DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN

(10/3/12)

Teacher Candidate: Melissa Pope Grade Level: 3rd Title: Health Education & Social Studies Integrated Lesson

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors: 6 students who struggle with language arts; 2 have IEPs (Student 1, Student 2) 5 students who struggle with speech; 4 have IEPs (Student 1, Student 2, Student 3, Student 4) 5 students who struggle with mathematics; 2 have IEPs (Student 1, Student 2) 2 students who are special education students (Student 1, Student 2) 3 students who excel in language arts and mathematics (Student 3, Student 4, Student 5) 1 English language learner (Student 6) Classroom environment: Classroom is arranged in 4 rows of students, 5 to 6 students in each row Technology is available, including the Smart Board and a few classroom computers
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (from Unit Plan):

Consumer and Community Health Standard 7: The students will understand the value of service and effective consumer practices. Objective 1: Participate in service-learning that assists the community. (SS) b. Examine situations when people or groups assist communities. Social Studies Standard 1: Students will understand how geography influences community location and development. Objective 3: Analyze ways cultures use, maintain, and preserve the physical environment. c. Describe ways to conserve and protect natural resources (e.g. reduce, reuse, recycle). Content Walk-Away: I will learn how to help our community by using the 3 Rs; reduce, reuse, and recycle. Language Walk-Away: I will discuss with classmates, different kinds of items that can be reduced, reused, and recycled and then write a paragraph telling how I can help the community using one of the 3 Rs.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Student 1 may write one or two sentences in place of the full paragraph,

Formative Evidence (checking for understanding throughout the

lesson): Questioning for understanding of the 3 Rs, reduce, reuse, and recycle Questioning for understanding of how recycling can help our environment Observe students as they work with a group to create a poster Students will write a paragraph about the 3 Rs, telling what they are and how they can help the environment Content Walk-Away Evidence (Summative): While working in a group, students will create a poster of the 3 Rs, listing or drawing some examples of items they can recycle and ways recycling can help the environment Language Walk-Away Evidence (Summative): Students will discuss the 3 Rs and things they can recycle with a group and then write a paragraph describing the 3 Rs and how they can help the environment
ACTIVE LEARNING PLAN

describing only one or two of the 3 Rs. Student 3 will be asked to write about the natural resources that can be saved by recycling. Student 2 usually rushes to be the first student done, he will be asked to draw a picture for each of the 3 Rs while other students are finishing their writing. Student 6 will be given a handout about the 3 Rs in her native language and will be asked to choose only one to write about. Approaching level students may be assisted when writing the paragraph, guiding them to come up with their own ideas to write about.

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge Ask the students what they know about trash. For example, what kinds of items do we throw away, and what happens to this trash (SIOP 7) Make a list of their responses on the board Formative assessment: Students will participate in a classroom discussion, telling what they know about trash Focus Lesson (I do it) Teacher walks around placing trash throughout the room. Ask the students, what is all of this stuff? The response we are looking for is trash, but let students make guesses. Then ask the students what we should do with this trash? Should we throw it away? Is there something else we can do with these items? Once you get the response recycle, ask the students, what do you think would happen if people did not recycle? (SIOP 8, 10, & 18)

Specifically ask approaching level students, Do you know what happens to the trash we throw away every day?
SIOP 7 Concepts explicitly linked

Specifically ask Student 1, Can you name an item that can be recycled?

SIOP 8 Links explicitly made SIOP 10 Speech

SIOP 18 Wait time for student responses

Teacher show students PowerPoint slide that provides students with the content and language walk-away. Have students repeat these walk-aways as they are shown on the slides. Today, I will learn how to help our community by using the 3 R's; reduce, reuse, and recycle. Today, I will discuss with classmates, different kinds of items that can be reduced, reused, and recycled and then write a paragraph that tells what the 3 Rs are and how they can help the environment (SIOP 1, 2, & 11) Teacher will discuss vocabulary words that will be helpful knowing during this lesson, such as: community, natural resources, pollution, reduce, reuse, and recycle (SIOP 9) Discuss with the students the need for recycling, pertaining to environmental issues. Describe to students what happens to trash that is not recycled and the need to stop the pollution and slow down the use of our natural resources (SIOP 3 & 26). Show students examples of pollution and natural resources using the Smart Board. Formative Assessment: Teacher questioning: What should we do with our trash? What do you think would happen if people did not recycle? Guided Instruction (We do it) Together, as a class, watch a YouTube video on Reduce, Reuse, and Recycle (SIOP 12) Teacher will then ask students questions regarding the video and the 3 Rs with students using the Smart Board (SIOP 4 & 16) Formative Assessment: Students will answer questions on the Smart Board. Collaborative/Cooperative (You do it together) Students will be divided into groups of four or five, each group will be given a poster board (SIOP 17) Students will first take a few minutes to discuss what they know about recycling and the environment with each other (SIOP 5) Students will then work together as a group to create a recycling poster, listing or drawing items that can be reduced, reused, or recycled and how this benefits the environment (SIOP 6, 14, & 20) Students will then describe their posters to the other groups (SIOP 22)

SIOP 1 & 2 Content and language objectives SIOP 11 Clear explanation

SIOP 9 Key vocabulary

Specifically ask Student 3 if he can name some of the natural resources?

SIOP 3 Content Concepts SIOP 26 Pacing

SIOP 12 Variety of techniques

SIOP 4 Supplementary materials SIOP 16 Interaction

After the video, specifically ask Student 6, Can you name the 3 Rs? allow her to pick another student if she needs help.

SIOP 17 Grouping configurations

SIOP 5 Adaptation of content

SIOP 6 Meaningful activities SIOP 14 Scaffolding techniques SIOP 20 Hands-on materials SIOP 22 Language skills

Student 1 will be placed with students that he is comfortable

Formative Assessment: Teacher walks the classroom listening to students working together. Teacher will observe that every student is participating, and provide feedback to groups regarding their ideas (SIOP 13 & 29) Independent (You do it alone) Students will now write a paragraph. Students are to list the 3 Rs and write about one way in which they can help the environment, using at least one of the 3 Rs Formative/Summative Assessment: Students will write a paragraph using one of the 3 Rd to describe at least one way in which they can help the environment. Students will turn this paragraph in when finished (SIOP 21, 24, & 30)

working with in class. Student 2 will be placed with students who will help him to focus on the task at hand. Student 3 will be asked to elaborate on his part of the poster.
SIOP 13 Learning strategies SIOP 29 Feedback

With approaching level learners, check for understanding to be sure they know exactly what is expected of them, and give them guidance if needed when writing paragraph.

Comprehensible review of content and vocabulary Teacher will ask students to tell the 3 Rs and describe them. Students will review vocabulary of this lesson (SIOP 27). Students will be asked to list some items that can be reduced, reused, and recycled. Students will also be asked to provide the teacher with some examples of how recycling can benefit the community (SIOP 15, 23, 25, & 28) Formative/Summative Assessment: Teacher will observe students as they participate in the discussion

SIOP 21 Apply content and language knowledge SIOP 24 Language objectives SIOP 30 Assessment of student comprehension and learning

Student 6 will list some items for only one of the 3 Rs. Specifically ask Student 2, How can recycling help the community?
SIOP 27 Review of key vocabulary SIOP 15 Questions or tasks that promote higher-order thinking skills SIOP 23 Content objectives SIOP 25 Students engaged SIOP 28 Review of key content concepts

Summarization Teacher will ask students to try to start recycling at home, and how this will lead to a much cleaner environment. Discuss with students that most items are made from natural resources, and these resources will run out one day, and that by recycling we are reducing the amount of natural resources we use Formative/Summative Assessment: Students will turn in their posters and paragraphs (SIOP 19)

SIOP 19 Clarify key concepts in L1

NOTES TO TEACHER

What do I need to remember to do? Relax, and have fun with the lesson Materials to have ready? Bag of trash, PowerPoint slides, YouTube video, poster board, markers Approximate time needed for lesson? 30-45 minutes

Writing Rubric

Writes 2-3 complete sentences. Shows knowledge of the 3 Rs in writing.

Writes a few statements, but not complete sentences. Shows some knowledge of the 3 Rs in writing.

Does not write any words, or only 1-2 words. Shows no knowledge of the 3 Rs in writing.