and flushing the toilet. They will then bring their data back to
the class and we will graph the amount of gallons each student got for each utility. This will give
the students a better idea of how much water they are using at home on a daily basis.

Materials:
- Hand out Water Usage at home
- Computer with Word access for a graph

Rest of the day:


Math: Calculating how much water the whole school uses, using the data from the classroom.
Reading: Read aloud Why Should I save water? By Jen Green
Social Studies: Looking up amounts of water used in different countries. Article from Nature
America.
P.E.: Sharks and minnows.

Water Usage in Gallons Worksheet


1 minute in the shower= 2 Gallons

Bath (full tub) = 30 Gallons

1 flush of the toilet= 1 Gallon

Brushing teeth without running water= .25 Gallon

Dish Washer= 7 Gallons

Hand washing dishes= 2 Gallons

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Day Four: Major Lesson Plan. Letter to the President
T&L Instructional Plan Template
(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information

Teacher Candidate: Kayla Strand and Ally Irwin Date:______________


Cooperating Teacher: ______________________ Grade:5th
School District: _______________________ School:
_____________________________
University Supervisor:
Unit/Subject: Writing Lesson Plan- Water and how to conserve it
Instructional Plan Title/Focus:

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

We are going to focus on writing an informative letter to the president about how families all
over the U.S.A. can easily conserve water in their home. Knowing how to write to a specific
audience and what vocabulary should be used when speaking to that audience will help students
understand when it is appropriate to talk one way and when it is not. This lesson also helps them
research information and back up their facts with details when explaining and informing the
reader of the letter about their concern or idea. This lesson will help develop their informative
writing skills, as well as thinking more about who they are writing to rather than their teacher.
Prior to this lesson, students will have done a math lesson about how much water they are using
at home. Hopefully the amount they come up with will be eye opening and the graph we created
will be kept on the wall as a reminder of the information they gathered as a class. This can also
be referenced in their letter. The teacher will have also have already taught them the layout of a
letter and how to set one up including address, dear ____, and their closing. After this lesson we
are closing the week of water lessons with a fun activity that includes art and reading.

b. State/National Learning Standards:

Grade Level: 5th Grade Writing Standards

Content Standards:

1. CCSS.ELA-LITERACY.W.5.2.B: Develop the topic with facts, definitions, concrete


details, quotations, or other information and examples related to the topic.

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2. CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1-3 above.)
3. CCSS.ELA-LITERACY.W.5.8: Recall relevant information from experiences or gather
relevant information from print and digital sources; summarize or paraphrase information
in notes and finished work, and provide a list of sources.

Language Standards

EALR:

1. 3.2.2 Uses language appropriate for a specific audience and purpose.

c. Content Objectives and alignment to State Learning Standards:

1. Students will be able to develop their understanding of the topic with facts and details to
back up their claim or idea.

Aligned standard: CCSS.ELA-LITERACY.W.5.2.B: Develop the topic with facts,


definitions, concrete details, quotations, or other information and examples related to the
topic.

2. Students will be able to create a letter that is appropriately addressed to their directed
audience.

Aligned Standard: CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in


which the development and organization are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1-3 above.)

3. Students will be able to obtain and understand information given to them through
multiple sources and use it in their writing.

Aligned Standard: CCSS.ELA-LITERACY.W.5.8: Recall relevant information from


experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.

Language Objectives:

1. Students will be able to explain their thoughts using appropriate word choice for their
intended audience.

Aligned standard: 3.2.2 Uses language appropriate for a specific audience and purpose.

d. Previous Learning Experiences:

Yesterday in class we created a chart from the information gathered from the class. We recorded
how much water our family used in their everyday life, and I think everyone was shocked by the
ending results. We also compared all the water we used to the average amount that other

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countries used and we were the clear winning country with how must we waste everyday. The
students wrote down specific times they wasted water throughout their whole day, as well as
anyone else in their family. The students are aware of the water that is wasted not only in their
homes, but their classmates as well. Students already know how to write a letter, but we are going
to focus on writing one to the president to inform him on what we found out about our water
usage in our homes. Students will also explain to the president ways that every family can help
conserve water in hope that some change will come of their letter. Eventually, we hope that we
will hear back from the president about our ideas and can create a change in their own homes
now that they are aware of the water usage.

e. Planning for Student Learning Needs:

Accommodations for ELL


Teacher will model to the students what a letter should look like before starting writing to
refresh memory.
Instructions will be put on the whiteboard and read aloud so students can have a visual.
Teacher will bring ELL students to quiet learning area if needed.
o If not needed they will be put by proficient English speakers to answer small
questions.
Teacher will walk around class to answer any questions
Teacher will put picture up of current president to be used to reference in their picture.

Accommodations for Gifted/ Highly Capable


Highly capable students will be asked to find five or more ways people get water from the
book A Cool Drink of Water.
Highly capable students will be asked to find five or more facts in the article Conserving
Water, One Drop at a Time.
Highly capable students will be asked to incorporate all their facts that they have found into
their letter to the president.
Accommodations for Special Education Students
Teacher will adjust worksheets and discussion with partners to fit students specific IEP and
504 plans.
Students will be given extra time if needed during any part of the lesson.
Teacher will stay near to help with any spelling, writing, or reading needs.
Teacher will give students a quiet place to work if the volume is too distracting.

f. Assessment Strategies:

Content/Language Objectives Assessment Strategies


Content Objective 1: Students will be Formative:
able to develop their understanding of the After reading the book A Cool Drink of Water
topic with facts and details to back up students will go back to their seats and the teacher
their claim or idea. will hand out a worksheet that asks the students to
remember facts and answer a question. The first
statement they have to answer will say Name four
ways people from the book get water for their
families besides Americans and the second

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questions will be, Which one do you think is the
hardest and why? After giving time for students to
write down their answers, the teacher will then ask
the students to get into groups of two. Either the
person across from them or person next to them and
they will share their answers with one another. This
will get students thinking about how not everyone
gets their the same way that we do. Once everyone is
done sharing, the teacher will ask the students if
anyone disagreed on which was the hardest and have
them explain their answer to the class. Students will
have met our objectives if they are able to name 4 of
the ways people got water and explain why they
thought one was the hardest way. This paper can be
used for future reference while they write their letter,
one they are done it will be turned in along with the
final copy of the letter.
Content Objective 2: Students will be Formative:
able to obtain and understand Students will then be given the article titled,
information given to them through Conserving Water, One Drop at a Time. They will
multiple sources and use it in their then take out their journals and read the article.
writing. Students can take quotes from the article because
they know they will be using this for future writing.
This is the time where student can be creating ideas
for their letter and what point they want to focus on
while telling the president how they can conserve
their water. If they are done reading the article early,
they are able to explore the website called
energysaver.gov. This also has a lot of information
about conserving water that could be used while
writing. The students will be asked to have at least 4
facts about water conservation that can be put into
their letter. All of their information will be completed
in their journal and not turned into the teacher. The
students will have completed the objective by
choosing a points they want to focus on while writing
and having four facts to back it up.
Content Objective 3: Students will be Summative:
able to create a letter that is appropriately To be sure that the students know who they are
addressed to their directed audience. writing their letter to and to inspire proper
vocabulary. They will be given a coloring handout
that will be attached to their letter eventually. The
students will then be asked to draw a picture of
themselves and the president along with their idea
somewhere in picture. Students will be given time to
color and have fun with the lesson by thinking about
their picture and how they could incorporate their
idea into it. The student will have met the goal if

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they drew and understand who they are writing to
and the correct vocabulary that should be used when
writing their letter.
Language Objective 1: Students will be Summative:
able to explain their thoughts using At the end of the day, students will write a letter to
appropriate word choice for their the president explaining the information that they
intended audience have gathered throughout the day. In the letter should
include their point and idea of how families across
America can conserve water in their homes everyday.
They will also turn in their completed picture of them
and the president that will be attached to their letter.
Students will have met our objective if the letter is
addressed to the correct person, they have facts
throughout the letter, and an idea of how families an
conserve water.

g. Student Voice:

Student-based evidence to be Description of how students


K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
1. Explain student learning targets Worksheet Students will be given a
and what is required to meet worksheet that relates to the
them (including why they are book we read, A Cool Drink
important to learn). of Water which talks about
how other people get water.
Students will see the
difference between us and
other countries and have to
write down four other ways to
get water. They will also write
down which one they think is
the hardest. This will get their
minds thinking about water
usage and they will be able to
use their notes for future
reference. This will not be
collected
2. Monitor their own learning Journal Students will be given an
progress toward the learning article titled, Conserving
targets using the tools provided Water, One Drop at a Time.
(checklists, rubrics, etc.). They will look for four facts
that they learned form this
article and write them down in
their journal along with why

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they like that particular quote.
This will help them take the
important facts in the article
to be used in their letter to the
president and can be used for
future reference. This will not
be turned in.
3. Explain how to access Exit Slip At the end of the day after the
resources and additional students have turned their
support when needed (and letters in they will be given an
how/why those resources will exit slip. It will have three
help them). questions. One is did you like
writing a letter to the
president? And the second one
is did creating a picture help
you know who you audience
was while writing? The last
question will ask if we should
use this lesson next year to
help students learn about
water. They will hand it in
before they leave.

h. Grouping of Students for Instruction:


For the most part, students are working alone during this lesson. We chose to do that because there is
a lot of reading and writing that requires the students to think about what is important to them when it
comes to water. During the first part of our lesson students are able to discuss with a partner about
the four different ways people get water and which way they thought was the hardest. We chose to
allow them to discuss to hear perspective on why they agreed or disagreed on how to get water. This
could potentially help them when writing their letter to think about other perspectives beside their
own. We think that gathering the rest of the information, drawing the picture, and writing alone will
help them focus on their main ideas and what they want to tell the president. Rather than hearing
someone elses opinion and wanting it to be the same. We dont want a lot of commotion and walking
around, so it will be done at their desks.

Section 2: Instruction and Engaging Students in Learning

a. Introduction:

Teacher will say, Okay water conservationists, do you remember yesterday when we created this
giant graph about how much water that we use at home? Wasnt that surprising to you all that you
use that much water and you dont even realize it? I knew I was shocked! Students will agree.
Teacher will then continue, Well since we all know how we get our water, today we are going to
learn about how other people get their water! While Im reading, I want you guys to listen and
remember different ways that people got their water, write down at least four! Teacher will read
the book aloud. Then teacher will then give an example, One that I noticed that was very

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different from ours was that some people have to walk miles to get their water from a well, when
I can walk over to that sink and drinkable water comes out! Now that I gave an

example, can anyone answer which one they thought was interesting or couldnt believe? Call
on 2 or 3 hands. I think you guys have the right idea! Now were going to get back to our desks
and I will pass out a worksheet for you all to fill out and refer back to later in the day.

b. Questions:

1. Evaluation: How would you know the evidence for your water conservation idea
is strong?
2. Synthesis: Can your evidence gathered change someones opinion on water
conservation?
3. Analysis: How do you support your water conservation idea to make it credible?
4. Application: How do you generate a water conservation idea?
5. Comprehension: Can you find four quotes from the article to back up your water
conservation idea?
6. Knowledge: Can you identify the audience and water conservation idea in a
letter?

c. Learning Activities:

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Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
-Teacher will have learning targets and graph Our introduction was a form of modeling I do/
created the day prior posted on the whiteboard for you watch so that the students could get a
all students to see and refer to throughout the glimpse of what was going to be asked of them
lesson to know what is expected of them and what today because they knew we have been on the
they learned the day prior. If accommodations topic of water. (Bandura, Observational
need to be made for a language barrier or Learning)
vocabulary, we can change them.

-Teacher will transition from the introduction to


working on the worksheet handout. (See Figure 1)

-Teacher will then pass out worksheets and ask


the students to answer the questions based upon
what they learned from the book.

-The questions on the worksheet are name four


ways people from the book get water for their
families besides Americans and the second
questions will be, Which one do you think is the
hardest and why? (5 minutes)

-Once they are done, teacher will then state,


Now that you have filled out your worksheets Multiple means of engagement for the K-12
turn and talk to the person next to you and students (UDL principle)
discuss the ones you remember as well as which
way you thought was the hardest and why. (2
minutes)

-Once the conversations have died down, the


teacher will then ask if any of the students Theoretical support for learning activities (e.g.
disagreed on which way to get water was the Culturally responsive strategy, or processing)
hardest. If there are, have them share out why (some ways to get water could reflect ones
they disagreed. This will allow students to see cultural background and create that connection)
different perspectives on the topic. Call on two or
three groups if there are any.

-Teacher will then say, Im so glad you all were


able to see the differences and hardship s others
have to go through to get something that we take
for granted. Im now going to give you an article

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to read that will tell you more about our water
usage.

-Teacher will then transition to article titled,


Conserving Water, One Drop at a Time.
-Teacher will pass out a copy of the article to each Connections between students own lives,
student. experiences, cultures, interests and the content.
(students are thinking about their own water
- Teacher will then have students get out their usage as well as others)
journals.

-Teacher will ask, How do you generate a water


conservation idea? (Application)

-Teacher will then say, Since we have been


talking about how much water we use, I wanted to
give you an article that has some more facts
about it for you to think about. While reading, I
want you to write down four important quotes
that you think are interesting, scary, or something
you think could be easily fixed. While reading
start thinking of ideas of how families across
America could easily conserve water in their
home. We will be writing a letter to the president
later and I want you guys to tell him your best
ideas!

-Teacher will allow students to read and write


down their ideas and quotes. (15 minutes)

-Teacher will then ask, How would you know the


evidence for your water conservation idea is
strong? (Evaulation)

-Teacher will then say, if any of you are


struggling to find quotes or are done reading, feel
free to grab a chromebook and go to
energysaver.gov to learn a little bit more!

-Teacher will ask students to finish and set their


journals aside.

-Teacher will transition into the presidents and me


coloring activity.
-Teacher will post own example of drawing with Multiple means of expression of learning by the
the president and their own idea. This will give K-12 students (UDL principle) (students are able

19
students an organized way to draw and make sure to have art in their lesson)
all of their required information get sin their
picture (them, the president, and their water
conservation idea)

-Teacher will pass out paper for students to draw


their picture on. ( See Figure 2)
Active learning over passive learning (e.g. SCI
-Teacher will hand out crayons and markers for Learning Experiences laddersimulation over
students to color their picture. verbal) (Students are able to create a picture to
show their idea as well as write about it)
-Teacher will say, Okay students, now that you
have seen what my picture looks like and what is
required, I want to remind you who your audience
is as well as giving you the opportunity to show
what your idea would look like!

-Give students time to draw their pictures (10


minutes)

-Teacher will ask, Can your evidence gathered


change someones opinion on water
conservation? (Synthesis)

-Have students turn in finished pictures into the


box at the front of the room.

-Teacher will then transition into letter writing.


-Teacher will pass out letter writing paper to
students.

-Teacher will say, Okay students remember


before when I said we were going to write a letter - Multiple means of engagement for the K-12
to the president? This is that time! The paper I students (UDL principle) (students are writing as
gave you is the one you are going to write all of well as drawing their ideas.)
your information on including your idea on how
families can conserve water across America, your
quotes from the article, and anything else you
think is important. Remember to introduce
yourself to the present and make your voice
heard! We want him to learn about water
conservation and how America could make an -Active learning over passive learning (e.g. SCI
easy change! Learning Experiences laddersimulation over
verbal) ( writing an a letter about their water
-Teacher will allow students time to work on their conservation idea that they created.)
letters, walking around in case they have any
questions. (15-20 minutes)

20
-Teacher will then ask, How do you support
your water conservation idea to make it
credible? (Analysis)

-Once students are dont writing their letters, they


will turn them into the box at the front of the
room.

-Teacher will then transition into exit slips.


-Before students go out to recess students will be This is how the teacher will see if the students
given an exit slip that allows them to voice their understood the overall lesson, and how to
opinion about the lesson that we did as well as improve on it for next time. Student voice is
answer a few more questions. (5 mintutes) (See used.
Figure 3)

-Teacher will say, Thank you so much for being


respectful during the quiet writing time, coloring
time, and when your partner was talking today!
Before recess we have one more sheet to fill out.
Please be honest and once you turn it into me you
can head on outside!

-Teacher will read all questions on the exit slip

-Teacher will collect exit slips before recess.

b. Closure:

Teacher will say, I loved all the hard work that I saw happening today, you guys took this issue that
we have seriously and gathered information from reliable sources to back up your water conservation
idea. Today you learned that everyone gets water differently than we do, and a lot of the time it is
hard for them to get drinking water. Also, we learned that we waste a lot of water without even
thinking about it every single day. You were able to voice your idea on how we can all save water to
the president and hopefully he will listen and take some of your ideas into consideration. Im excited
to see if he writes any of you back!

To grade each students, we will grade their ability to find quotes from the article that we gave them,
as well as their writing within their letter. Also, we will look at their big water conservation idea to
see if they gave a thoughtful and useful solution on how everyone can conserve water. We will read
the exit slips that students filled out and see if they were honest about their opinion about the entire
lesson. If something didnt work, we could change and give the students more resources to think of
their idea.

c. Independent Practice:

21
For independent practice, we encourage students to take their ideas and quotes that they learned in
class today and implement them into their homes. Share some facts with their parents and together,
they can come up with something they want to try and do every day. Their water bills will thank
them! If they need more resources for articles they can go to the website energysaver.gov for more
ideas.

22
d. Instructional Materials, Resources, and Technology:

Figure 1

23
Figure 1 Answer Key

24
Figure 2

25
Figure

26
e. Acknowledgements:

1. Kerley, B. (2006). A cool drink of water. Washington, D.C.: National Geographic Society.
2. Conserving Water, One Drop at a Time. (n.d.). Retrieved December 04, 2016, from
http://energy.gov/energysaver/articles/conserving-water-one-drop-time
3. Heeren, J. (1970). Mrs. Heeren's Happenings. Retrieved December 04, 2016, from
http://heerenshappenings2.blogspot.com/

For the Rest of the Day:

Science- In science we would relate this lesson by finding four conservation water ideas
that we could test in class. Each groups would get a different conservation tactic and we
could compare which one used the least amount of water. Students could out their idea
they created to the test!
Math- While learning about math for the day, students would learn how to make pie
charts and create one in relation to what percentage of the world has to get their water a
certain way. We would research in groups and then they would write what they found on
a poster board. We could compare and contrast what they all found out.
Reading- Students would get into reading groups and take out their City of Ember
Anchor text. They would answer questions that had to do when the people were asking
their mayor for help, and he was being selfish. How would they have handled the
situation? Do they think that a letter would have helped? Why or why not? Why do you
think the major acted a certain way?
Social Studies- For social studies during the day, students would learn about the laws
that have been pass about water, water conservation, or any other law that would benefit
the earth. They would be given a law on a scrap of paper, and then would have to
research how it came about, who started it, etc. We would then either talk about it
between desk partners, or sit and discuss which ones we thought were really cool as class.

Day 5: Where Does Water Come from?


Common Core/ EALRS/ Next Generation Standards:

CCSS.ELA-LITERACY.W.5.7: Conduct short research projects that use several sources


to build knowledge through investigation of different aspects of a topic.
3.2.2 Uses language appropriate for a specific audience and purpose.
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or
examples.
5-PS1-3. Make observations and measurements to identify materials based on their
properties.
5-ESS3-1. Obtain and combine information about ways individual
communities use science ideas to protect the Earths resources and
environment.

27
Objectives:

Students will be able to investigate the different sources of water and


where communities get it from.
o ALLIGNED STANDARD: CCSS.ELA-LITERACY.W.5.7: Conduct short
research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
Students will be able to demonstrate appropriate language in the class
discussion.

o Aligned Standard: 3.2.2 Uses language appropriate for a specific audience and
purpose.
Students will be able to analyze their observations and express what
their outcomes of the project were.

o Aligned standard: 3.1.1 Analyzes ideas, selects a narrow topic, and elaborates
using specific details and/or examples.

Students will be able to create different observations on the four types of water based on
its properties.

o Aligned Standard: 5-PS1-3. Make observations and measurements to identify


materials based on their properties.

Students will be able to investigate ways to protect water as our resource from different
communities.
o Aligned standard: 5-ESS3-1. Obtain and combine information about
ways individual communities use science ideas to protect the
Earths resources and environment.

Goal: Be able to illustrate the differences between groundwater and surface water, highlight
some of the common contaminants in natural water, and encourage student thought on the
sources of drinking water.

Overview: The students will be taste testing the different waters. There will be four labeled cups
that contain one type of water. They will then work in groups to identify the different tastes,
smells, and appearances in the water. They will write down their observations and identify what
they think is in each cup. They will then write their guesses up on the whiteboard. Reveal the
final answers and discuss with the class their observations and what other impurities might be
found in these waters. Also, bring in the sources for water in their community.

Materials:
- 1 gallon of distilled water

28
- 1 gallon of tap water
- 1 gallon of mineral water
- I gallon of filtered tap water
- Cups for the class
- Whiteboard and markers

Rest of the day:

Math: Lesson on measurement. Gallons has been brought up a lot this week, how many quarts,
pints, cups in 1 gallon.

Reading: Read aloud Clean Water For ELirose by: Ariah Fine. This is a book about the lack of
clean drinking water in the world and how we can help.

Social studies: Look up the Sources where India gets their water from. Do they drink form water
bottles or a well? How could a plan be created to better the way they obtain their water?

Art: The students will use watercolors to paint a drawing of where different countries get their
water from. They could create a flat earth and draw lines from where specific rivers countries
obtain their water.

29
Taste Test Follow Up Questions

Name: _________________

1. Whataresomepossiblesourcesofwaterinyourcommunity?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Whichtypeofwatertastedbest?Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Whichtypeofwaterwouldyouconsidersafertodrink,groundwaterfromaspring,orsurfacewaterfroma
stream?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

WEEK TWO:

30
Day 6: What is recycle, trash and compost?
Standards:
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CCSS.ELA-LITERACY.W.5.8
Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
Objectives:
Students will be able to tell the difference between recycle, compost and trash.

o Aligned Standard: CCSS.ELA-LITERACY.RI.5.7: Draw on information from


multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.

Students will be able to compare and contrast using recycle activity worksheet.

o Aligned Standard: CCSS.ELA-LITERACY.W.5.1: Write opinion pieces on


topics or texts, supporting a point of view with reasons and information.

Students will be able to write persuasive letter on which is best: recycling, compost or
garbage using information from sources.

o Aligned Standard: CCSS.ELA-LITERACY.W.5.8: Recall relevant information


from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a
list of sources.

31
Goal: Students will learn the difference between recycle, compost and trash. They should
understand the process of each and how they affect earth and the environment. The main goal is
to teach students the motto of reduce, reuse and recycle.

Overview: Students will first brainstorm idea using their prior knowledge for what they know
about each mode of disposal. Students will watch a video explaining the difference between the 3
modes of disposal. During/after the video, students will write the pros and cons of each method
on their graphic organizer. Once they have good evidence for each, they will choose one and
write a short persuasive letter to a parent or friend explaining why that one is best.

Materials:
- Youtube video: https://www.youtube.com/watch?v=7B-jf8nC-3g
This video explains the difference between trash, recycling and compost. The woman explains
the pros and cons of each. She emphasizes the motto of reduce, reuse and recycle.
- Graphic organizer
- Checklist for letter

Instructional Strategy: Students will be asked to write down everything they know using their
prior knowledge on worksheet. Students will be at their desks taking notes while watching the
video. After the video, students will work independently to complete persuasive letter.

Rest of the day:


Math Students will calculate the percentage of recycling, trash and compost that our
community uses each year. They will work to convert the percentages to decimals and fractions.
Science Students will study worm bins and how composting works. We will begin a class
worm bin that we will use to decompose food scraps after lunch.
Art Students will draw a picture representation of how trash is sorted and where it ends up on
earth. They may use any form of expression they like.
Social Studies Students will learn about the history of the composting movement in the USA
and Washington State in particular.

32
Trash, Recycle, Compost which one is best?
Using the information from the video in addition to your prior knowledge, write down the pros
and cons for each mode of disposal: trash, recycle and compost.

Trash Recycle Compost


Pros: Pros: Pros:

Cons: Cons: Cons:

Which one is the best? _____________________________________________________

33
Checklist for Opinion Letter
I addressed my reader and used a letter closing
I picked one topic to argue for
I used evidence from the video in my writing
I organized my thoughts clearly
I included my own personal opinion

Day 7: Sorting recyclables


Standards:
CCSS.ELA-LITERACY.W.5.8
Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
CCSS.ELA-LITERACY.L.5.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas
and expressing their own clearly.
Objectives:
Students will be able to correctly sort trash vs. recycling.
o Aligned Standard: CCSS.ELA-LITERACY.W.5.8: Recall relevant information
from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a
list of sources.

34
Students will be able to create their own creative recycling poster.
o Aligned Standard: CCSS.ELA-LITERACY.L.5.2: Demonstrate command of the
conventions of standard English capitalization, punctuation, and spelling when
writing.
Students will be able to participate in a class discussion about recycling.
o Aligned Standard: CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a
range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and
expressing their own clearly.
Students will be able to summarize their artwork in paragraph form using proper English
conventions.
o Aligned Standard: CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a
range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and
expressing their own clearly.

Goal: Students should understand what goes in the recycling and what goes in the trash or
compost. Students will have hands-on experience practicing sorting. This will help students be
environmentally friendly at home and in the classroom.

Overview: After going over the poster of trash vs. recycle, students will work in groups to sort
examples of common household items that need disposal. Once each group has correctly sorted
their items, they will have a discussion about what characteristics each has. The discussion will
also relate back to our anchor text, The City of Ember. Students will make their own poster to
show which items go where to put up in their house. The students will also write a short
paragraph explaining their poster.

Materials:
- Example poster
- Various recyclables and trash items
- Discussion questions
- Poster paper
- Markers/crayons

35
Instructional Strategy: Students will be seated at desks while examining sample poster.
Students will discuss questions in table groups and then share out with the entire class. Students
will work individually on their posters and paragraphs at their desks. The teacher will circulate
the room if students have questions or need help.

Rest of the day:


Math Students will complete word problems that deal with recycling and garbage. They will
calculate how many pounds of garbage are put in landfills each year.
Science Students will do a science investigation about humans impact on earth and its
ecosystems with pollution.
P.E. Students will play a locomotor game where they run to each corner of the room depending
on if the said trash item should be disposed, recycled or composted.
Social Studies Students will piggyback off of yesterdays lesson about compost and learn
about the history of recycling. They will read articles from National Geographic.

Discussion Questions about Recycling:

36
What similarities do you see between materials that should be recycled?
What similarities do you see between materials that should be thrown in the trash?
What similarities do you see between materials that should be composted?
What are the main differences between the 3 disposal types?
Do you recycle at home? Why or why not?
Now that you are more informed about the benefits of recycling, do you think you will

make more of an effort to do it?


Thinking back to The City of Ember, how might their city be different if they adopted the

motto reduce, reuse, recycle?


Would the city of Embers resources be as low if they conserved materials wisely?
What would you have done to conserve resources in The City of Ember? Give one

specific example.

Day 8: Fossil fuels and Renewable Energy *Main


Lesson*
Goal: Students will use their base understanding of fossil fuels and
renewable energy to write public service announcements to inform the public
about renewable energy. Students take their knowledge learned in science
and apply it to using informational writing skills.
T&L Instructional Plan Template

37
(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Deirdre Sanborn, Cynnea Shreibman, Ally Irwin, Kayla Strand Date:
12/1/15
Cooperating Teacher: Barbara Ward Grade: 5
School District: Pullman School District School: Jefferson Elementary
University Supervisor: Lori White
Unit/Subject: Environmental Issues
Instructional Plan Title/Focus: Fossil Fuels /Alternative Energy

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:


The purpose of this lesson is to reinforce students knowledge of renewable energy while
teaching them a new form of writing: Public Service Announcements. Students will learn
about the benefits of PSAs and get their hand at creating their own. This is a fun and
creative way to integrate science into a literacy lesson. Students will take information
form news articles and synthesize them into their own PSAs.

Earlier in the day, students had a science lesson teaching them about fossil fuels and
alternative renewable energy. They should have a good foundational understanding of the
topic. The students have also been studying environmental issues for the past 2 weeks. In
tomorrows lesson, students will learn about the impact trees have on our society.

f. State/National Learning Standards:

Content:

1. CCSS.ELA-LITERACY.RI.5.2: Determine two or more main ideas of a text and


explain how they are supported by key details; summarize the text.
2. CCSS.ELA-LITERACY.RI.5.6:Analyze multiple accounts of the same event or
topic, noting important similarities and differences in the point of view they
represent.
3. CCSS.ELA-LITERACY.W.5.3:Write narratives to develop real or imagined
experiences or events using effective technique, descriptive details, and clear
event sequences.

38
4. CCSS.ELA-LITERACY.W.5.5: With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach.

Language:

1. CCSS.ELA-LITERACY.L.5.1: Demonstrate command of the conventions of standard


English grammar and usage when writing or speaking.

Science:

1. ESS3.C: Human Impacts on Earth Systems:


Human activities in agriculture, industry, and everyday life have had major effects on
the land, vegetation, streams, ocean, air, and even outer space. But individuals and
communities are doing things to help protect Earths resources and environments. (5-
ESS3-1)

g. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:

1. Students will be able to synthesis information from sources and include it in their
public service announcement.

Aligned standards:
o CCSS.ELA-LITERACY.RI.5.2:Determine two or more main ideas of a text and
explain how they are supported by key details; summarize the text.
o CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.

2. Students will be able to create an effective public service announcement following


specified guidelines

Aligned standard: CCSS.ELA-LITERACY.W.5.3: Write narratives to develop real or


imagined experiences or events using effective technique, descriptive details, and clear
event sequences.

3. Students will be able to give feedback to peers.


Aligned standard: CCSS.ELA-LITERACY.W.5.5:With guidance and support from peers
and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.

Language Objectives:

1. Students will be able to use proper English conventions in their public service
announcement script.

39
Aligned standard: CCSS.ELA-LITERACY.L.5.1: Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking.

h. Previous Learning Experiences:


During the past 2 weeks of the environmental unit, students have studied copious
amounts of information about environmental issues. They have looked at many aspects of
the environment including water, recycling, compost, and pollution and renewable
energy. Students may have some prior experience with renewable energy in places where
they live. Windmills can be seen in different areas of Washington State. Students may
have prior knowledge about PSAs from television, radio or print ads. Many students may
not realize some of the advertisements they see are actually PSAs.

i. Planning for Student Learning Needs (accommodations, student experiences, prior


learning and experiences):

Accommodations for ELL


ELL students can use subtitles when watching the example videos.
ELL students are able to use a dictionary when writing their scripts.
ELL students can also use the internet to find articles about their renewable energy in
their native language.
Teacher will say aloud any instructions while also giving them out on paper.
Teacher will allow students to work in a quiet learning space is noise is too distracting.
Accommodations for Gifted/ Highly Capable Students
Highly capable students will be given the opportunity to begin working on a second script
warning the public of the disadvantages of using coal as a source of energy.
Accommodations for Special Education Students
Students with hearing problems can have the articles read to them aloud.
Students are able use subtitles when watching videos.
Students with vision problems can participate in writing the script orally and have
another student scribe.
Students with behavioral issues will be strategically placed in groups where they can
behave the best.
Students will also be closely monitored by the teacher.

f. Assessment Strategies (Informal or formal) (Formative or Summative)

Content/Language Objectives Assessment Strategies


Content Objective 2: Students will be Formative: Students will write their thoughts about
able to understand the purpose of public PSAs as well as characteristics they possess in
service announcements. their writing journals. The teacher will walk
around and put check marks on students work that
show understanding and effort. These check marks

40
will be tallied when students turn in their
notebooks weekly.
Summative: Students will turn in script of PSA for
grading.
Content Objective 1: Students will be Summative: When students turn in their script of
able to synthesis information from PSA, they will be graded on integration of facts
sources and include it in their public from sources. The students will give each other
service announcement. formative feedback, and the teacher will grade
using a rubric.
Content Objective 2. Students will be Summative: Students will turn in script of PSA for
able to create an effective public service grading.
announcement following specified
guidelines

Content Objective 3: Students will be Formative: Students will give each other feedback
able to give feedback to peers. on the drafts of their scripts. Students will turn in
feedback forms when submitting final script.
Language Objective 1: Students will be Summative: Students will be graded on
able to use proper English conventions conventions when turning in their final draft at the
in their public service announcement end of class.
script.

g. Student Voice:

Student-based evidence to be Description of how students


K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
4. Explain student learning Exit Slip The exit slip will ask
targets and what is required to students to answer questions
meet them (including why about why PSAs are
they are important to learn). important and how they can
be used to convey meaning.

5. Monitor their own learning Peer feedback sheet Students will give each other
progress toward the learning feedback on their scripts
targets using the tools which will help them
provided (checklists, rubrics, monitor their own work and
etc.). the work of their peers.

6. Explain how to access Youtube videos, article read alouds Students are able to view
resources and additional PSA examples via youtube
support when needed (and which also have subtitles.
how/why those resources will Students can be read aloud

41
help them). the informational articles.

i. Grouping of Students for Instruction:


Students will be seated individually at their desks when watching PSA examples and writing
in their journals. This is to insure they are creating their own work with their own thoughts.
Students will participate in group discussion from their desks. Once students are grouped in 5
for script writing, they move anywhere in the room. They are grouped in 5 so each person can
have a character role in the script and a part in writing it. This many students promotes
creative ideas and builds strong collaboration skills.

Section 2: Instruction and Engaging Students in Learning

d. Introduction: The teacher will display several different examples of PSA videos at the
beginning of class. This will grab students attention and get them interested in learning
what PSAs are.

e. Questions:

1. What is a PSA? (Knowledge)


2. How can PSAs be used to inform the public? (Comprehension)
3. What are the benefits and potential problems with using PSAs? (Analyzing)
4. What different forms of media could you use to create PSAs? (Applying)
5. Why is it important to create PSAs about renewable energy? (Evaluatic. Learning
Activities:

f. Learning Activities:

42
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
- The teacher will display several different Dual Coding (Paivio)
examples of PSA videos at the beginning of
class.

-This will grab students attention and get them


interested in learning what PSAs are.

-Teacher will transition from introduction by Observational Learning (Bandura)


asking students to write in their journals about
what characteristics PSAs have and why they
might be important.

-Teacher will then say, Okay class, now that


you have seen several examples of what a PSA
is, please write 3-5 sentences in your journal
explaining what PSAs are and why they might
be important to have.
-Students will brainstorm characteristics of a Constructivism Learners construct their own
PSA while teacher writes on the board. knowledge (Vygotsky, Piaget, Wertsch, John-
Steiner, Mahn)
- Teacher will talk about the 4 key elements
PSAs have: talk about an issue, hook their
audience, contain facts and are straightforward.

-Teacher will say, Lets make a list of things


we think set PSAs apart from other
announcements or commercials. I will call on
quiet, raised hands.

-Teacher writes ideas on board. If students did


not hit all 4 key elements, teacher will add those
to the list.

-Teacher will then say, The four most


important elements that a PSA has is first, they
always talk about an issue. This is usually an
issue that is a societal problem or one that
needs attention right away. The second is that
PSAs hook their audience. They usually use
drama or emotion to draw the audience in.
Third, they always contain accurate facts. This
helps sell the audience that the problem needs
fixing. Finally, PSAs are straightforward and
get right to the point.

43
-Teacher will transition from discussion to Constructivism Social interactions are
group work. important in the knowledge construction
process (Vygotsky, Piaget, Wertsch, John-
-Students will work in groups of 5. Each group Steiner, Mahn)
will be assigned a different type of renewable Importance of Language (Vygotsky)
energy.

-These groups will either be the groups they are


already sitting in or by random selection.

-Each group will receive several articles that


contain information and data about their type of
energy. Students should read articles and
highlight pertinent information.
Students will work together to write a script for Constructivism Social interactions are
a PSA video. important in the knowledge construction
process (Vygotsky, Piaget, Wertsch, John-
- Students will receive a checklist of items that Steiner, Mahn)
their PSA should include. Importance of Language (Vygotsky)

- Students will have 30 minutes to begin their


script.

-The teacher will check in with each group


while they write and work collaboratively.

-While students are working teacher will


continue to walk around until each group is
done.
-Once students have a draft of a script, they will Constructivism Social interactions are
trade scripts with another group in order to important in the knowledge construction
receive feedback. process (Vygotsky, Piaget, Wertsch, John-
Steiner, Mahn)
-Teacher will walk around and hand feedback
sheets to each group. Importance of Language (Vygotsky)

-The group giving feedback will fill out the


feedback sheet.

- Students will have 10 minutes to revise their Developmental Stages (Piaget)


work using the feedback given.
-Students will turn in the scripts for grading.

-They will be graded on following the


guidelines of a good PSA as well as proper
English conventions.

44
-Teacher will then say, Thank you for all of
your hard work today! Now I am going to give
you an exit slip before you leave please be
honest about how much you enjoyed or didnt
enjoy the lesson! I want your feedback!

f. Closure: Students will fill out an exit slip that asks them reflect on the activity for the
day, their understanding and whether they enjoyed the lesson. The teacher will use this
information in order to adjust the lesson for next time and guide further instruction. If the
students showed a strong interest in the activity, the teacher may decide to extend it into
tomorrow and have the students record their PSAs using video cameras.

g. Independent Practice:
Students can extend this activity by recording their PSA using video cameras. At home,
students can complete more research on renewable energy to add to their script.

h. Instructional Materials, Resources, and Technology:

Materials:
Youtube video examples
o https://www.youtube.com/watch?
v=fSIpARmq2WI&index=3&list=PLKimf7Vb5ckf7Fs7-mrKtBlB3LDNO1JU3
o https://www.youtube.com/watch?v=0W2Ic5hV28w
o https://www.youtube.com/watch?v=qxJr4IgOKHw
o https://www.youtube.com/watch?v=wY7Gvq0P4hc
Student writing journals
Highlighters
PSA checklist
Articles about renewable energy
o Wind
http://www.cleanlineenergy.com/sites/cleanline/media/resources/students/renewab
le/Wind_Energy_Elementary_Infobook.pdf
http://stem-works.com/external/article/1223
http://www.kidsdiscover.com/teacherresources/whats-good-whats-bad-wind-
energy/
o Solar
http://www.cleanlineenergy.com/sites/cleanline/media/resources/students/renewab
le/Solar_Energy_Elementary_Infobook.pdf
http://science.jrank.org/kids/pages/205/Solar-Energy-Advantages-
Disadvantages.html
o Hydrolic
http://stem-works.com/external/article/1037

45
http://www.kidsdiscover.com/teacherresources/whats-good-and-whats-bad-about-
hydropower/
o Geothermal
http://www.alliantenergykids.com/energyandtheenvironment/renewableenergy/02
2401
http://energyinformative.org/geothermal-energy-pros-and-cons/
Peer feedback sheet
Grading rubric

i. Acknowledgements: Acknowledge your sources


Articles:
(2011). Solar. The NEED Project. Retrieved from
http://www.cleanlineenergy.com/sites/cleanline/media/resources/students/renewab
le/Solar_Energy_Elementary_Infobook.pdf
(2011). Wind. The NEED Project. Retrieved from
http://www.cleanlineenergy.com/sites/cleanline/media/resources/students/renewab
le/Wind_Energy_Elementary_Infobook.pdf
Geothermal Energy. Alliant Energy. Retrieved from
http://www.alliantenergykids.com/energyandtheenvironment/renewableenergy/02
2401?isSecondary=1&prtFriendly=true
Griggs, M.B. (2015). Soon a Texas Town Will Run on 100 Percent Renewable Energy.
Stemworks. Retrieved from http://stem-works.com/external/article/1223
Herren, B. (2015). A Students Guide to Hydroelectric Energy. Stemworks. Retrieved
from http://stem-works.com/external/article/1037
Koontz, R. (2015). Whats Good and Whats Bad about Hydropower?. Kids Discover.
Retrieved from http://www.kidsdiscover.com/teacherresources/whats-good-and-
whats-bad-about-hydropower/
Koontz, R. (2015). Whats Good and Whats Bad about Wind Energy. Kids Discover.
Retrieved from http://www.kidsdiscover.com/teacherresources/whats-good-whats-
bad-wind-energy/
Maehlum, M.A. (2013). Geothermal Energy Pros and Cons. Energy Informative.
Retrieved from http://energyinformative.org/geothermal-energy-pros-and-cons/
Solar Energy Advantages and Disadvantages. Science Jrank. Retrieved from
http://science.jrank.org/kids/pages/205/Solar-Energy-Advantages-
Disadvantages.html

Videos:
https://www.youtube.com/watch?v=fSIpARmq2WI&index=3&list=PLKimf7Vb5ckf7Fs7-
mrKtBlB3LDNO1JU3
https://www.youtube.com/watch?v=0W2Ic5hV28w
https://www.youtube.com/watch?v=qxJr4IgOKHw
https://www.youtube.com/watch?v=wY7Gvq0P4hc

46
PSA Checklist
A strong Public Service Announcement should include the
following criteria:

1. Talk about one main issue that is relevant to a wide audience


2. Be strictly informative
3. Use facts to back up claims
4. Hook the audience
5. Be short and to the point
6. Be creative!

Peer Feedback Sheet

Name of group members:


_______________________________________________________________

47
Name of group members giving feedback:
_________________________________________________

This PSA includes:


One main issue that is relevant to a wide audience
Strictly informative
Facts to back up claims from articles
Hooks the audience
Short and to the point
Creative!

3 things they did well:

3 things they could improve on:

Additional comments:

PSA Rubric

Student
names:__________________________________________________________________
_____

48
1 2 3 4 Comments
PSA uses facts
and information
from given
articles.
PSA is
informative in
nature and does
not represent
extreme biases
PSA is creative
and hooks
audience
attention
All group
member
participated
equally
PSA script uses
proper English
conventions

Exit Slip

1. Did you like this lesson activity why/why not?

49
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Was there anything you didnt like about this lesson? What would you change?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. On a scale of 1 to 10, how would you rate this lesson?

1 2 3 4 5 6 7 8 9 10

Rest of the day:


Math Students will calculate how much energy can be harvested from renewable resources in
comparison to non-renewable resources.
Science Students will do an expansive lesson fossil fuels and the benefits of renewable energy.

50
Art Students will imagine their own renewable energy source and draw or paint a picture of it.
Social Studies Students will study where coal is mined throughout the country, as well as areas
where renewable resources are most popular. (Ex: wind turbines in Texas).

Day 9: Trees and Their Benefits


Standards:
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how

51
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the text.
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
Objectives:
Students will be able to understand the importance of trees and the impact they have on
humans.
o Aligned Standard: CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
Students will be able to analyze the theme of the book Someday a Tree.
o Aligned Standard: CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a
story, drama, or poem from details in the text, including how characters in a story
or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
Students will be able to use prior knowledge to brainstorm ideas about trees.
o Aligned Standard: CCSS.ELA-LITERACY.RI.5.7: Draw on information from
multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
Students will be able to use technology to investigate more on trees using several
different resources.
o Aligned Standard: CCSS.ELA-LITERACY.RI.5.7:Draw on information from
multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.

Goal: The goal of this lesson is to show students that trees have many benefits besides paper,
wood and oxygen. Students will brainstorm ideas, read texts and research the benefits of trees
using technology.

52
Overview: First, the teacher will read the book Someday a Tree by Eve Bunting in order to
provoke empathy. This book should allow students to think about the importance of trees from
another aspect other than ecological needs. Students will have a short discussion about their
thoughts regarding the book. Then, students will complete a K-W-L chart. The students will
brainstorm everything they already know about the benefit of trees, and then write down
questions they have or things they would like to know. Students will get in groups and research
about benefits of trees on the Internet. After completing research, students will record their new
information on their K-W-L chart.

Materials:
- Someday a Tree by Eve Bunting
- K-W-L Chart
- Computers, tablets or other devices with Internet access

Instructional Strategy: Students will sit at carpet while teacher reads Someday a Tree aloud.
Teacher will facilitate short discussion about book with students. Students will return to their
desks where they will fill out the already know column of the graphic organizer. They may fill
this out individually or collaborate with tablemates. Students will be partnered in groups of 2 in
order to complete their research. After researching at least 3 sources for benefits of trees,
students will fill out the learned column of the organizer.

Rest of the day:


Math Students will use forest dimensions to calculate area and perimeter. They will convert
large units of measurement such as acres, miles and kilometers.
Science Students will compete a lesson about the effects of deforestation. Students will watch a
short film on deforestation and then write a prediction for the future in their science journal.
Art Students will examine types of trees from a serious of images with labels and then create a
multimedia representation of their favorite tree.
P.E. Students will play game fire in the forest where they choose to be an animal and then
run away from the fire (taggers) as they cross the forest (gym).

K-W-L Chart
What are the benefits of trees?

53
What I already know What I want to know What I learned

Sources I used (title of article, author and date):


#1:

#2:

#3:

Day 10: Cause and Effects of Our Actions


Standards:

54
CCSS.ELA-LITERACY.SL.5.1:Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5
topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.3: Summarize the points a speaker makes and explain how
each claim is supported by reasons and evidence.
Objectives:
Students will be able to write thoughtful journal entry in response to video.
o Aligned Standard: CCSS.ELA-LITERACY.SL.5.3: Summarize the points a
speaker makes and explain how each claim is supported by reasons and evidence.
Students will be able to summarize and reflect on points made by speaker in video.
o Aligned Standard: CCSS.ELA-LITERACY.SL.5.3: Summarize the points a
speaker makes and explain how each claim is supported by reasons and evidence.
Students will be able to effectively discuss questions with table group.
o Aligned Standard: CCSS.ELA-LITERACY.SL.5.1:Engage effectively in a range
of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others' ideas and expressing their
own clearly.
Students will be able to relate topic to anchor text.
o Aligned Standard: CCSS.ELA-LITERACY.SL.5.1:Engage effectively in a range
of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others' ideas and expressing their
own clearly.

Goal: The goal of this lesson is to get students to think about how they can be care takers of the
planet. Students should gain and understanding of who and what affected by pollution. Students
should be able to identify measures they can take to help prevent the issues talked about during
the past 2 weeks. Students will use collaboration and discussion skills.

Overview: Students will be shown the clip Dear Future Generations. This clip will give
students an idea of what the results may be if we continue with our unsustainable lifestyle.
Students will use their prior knowledge of water, pollution and renewable resources to
brainstorm ideas about the cause and effects of these issues. Students will write a journal entry

55
responding to the video and relating it to the anchor text. Then, students will create have a
discussion about ways to prevent the future generations from environmental distress.
Materials:
- Youtube video: https://www.youtube.com/watch?v=nJkLTw64l4M
- Computer
- Projector
- Discussion questions
- Anchor text
- Journals

Instructional Strategy: Students will watch the video from their desks. After the video, students
will write a response in their journals. After creating thoughtful responses and ideas, students
will answer discussion questions in table groups.

Rest of the day:


Math Students will calculate the amount of resources left for the year 2060 using our current
rate of consumption. Students will practice 3 and 4 digit multiplication.
Science Students will do an investigation learning about the effects of lack of resources for
different species of animals.
Social Studies Students will learn about previous times in world history where humans over-
used their resources.
Art Students will write a song, play or dance that expresses their feeling about the future of our
planet.

Discussion Questions

Do humans abuse our planets resources? How do you know?


What happens if our resources run out?

56
Think about the situation in The City of Ember, what happened in to characters in the

book?
What can we do to prevent future generations from the effects of our actions?
Do you think what the Builders did in The City of Ember was the right thing to do in

order to preserve human existence?


What other options could the Builders have done instead?
How are you going to make a difference in helping the environment?

WEEK THREE:

Day 11: Introducing Climate Change


Standards:

57
CCSS.ELA-LITERACY.W.5.8: Recall relevant information from experiences or gather
relevant information from print and digital sources; summarize or paraphrase information
in notes and finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.7: Conduct short research projects that use several sources
to build knowledge through investigation of different aspects of a topic
Objectives:
Students will be able to answer questions based off the media source: An Inconvenient
Truth
o Aligned Standard: CCSS.ELA-LITERACY.W.5.8: Recall relevant information
from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a
list of sources.
Students will be able to write down possible solutions they have to the issue
o Aligned Standard: CCSS.ELA-LITERACY.W.5.7: Conduct short research
projects that use several sources to build knowledge through investigation of
different aspects of a topic

Goal: Introducing Students to Climate Change and Global Warming, as well as the affect we
have on each.
Overview: Before the Students are able to understand the effect on Global Warming and Climate
Change they must first learn about it. We will show the film An Inconvenient Truth, which is a
documentary created in 2006, about Al Gores campaign to show how we have an impact on
Global Warming. After the video, is shown we will introduce the project they will be working on
all week, which is a poster on their groups plan to reduce Global Warming.

Materials:
- 2006 Documentary: An Inconvenient Truth By Davis Gu An Inconvenient Truth is a 2006
documentary film directed by Davis Guggenheim about former United States Vice
President Al Gore's campaign to educate citizens about global warming. This
documentary educates us about what will happen to the earth is global warming continues
as well as what we can do as individuals to slow it down.
- Computer
- Projector

58
Instructional Strategy: Whole class will watch the film, and we will then discuss. Get into
groups to answer questions that the teacher writes on the board. These questions will serve as the
exit slip.

The Rest of the Day:


Math: For math, we will introduce and have the students use the formula for figuring out climate
change. This can be a complicated formula, but we will give students the information they can
insert to the formula, so that they can see that each side of the equation should equal zero
( Which it never does ) and explain that there will always be climate change occurring
Reading: For a reading activity, I will read aloud a passage from the anchor text, City of
Ember and have a discussion about it.
P.E: Students will go outside and either be a gas or person it will be like tag, but there will
be more players labeled gas to show that the emission of greenhouse gasses are increasing and
are taking over.

59
Exit Slip
Name:
1. What are three important aspects of global warming you learned from the film?

2. What solutions to global warming are mentioned in the film?

3. Do you think global warming can be prevented? Why or Why not?

60
Day 12: Greenhouse Gasses
Standard:
CCSS.ELA-LITERACY.RI.5.2:Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text.

Objectives:
Students will be able to draw important information from the article that is provided.
o Aligned Standard: CCSS.ELA-LITERACY.RI.5.2:Determine two or more main
ideas of a text and explain how they are supported by key details; summarize the
text.

Goal: Teaching the students about Green House Gasses and how they are causing the planet to
heat up
Overview: Greenhouse Gases are one probable cause of Global Warming and students will
understand what they are and how they are emitted into the environment. We will pass out an
article to the class, and they will read, and then share their thoughts and views with the whole
class. During the discussion, the instructor will then write on the whiteboard causes and solutions
to the emission of Greenhouse Gases.

Materials:
- Whiteboard
- Dry Erase Marker
- Article found from: http://nationalgeographic.org/encyclopedia/greenhouse-effect/

Instructional Strategy: Whole class with read article individually, followed by a group
discussion

Rest of the Day:


Science: Students will be shown how Greenhouse Gases are created and look at different charts
that explain the breakdown of these gases.
Math: Students will go onto the website plus.maths.org, using this website, students are able to
put in their own figures and see how climate change will change based on the number of gases,
pollution, other factors that you can choose.

61
Art: Students will make a diagram to show the gases that make up our atmosphere. The diagrams
should be colorful
Reading: Students will read articles from national geographic and compare the information they
have found on Greenhouse Gases. Students should draw at least three main ideas about
Greenhouse Gases and compare with a partner.

Day 13: Who is affected by climate change?


Standard:
CCSS.ELA-LITERACY.W.5.8Recall relevant information from experiences
or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and
provide a list of sources.
Objectives:
Students will be able to summarize information from movie
o Aligned Standard: CCSS.ELA-LITERACY.W.5.8Recall relevant
information from experiences or gather relevant information from
print and digital sources; summarize or paraphrase information
in notes and finished work, and provide a list of sources.

Students will be able to write information about each animal mentioned in the film
o Aligned Standard: CCSS.ELA-LITERACY.W.5.8Recall relevant
information from experiences or gather relevant information from
print and digital sources; summarize or paraphrase information
in notes and finished work, and provide a list of sources.

Students will be able to identify what they already know, want to know, and what they
have learned.
o Aligned Standard: CCSS.ELA-LITERACY.W.5.8Recall relevant
information from experiences or gather relevant information from
print and digital sources; summarize or paraphrase information
in notes and finished work, and provide a list of sources.

62
Goal: To research what species are affected by climate change and what we can do to help?

Overview: An increased temperate in the Arctic has caused dramatic results. There is a reduction
in sea ice cover and thickness. All of these changes affect wildlife by disrupting migration
patterns, and impacts the availability for food. Students will use a chart to identify what they
already know about climate change and the effect on animals what they want to find out, and
what they learned. Students will then watch the video, A Warmer World for Arctic Animals.
Students will then receive a worksheet based on the video. While they are watching the video,
the students will write down the issues that each animal faces due to alterations in their
ecosystem resulting from a changing climate. Afterward, students will share their answers, and
finish working on their posters that they will share at the end of the week.

Materials:
-Video: A Warmer World for Arctic Animals
-Copies of the KWL Chart
-Copies of the Arctic Animals Video Worksheet (one per student)
-Paper
-Pencils
-Internet access

Instructional Strategies: Individually fill out chart, watch film as a class, complete movie
worksheet individually

Arctic Animals and a Changing Climate Student Handout


What I Know What I want to find out What I learned

63
Polar Bear Arctic Fox Walrus Beluga Whale

Rest of the Day:

64
Reading: Students will read passages about different arctic animals and make predictions about
which animal will be extinct first.
Art: Students will make a poster to display saving a certain animal. For example, Save the
Arctic Fox! Poster should have pictures and clever tag lines. Each student will share their poster
with their table groups.
Math: Students will solve word problems about arctic animals and the answers will prove how
drastically these animals are dying off.
PE: Students will play a form of the game steal the bacon the bacon will symbolize the food
that the animals need to get to survive. After the game is played, a class discussion will be based
on what this game represents.

Day 14: Schoolyard Heat Activity


Standard:
CCSS.ELA-LITERACY.RI.5.6: Analyze multiple accounts of the same event or topic,
noting important similarities and differences in the point of view they represent.
Objectives:
Students will be able to research and find temperature change over time
o Aligned Standard: CCSS.ELA-LITERACY.RI.5.6: Analyze multiple accounts of
the same event or topic, noting important similarities and differences in the point
of view they represent.

Students will be able to discuss and compare data findings


o Aligned Standard: CCSS.ELA-LITERACY.RI.5.6: Analyze multiple accounts of
the same event or topic, noting important similarities and differences in the point
of view they represent.

Goal: The goal of this lesson allows students to investigate how temperature has changed over
time.
Overview: Students will go onto government websites and look at the records of how the
temperature has changed over time. Students should write down at least three different

65
temperatures and state what they are being compared to. For example, in May 2015 the high
temperature was 98 in the US, in May 2014 in the US the high was 101.
Materials:
Websites:
-www.ncdc.noaa.gov

- weather.com/maps/averages/normal-temperature
- Paper to record temperatures

Instructional Strategies: Students will work in groups of 2-3 to research data. Students will
then compare with other groups and we will close with a class discussion.

Rest of the Day:


Math: Students will take the mean, median, and mode of the temperature change that the class
has found. Even though the data might not be valid because the years will be different, they will
still be able to see that temperature does change over time.
Writing: Students will write a paragraph about temperature change. They will write a persuasive
piece about why we need to care about temperature change.
Art: Students will construct an art piece to show a certain weather pattern. They will be provided
with watercolor and paper.
PE: Students will use the parachute to simulate different weather patterns. For example, they will
move the parachute very quick and from left to right to show high winds.

Day 15: Main Lesson Plan

66
T&L Instructional Plan Template
(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information :

Teacher Candidate: _Cynnea Schreibman, Deirdre Sanborn, Ally Irwin, Kayla Strand Date:
________
Cooperating Teacher: ____Barbara Ward Grade: 5th
School District: Pullman School District School: Franklin Elementary
University Supervisor:
Unit/Subject: Environment/ Social Studies
Instructional Plan Title/Focus: Climate change and Global Warming

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

This lesson has the students look for relevant information and articles Global Warming
and Climate Change. Students will present their posters to the class and show the ways
they are going to limit the emission of Greenhouse Gases. This lesson will be taught at
the end of the Environment Unit and will be the conclusion of this Unit. The students
have learned about water, recycling, fossil fuels, and pollution prior to this lesson.

j. State/National Learning Standards:

Common Core Standards:

CCSS.ELA-LITERACY.SL.5: 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.RI.5.7: Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer to a question quickly or to
solve a problem efficiently.
CCSS.ELA-LITERACY.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.

67
k. Content Objectives and alignment to State Learning Standards:

1. Students will be able toapply knowledge of global warming and climate change.

Aligned Standard: CCSS.ELA-LITERACY.SL.5: 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.

2. Students will be able to state an opinion about the best solutions to global warming

Aligned Standard: CCSS.ELA-LITERACY.RI.5.7: Draw on information from multiple


print or digital sources, demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently.

3. Students will be able to state their personal goals to limit global warming

Aligned Standard: 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.

Language Objectives:

1. Students will be able topresent information to class using a visual display

Aligned standard: CCSS.ELA-LITERACY.SL.5.5:Include multimedia components


(e.g., graphics, sound) and visual displays in presentations when appropriate to enhance
the development of main ideas or themes.

l. Previous Learning Experiences:

The students have been researching climate change and global warming and what the effect
is on the world around us. The most recent activity that was completed was a discussion on what
the students have learned and what they still would like to know. The students are comfortable
working with their table groups, which is why we have them present this way. Students have a
good idea on what climate change is and how it causes global warming. Students also have been
researching ways that individuals can lower the emission of Greenhouse Gases by doing little
tasks out of their everyday life. The articles that the students have looked at, as well as the City
Of Ember, which is used as our anchor text has taught the students a lot about Global Warming
and how it can be caused by human interactions.

m. Planning for Student Learning Needs:

Accommodation for ELL:


Teacher will model to class what is expected for the poster to the class.

68
Teacher will read aloud requirements for the poster as well as hand them out on
paper. Instructions will also be put on the board
Teacher will be walking around the room and available to answer any questions.
Teacher will allow students to move to quieter working area around the room if
noise is too distracting.

Accommodations for Gifted/Highly Capable:


Highly capable students will be asked to give a more detailed solution to global
warming.
Highly capable students will be asked to explain why their solution will or will
not work.
Highly capable students will be asked to assist other students who are struggling
with creating their poster

Accommodations for Special Education Students:


Teacher will adjust the poster rubric to fit the IEP or 504 plan.
Teacher will allow extra time on creating poster of needed.
Teacher will allow group with extra time to be the last to present.
Teacher will be walking around and available to answer any spelling, writing, or
reading needs.
Teacher will give a quiet place to work if noise is too distracting.

f. Assessment Strategies:

Content/Language Objectives Assessment Strategies


Content Objective 1: Students will be Formative: Students will be given time to work on
able to apply knowledge of global their poster projects. The teacher will check off
warming and climate change each students rough draft of their posters to make
sure they are on the right track. Teacher will also
be looking to see if all students are participating in
the activity or being a bully within the group.
Students will be given time to come up with an
idea on their own , giving them ample amount of
time to put together an idea to present to their
classmates. The classmates will then use their
ideas and knowledge to come up with one group
idea, everyone must talk about their idea in order
for the teacher to see participation. Students must
also participate in the creation of the poster with
classmates even if their idea is not chosen.

Content Objective 2: Students will be Formative: The teacher will be able to measure
able to state an opinion about the best whether or not the student has an opinion based on
solutions to global warming the poster they create. They must have research

69
from previous articles to back up their ideas in
order for the their peers to consider it to be chosen.
They will also be graded on how they respectfully
agree or disagree with their classmates on an idea
that has come up within their group. A hige part of
this assignment is students being able to agree and
disagree with one another for the best idea to be
chosen to represent their team. Students must
accept that sometimes their ideas are not the best
and this activity will help them with that in a group
setting. This will not be turned in because it is
them discussing with their classmates.

Content Objective 3: Students will be Formative: The teacher will circulate around the
able to state their personal goals to limit room during the group work and will listen to
global warming discussion and facilitate discussion among the
students. The teacher will have a checklist to mark
that each student has shared at least one opinion
with the group. If the teacher does not hear a
student sharing, she will ask the student what they
shared as their opinion. If they need additional
support (like leading questions) in order to share
their opinion, the teacher will provide it. The
teacher will be looking for opinion that have the
right research to back it up, showing these students
read the articles and took the activity seriously.

Language Objective 1: Students will be Summative: Students will work on a group to


able to present information to class create a poster that will be presented to the whole
using a visual display class. They will have to come up with their own
idea on how to fix global warming, and then
discuss respectfully with their classmates why they
think that theirs is the best choice. Then together,
then need to create the design of the poster and
present it as a group to the class. They will plead
their case to the whole class on why they think
their idea should be chosen over all the other
ones.The class will then vote on which one they
think will work the best. The one that wins will be
put in the front of the room for everyone to see.

g. Student Voice:

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Student-based evidence to be Description of how students
K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
1.Explain student learning targets Journal Before making any marks on
and what is required to meet them their poster. Students will be
(including why they are important taking the information from
to learn). previous articles and The
City of Ember to come up
with a olution to global
warming. Or something that
would slow it down.
Students will write down an
idea as well as three or four
quotes to back up their
thoughts. They will take this
information and present it to
their group and allow the
group to agree on one of
their groups ideas. This
information will not be
collected, but be able to be
used while creating their
group poster.
2.Monitor their own learning Poster Students will be working in
progress toward the learning a group to create a poster
targets using the tools provided about a possible way to stop
(checklists, rubrics, etc.). or slow down global
warming. They will use
evidence from past article to
reflect on their learning by
providing evidence of what
they have learned through
their poster. They will then
work as a group and come
up with one idea that they
think will work the best. The
group will then present their
findings and idea to the
class.
3.Explain how to access resources Exit Slip Students will be given an
and additional support when exit slip to ask what they
needed (and how/why those have learned and suggestions
resources will help them). that they may have. At the
bottom of the exit slip, we

71
included additional resources
to learn more about the
topic. Students will reflect
on their learning by filling
out an exit slip to explain
what they thought about the
activity and if they would
change anything about it for
the future.

j. Grouping of Students for Instruction:


We chose to put students in various groups for this instruction:

- Whole Class The whole class will participate in a group discussion about the overview of
global warming and climate change. We wanted the discussion to be in a group setting so that
students hear everyones opinion and reasons to why they think that global warming is happening
or not. It is a hot topic and politics, and students should be aware of it as well.
- Group Learning The students will do the majority of the lesson in their table groups ( 4-6
students) and pull out relevant information from multiple articles, as well as make and present
the poster together. We choose to allow them to work in groups so they can get the social aspect
of the project. We want them to think together and come up with an idea that works for all of
them. We dont want one person to be running the group so well be walking around and
modeling to be sure that students are listening to one another and respecting all ideas that come
forward.
- Individual Learning The students will individually write an exit slip on what they thought of
the activity as well as answering two questions. This will be turned in at the end of the day. We
want this to be an individual project because we want the students to give honest answers, not
what their friends are thinking.
We think that putting them in different groups will keep them interested and moving around
because that have to move from station to station and change the dynamic of their learning.

Section 2: Instruction and Engaging Students in Learning

g. Introduction:

72
The teacher will introduce the lesson by reminding the students that they have been researching
global warming and climate change. Today we will be referring back to the articles we have
read about global warming and climate change. In all of the articles, there are solutions to global
warming and the emission of greenhouse gasses. Your job is to develop a plan by using pictures
and words and be able to explain it to the class. Try to be very persuasive in your plan. We will
start class by having a short group discussion on how global warming is caused." To get the
students excited about this, the teacher will display a poster of his/her solution and at the end of
class we will all vote on who had the winning solution!

h. Questions:
i.
1. Evaluation: How do you know your solutions are a strong argument?
2. Synthesis: Could your opinion on global warming change after gathering new
evidence?
3. Analysis: How do you justify your evidence to the solutions you have?
4. Application: How can you limit global warming?
5. Comprehension: Can you share with me 3 solutions that you have for global
warming?
6. Knowledge: Can you tell me what global warming is?

o Learning Activities:

73
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
-The teacher will have learning targets posted Schema ( Piaget)
on the board for students to refer to throughout
the lesson and remind what their lesson focus
is. If accommodations need to be made on
vocabulary it can be easily changed.

-Teacher will transition from introduction to


discussion

-The teacher will begin the discussion by asking


the students about whether or not they think that
global warming can be prevented or not. (5
minutes)

-The teacher will conduct a group discussion on


this. The teacher will say, We have been
focusing on climate change and have looked
over articles that discuss possible solutions for
global warming and climate change. Do you
think that climate change can be prevented or
not?

-The teacher will ask students to share their


thoughts and if nobody volunteers she will
allow for students to turn and talking and have a
group discussion and then call on groups to
talk. (5 minutes)

-Teacher will call on 3-4 groups to open up the


topic to everyone and hear their reasoning.

-Teacher will transition from discussion to Importance of Learning ( Vygotsky)


introducing the poster.

-The teacher will introduce the poster project by


reintroducing the articles we have been
reviewing and asking the students what we can
do about global warming.

-The teacher will say We have already looked


at a few articles this week, and we will re-visit
them, as well as look at our notes from the
Inconvenient Truth and look at the book

74
The City of Ember.
Vygotsky ( Zone of Proximal Development)
-Teacher will have students take out the
materials and have them ready to review at any
time during the workshop.

-The teacher will hand out the rubric to


students.

- The teacher will explain the poster rubric and


have each table get out the articles we have
been looking at each week.

-Teacher will say, Class, I am going to hand


each of you a rubric which you must follow to
create your poster. You will be graded on what
is on the rubric for presenting and what is Advance Organizers (Ausabel and Mayer)
included on your poster.

-Before students get working teacher will show


her example of the solution he/she has to limit
global warming and climate change.

-Teacher will then say, Here is the poster that


I made with my own solution to global
warming. I followed the rubric, you may look at
it for ideas.

-Teacher will transition from poster explanation Paivo (Dual Coding)


to group work time.

-Teacher will inform students that they will


work individually for the first portion of their
work time and come up with solutions on their
own based on their articles and thoughts about
global warming.

-Teacher will ask them to write down 3-4


quotes to back up their idea. And be ready to
present their idea to their group.

-Students will be writing thoughts down in their


journal.

-Teacher will give students time to work

75
individually to find their evidence to present to
their group. (5-7 minutes)
Bandura (Observational Learning)
- The teacher will then walk around a hold a
checklist to make sure every student shares at
least one solution that they have for global
warming. (possible solutions a different car, eat
less meat, use power strips, buy less stuff, and
wash clothes in cold water)

-Teacher will then ask students to present ideas


to their group and the group to pick the idea
they think will work the best or possibly mold
two of them together. (5 minutes)

-Teacher will give each table group 20 minutes


to work as a group and gather all the
information on the idea they decided on.
-Teacher will then say, Okay class, you
should have had enough time to gather
information from your articles. Now, we will
begin our poster making.

-The students will then work with each other to Piaget (Schema)
create a poster and will have 30 minutes to
complete it.

-Students must follow the rubric that the teacher


handed out.

- The teacher will be circulating around the Learners construct their own knowledge
room while the students are working in their ((Vygotsky, Piaget, Wertsch, John-Steiner,
groups and making sure they are on track with Mahn)
what is expected.

-Teacher will then transition from group work Importance of Language (Vygotsky)
time to presentation.

-Teacher will then say, Okay students I have


given you more than enough time to finish your
poster, is there anyone who you like to present
first?

-The students will then begin presenting.


Observational Learning (Bandura)
-Students will be asked to write down every

76
idea in their journals while listenting to each
group present.

-Each group will have 5-7 minutes to convince


the class why there solution is best to limit
global warming.

- After each group is done presenting they will


ask the class if anyone has any questions.

-The teacher will then say, Would anyone like


to ask the groups about what they have
presented?

- After each group has presented, the class will


vote on which group they thought was the most
convincing

-The teacher will then say, Now it is time to


vote for the group that you thought was the mist
convincing. You may not vote for yourself
though! The winner poster will be displayed at
the front of the class.

-They will have their heads down so that


nobody can see who is voting for who. You will Importance of Language (Vygotsky)
not be able to vote for your own group.

- There will be a small group discussion and the


class will tell the teacher why they picked this
poster to be the winner.

-Once the winner is announced the teacher will


say, Congratulations to our winner poster!
Now, lets discuss why we thought this group
had the winning argument?

-The winner of the poster will be hung up in the


classroom.

77
-The teacher will transition from group Zone of Proximal Development/ Scaffolding
presentation to exit slips. (Vygotsky)

-The teacher will explain the exit slip and once


the student is done with the exit slip, they can
start on the next class activity.

-Teacher will then say, I will now pass out our


closing activity. You must answer all of the
questions and hand it in to me before you leave
class. Thank you for the hard work today and
be honest!

j. Closure:

The students will share what they have learned in the lesson in a few different ways. First, the
students will have the chance to vote on the solution they thought was best. There will be a short
discussion to explain what the students liked about the winners poster. The poster will be
displayed in the classroom. Next, the students will be able to provide feedback about the
activity through the exit slip and tell the teacher what they have learned

k. Independent Practice:

Students can extend on this activity by sharing their posters with their family. We have also
attached additional resources to visit to learn more about global warming. I will leave the video
An Inconvenient Truth available for the class to check out if they want to show their family
members or watch it more in depth. Students can demonstrate understanding in a new and
different context by watching other documentaries about global warming and climate change
(there are many out there.

l. Instructional Materials, Resources, and Technology:

1. One sheet of poster board for each group (5-6)


2. Articles used in previous lessons
3. Exit slip (one per student)
4. Markers
5. List of student names
6. One pencil for each student
7. Example of teachers poster

78
Articles:

https://www.scientificamerican.com/article/7-solutions-to-climate-change-happening-now/

http://nationalgeographic.org/encyclopedia/greenhouse-effect/

Book:

City of Ember By Jeanne DuPrau

m. Acknowledgements:
Harvey, S., & Goudvis, A. (2004). Strategic thinking: Reading and responding, grades 4-
8, viewing guide. Portland, ME: Stenhouse Publishers

79
Exit Slip

Name:

What did you think about the poster making activity? (1-5, 5 meaning I loved it!)

1 2 3 4 5

Will you participate in the solution you came up with to limit global warming? Explain.

What did you learn from this project?

What would you add or take away to make this project more useful?

Additional Resources:
https://www.nrdc.org/stories/global-warming-101
http://climate.nasa.gov/

80
0-Does not 1-Needs 2- 3-Meets 4-Exceeds
meet Work Approachin Standard Standards
standard g Standard

Solutions to No Some Most All All


global warming solutions solutions solutions are solutions solutions
are supported are are supported are are
supported supported supported supported
and detailed

Sources are No sources One source Two sources All three All sources
listed on poster are listed is listed are listed sources are are listed
listed with a
annotative
bibliograph
y

Poster includes Poster is Poster is Poster has Poster is Poster is


images and is not somewhat some eye detailed, eye
appealing to the appealing, eye pictures and appealing appealing,
eye and has no appealing is somewhat and has and has
pictures and has no eye pictures many
pictures appealing images
included
Presenters are You cannot There is Presentation Presentatio Presenters
well understood understand some eye is n is clear are well
and make good presentatio contact and understood and there is understood
eye contact n and there presentatio but there is good eye and there is
is no eye n is no eye contact always eye
contact somewhat contact contact
understood
Presentation is Presentatio Presentatio Presentation Presentatio Presentation
persuasive n is not n is sort of is n is is
persuasive persuasive persuasive persuasive persuasive
but there are and there with many
no are supporting
supporting supporting details
details details

81
Facts are drawn No facts are Some facts Some facts All facts All facts are
from drawn from are drawn are drawn are drawn drawn and
articles/resource articles from from articles from supported
s used in class articles and other resources from
resources sources

82
Resources Used Throughout the Unit:

Anchor Text: The City of Ember

Week One

Bailey, J., & Lilly, M. (2003). A drop in the ocean: The story of water. Glebe, N.S.W.:
Blake Education.
Deniger, L. W., & Ferguson, P. (2011). Patti Pelican and the gulf oil spill. Abita Springs,
LA: HIS Publishing.
DuPrau, J. (2003). The city of Ember. New York: Random House.
Kerley, B. (2006). A cool drink of water. Washington, D.C.: National Geographic Society.
Conserving Water, One Drop at a Time. (n.d.). Retrieved December 04, 2016, from
http://energy.gov/energysaver/articles/conserving-water-one-drop-time
Heeren, J. (1970). Mrs. Heeren's Happenings. Retrieved December 04, 2016, from
http://heerenshappenings2.blogspot.com/
Green, J., & Gordon, M. (2005). Why should I save water? Hauppauge, NY: Barron's
Educational Series.
Fine, A., & Robb, D. (2010). Clean water for Elirose. Place of publication not identified:
CreateSpace.

Week Two
(2011). Solar. The NEED Project. Retrieved from
http://www.cleanlineenergy.com/sites/cleanline/media/resources/students/renewable/Sola
r_Energy_Elementary_Infobook.pdf
(2011). Wind. The NEED Project. Retrieved from
http://www.cleanlineenergy.com/sites/cleanline/media/resources/students/renewable/Win
d_Energy_Elementary_Infobook.pdf
Geothermal Energy. Alliant Energy. Retrieved from
http://www.alliantenergykids.com/energyandtheenvironment/renewableenergy/022401?
isSecondary=1&prtFriendly=true
Griggs, M.B. (2015). Soon a Texas Town Will Run on 100 Percent Renewable
Energy.Stemworks. Retrieved from http://stem-works.com/external/article/1223
Herren, B. (2015). A Students Guide to Hydroelectric Energy. Stemworks. Retrieved
from http://stem-works.com/external/article/1037
Koontz, R. (2015). Whats Good and Whats Bad about Hydropower?. Kids Discover.
Retrieved from http://www.kidsdiscover.com/teacherresources/whats-good-and-whats-
bad-about-hydropower/
Koontz, R. (2015). Whats Good and Whats Bad about Wind Energy. Kids Discover.
Retrieved from http://www.kidsdiscover.com/teacherresources/whats-good-whats-bad-
wind-energy/
Maehlum, M.A. (2013). Geothermal Energy Pros and Cons. Energy Informative.
Retrieved from http://energyinformative.org/geothermal-energy-pros-and-cons/

83
Solar Energy Advantages and Disadvantages. Science Jrank. Retrieved from
http://science.jrank.org/kids/pages/205/Solar-Energy-Advantages-Disadvantages.html
Youtube video: https://www.youtube.com/watch?v=7B-jf8nC-3g
Youtube video: https://www.youtube.com/watch?v=nJkLTw64l4M
Bunting, E. (1993). Someday a Tree. HMH Books for Young Readers.

Week Three
Biello, David. 2014, November 17. 7 Changes to Climate Change Happening
Now. Scientific American.Retrieved from
https://www.scientificamerican.com/article/7-solutions-to-climate-change-
happening-now/
Guggenheim, D. (Director). (2006). An inconvenient truth: A global warning
[DVD]. Hollywood: Paramount.
Ocean Adventures.2015.. KSPS Retrieved from
http://www.pbs.org/kqed/oceanadventures/educators/arctic/ 2016.
Greenhouse Effect. National Geographic Society. Retrieved
fromhttp://nationalgeographic.org/encyclopedia/greenhouse-effect/ 2016.
Climate Data Online. The National Climate Data Center. Retrieved from
http://www.ncdc.noaa.gov. 2016.
Average Monthly Temperatures.The Weather Company Retrieved from
https://weather.com/maps/averages/normal-temperature

Reflections

84
Kayla Strand

Kayla Strand
Teach-Learn 322/ Section 2
Thematic Unit

This project tested my patience. There were a lot of times where I thought that it would
never end and I would never get the project done. Something always came up or needed to be
changed and it felt never ending. The thought of doing this alone is terrifying to think about now
so Im glad that I had three other group members to help out.We decided to split up the work for
the entire project. Ally and I wrote week one, Deirdre wrote week two, and Cynnea did week
three. Working with Ally on our project was easy. We have worked well together on other similar
project so we thought it would be a perfect match. How we started was by throwing ideas back
and forth about what we wanted to do with the entire project. What idea were we passionate
about, but could be stretched out over a 15 day cycle? The possibilities moved from politics,
bullying, and eventually what we stuck with, the environment. We decided to surround our 15
days by splitting it between water/ water conservation, recycling, and climate change. All ways
that we can save the earth a little bit at a time. I was excited about these topics because I know
that they would all teach students to have compassion towards something, to care about how we
are treating out earth. Were not shoving anything down their throat, but our Anchor Text was the
City of Ember, and that whole book is about what could happen to us if we started running out of
resources. Its an eye opener to students because they never think that we could get that far where
we would go live under ground, but then again who knows? We wanted our students to know
that their voice could be heard, even when they think they are only one student. And I think thats
a good message to send to our students.
Ally and I began working on what we thought would be the hardest part of the project,
the big lesson plan. We wrote down ideas of what we wanted to focus on and water, we thought,
is a huge luxury in the U.S. Most people can turn on their faucet or shower head, and boom water
comes pouring out. We wanted our students to see the different sides of water, that might them
think twice about consistently wasting it at home. We thought we would start with a book and
found the perfect one that explained to students how people all over the world get water, and boy
is it different from us. We thought that was a great way to open the lesson because it opened the
students minds to wow, people are different than me. The compassion is already growing. Once
that idea came the others started flooding in. Our main idea that we both loved was the students
writing to the president. We knew this would be perfect to teach students that they can make a
difference and it all starts with a letter. Something so small. Writing with Ally went really well,
we literally sat down on her kitchen table for hours and cranked it out in two days. We would
think aloud for fill in the blanks and bounce off one another which made the writing go by really
quick. I typed, while Ally made the worksheets and added to all the ideas. When It came to the
mini lessons. We split that up so I took the first two days of the week while she took the 3rd and
5th. Overall, working together on our part went really well and we both put in equal work.
While we did this Cynnea and Deirdre worked on their weeks separately. This worked out
well and we would communicate if anyone needed help with their sections. We had a group
meeting to put into perspective what needed to be done and cleaned some things up. We tried

85
doing a Google Drive, but didnt end up liking the format of it. So we decided that I would put
together the entire project on the google doc to be sure they had had the same format and set up.
It took a lot of work to make sure everything matched, but I think the product worked out well.
We thought that instead of putting all the standards at the beginning, we would put them in each
day to make the connections easier to find. That goes for the goals and overviews as well. We
wanted it to be separated. Then to end the project, we wanted to put our reviews as well as all the
references for the books or movies we used. I think that everyone in our group worked hard and
wanted to put the best work forward that they could. This project was a lot of work and a lot of
hours were put into it. It allowed me to think critically about every aspect of a lesson, like
thinking what to do for the rest of the day, rather than just one lesson because everything needs
to be coherent for the rest of the day. Another hard aspect was finding only lesson that related to
water, there was a lot, but we wanted to make sure our students got the conservation portion of in
almost every lesson we could put it in. We are used to thinking about one lesson at a time and
this whole project made us think about what we would do for three weeks straight! It was a real
eye opener. Im glad that we got a taste of what might happen in the future and the group I
worked with was great.

Ally Irwin

86
Ally Irwin
T&L 322
Reflection
Thematic Unit Reflection

My group decided to focus on why we should care about the environment for our
thematic unit. This project took a lot of time from mem and all of my group members but it was
well worth it. I hope I will be able to use this in my own classroom or at least be able to take
parts form it. When I think about using these lesson plans in my own it makes these assignments
easier to get through.
When we first started this project we got together and planned out the fifteen days and the
main ideas. We picked three main events which were water, pollution and climate change. After
that we split up the three weeks we then looked at every day and what we could teach. There is a
main lesson out of the five days that we would go into detail then the other four were just mini
lessons with a main idea with the rest of the day lined up. This was split up by each of us doing a
week which consisted of one main lesson and the four mini lessons. This gave our unit some
variety and different ideas with four different brains. After we completed are main lessons we
came together and made sure they all lined up. This helped it look professional and put together.
One thing that worked well for our group was by dividing the project up equally. When
we split it up it made me feel less stressed and felt like I still was doing my main part. I
contributed to the unit just as much as everyone else did. I believe if we all sat together and did it
there would be too many ideas and it would be hard to stay focused. That would have also
doubled or tripled the time it took us to do it and maybe would have had some arguments out of
it. With all the time this project took I am excited to use it in my own classroom one day.
Our group struggled with making sure that all our plans were cohesive and that our
layouts were similar. This is why we had to get together a few days before it was due to make
sure all the lesson plans fit together and looked similar. This would have been the only issue we
had and it really wasnt one. When working in a group of four there could be a lot of issues but
we worked really well together. I am glad I had these three partners for this project.
I enjoyed this project because it gave me a sense of what I will be doing in my own
classroom. It might be hard to do a three-week unit due to testing and the standards are school
has set but I hope I can at least use some of these lessons and ideas for my classroom. This
project took a lot of time but was defiantly worth it. I learned a lot about making a unit plan and
this will be useful for my future in teaching.

Cynnea Schreibman

87
Cynnea Schreibman
TL 322
Thematic Unit Reflection
Environmental Issues

After completing our thematic unit, I have learned a lot about collaboration with other
teachers. Our project went well because we get along very well. We decided to split up the work
by first each completing a main lesson plan. Kayla and Ally did one lesson plan together and
then Deirdre and I did one as well. We each came up with different activities for the days that
came in the week we were focusing on. I chose to focus on global warming and climate change
because it has always intrigued me. I thought that once the main lesson was created, it was easy
to think of ideas for the other days that became before the main activity. Each of us picked the
week to focus on that we knew the most about. The part that took the longest was coming up
with a main unit focus and sticking to it. We discussed and started working on about three ideas
before we picked the winner; environmental issues. One thing I was worried about with teaching
global warming and climate change is that some students may not be interested in discussing it
and brainstorming solutions for it because they do not believe it can be prevented. I made sure to
ask in the exit slip if students think it is something that can be prevented and if this activity
changed their views.

This activity added a lot to my knowledge about lesson planning, which is one thing that
I enjoyed. Before completing this unit, I wasnt sure on how to construct a thematic unit,
however now I have a better idea on what activities to include and how much time lesson
planning does really take. This was great preparation for the edTPA and for future teachers.
Another thing that I liked about this assignment was that it taught us about the different subjects
and how you can incorporate every subject based on a main unit. One thing that went well with
the thematic unit was how we worked together and agreed on a topic. I know that working with
other teachers will not always go this well, however, for our unit it did, which I was pleased
about. Finally, I enjoyed working with other future teachers on this assignment because we were
able to bounce ideas off one another, and it helped dividing up the workload. Each one of us
contributed our own unique ideas, which made our lesson versatile.

One thing that I struggled with for this assignment was finding activities for different
subjects that incorporated the unit that we focused on. I especially found it difficult to think of
PE activities to involve climate change. Another aspect of our unit that I found to be difficult was
making sure to include activities that could last the whole day. I have never had to include
enough work in a lesson plan to last a whole day, however it is part of teacher reality, so it was
nice to learn how to do it. Finally, I struggled with organization through this process. At first, I
wrote out my day to day activities and did the final lesson plan last, because it was the last day of
the week. I quickly found out that it is best to construct a final lesson plan first so that the other
days of the week can revolve around that.

I do think that this unit has taught me a lot about lesson planning and I am excited to take
some of these ideas into the classroom. After watching Paperclips, I was excited to plan my own
unit because the ideas were so creative. Looking at the examples on Blackboard also helped
guide me through the lesson plans and what a good thematic unit would look like. Even though

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this was time consuming, I am feeling a lot more confident about teaching a lesson of my own
and look forward to being creative with my students.

Deirdre Sanborn

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Thematic Unit Reflection Deirdre

The thematic unit project has been one of the most challenging, tedious, yet rewarding
assignments I have completed. I am very grateful to have worked with my
groupmates: Ally, Cynnea and Kayla. The 4 of us worked very well together in
coming up with ideas and planning our execution. I found that splitting up the work
evenly was not too difficult. When coming up with our theme for our unit, we first
wanted to do bullying or empathy. We figured that many other groups would do those
topics so we decided to go in a different direction: the environment. It turned out that
several other groups chose this topic as well, but we tried to be unique.

One of our biggest successes was coming up with a plethora of ideas and activities all
relating to the environment. We all had great ideas for lessons that could be extended
into many subjects throughout the day. This lead into one of our struggles, though. We
had a hard time bring our pieces back together to make a cohesive unit. If I were to do
this project again, I would really make sure that each week flowed successively into
one another. Another success we had was creating fun and engaging lessons that used
many form of media and expression. Many of our lessons and activities involved the
students participating in hands on learning. At the end of many lessons, students got a
chance to create a multimedia response where they could use their creativity. I think
that students would really enjoy this aspect of our unit and it would keep them
engaged throughout. Another struggle our group had was covering such an expansive
topic in only 15 days. You could teach about the environment for a whole year and
still not cover everything. There are so many possible lesson and extensions, it was
hard to narrow down to just a few. I feel like we have a lot jam packed into 3 weeks
that may not be realistic in a real classroom. However all the lessons and activities are
extremely useful and in real life I may extend the days out a little.

Completing this project taught me a lot about real-life teaching and planning.
Planning takes a lot work and this project showed me how to execute it. It is very
important to think about your whole school day when planning, not just one lesson or
subject. I also learned that planning a cohesive unit/week is hard. It was difficult for
me to think of ways to build off the previous day. When I use this unit in my future
classroom I will be sure to adjust it to my students pace, interests and abilities. I will
assess my students needs and adjust the lessons accordingly. Throughout the unit I
will engage in reflective practice on how each lesson went and what I need to change
for the coming days. I have a feeling that many activities will not be completed in one
sitting and will need to expand to 2 or 3 days. This will alter the timeline of the unit
and I may need to cut out a few activities or move them around. Overall, I am excited
to have this unit in my teaching tool belt and I am proud of all the hard work my
group and I put

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