Lesson Title: Grade Level: Subject:

Service Learning: Working Together to Save the Environment One Park at a Time. (A two day Project) 3rd Grade

Language Arts CC/GPSs: Description of Learning Goals, Standards, Objectives ELACC3W8 Research to Build and Present Knowledge: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories ELACC3SL1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. ELACC3W1 Text Types and Purposes: Write opinion pieces on familiar topics or texts, supporting a point of view with reasons. National Technology Standards: Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

Long-Term Learning Goal or Outcome: ABCD Objectives or Outcomes:

Students will demonstrate how to predict, gather and analyze data to formulate and support their argument about an important topic.

Students will be given the topic of recycling to create a prediction and a graph of their actual findings. Students will work in groups of four to recall information from the experiences and sort evidence into provided categories to complete the graph. Each graph must consist of 6 categories; student must also write a one page opinion piece on the topic using the data to support their point of view.

Assessment Plan:

Activity Design: Class

Description of Assessment Students will complete asked to complete a pre and post survey in Google. The questions will ask students to reflect on their prior knowledge, prediction and their actual findings and why. Students will write a one page opinion piece. Description of Activities with Technology and Materials Park Clean Up Day

We will continue to build on our knowledge about recycling. I will give students in groups of four, a

starter and lesson connection: Teacher and student activities:

brief survey. The survey will ask the students to give prediction on what recyclable material they will find at the local park and how much. They will then make a graph in excel using their predictions. At 10:00 students and volunteers are to gather outside waiting to be transported to a local park. The students, volunteers and I will participate in a cleanup project in a small local park. We are to gather all loose debris in the area and then sort out the recyclable material. This content will be used to make a graph of their findings to compare and contrast with their initial predictions. As well as to write a one page opinion piece. Students will be paired in groups of four, with a volunteer. Students are responsible to sort and keep accurate records of the each set item and amount collected. I would ensure that each group student has gloves; a litter stick, and garbage bags. Each group will also have an outline (with pictures) of hazard waste material. If such material is located, students are to alert me or a volunteer immediately. Student with disabilities and ELL students will have access to a PowerPoint with directions to review and pictures of how to complete a graph using excels and the lesson. They will also receive handout with pictures of acceptable material to collect and pictures of a what to not collect, hazardous waste material handout

Technology The purpose of this lesson is to engage students in becoming active learners and critical thinkers. Connection: Egbert (2009) states, problem based learning is a teaching approach that combines critical thinking, problem solving skills and inquiry as students explore real world problems. (p. 157). Service learning projects can help aid instruction but more importantly help students learn about critical issues in the real world. Students can use the material and knowledge gained to create a graph to help raise awareness, write a letter to city leaders or compare and contrast their data. Students need access to a computer, internet, excel, and Google forms link https://docs.google.com/forms/d/1-evMcRlFyxOSNo56mjn7AZi3UD8z0jBb2aIiXRst5Rc/viewform https://docs.google.com/forms/d/1ioDoxXMs6tBOz0BZx2msQs2MJnFKIbogYnb1oenCwxI/viewform Students will need access to excel to complete a prediction graph and a graph of their findings. This will allow them to visually see the real impact we have on the environment. The surveys from Google forms serve as an outlet that enables students to reflect and to connect what they have learned to prior knowledge. Parents permission slips, Gloves, litter stick, garbage bags, hand out of hazardous waste

Materials and Resources:

Reflection on Lesson Design Future Actions : I incorporated the reading into the lesson by creating an opportunity for creativity. According to Egbert (2009) spread sheets can help students organize data for more critical review. (p.108). Using tools such as excel can help a student think critically about the issues and assist them in link their ideas together. The pre and post test allows me to get accurate depictions of the students expectation and the actual outcome. After considering this lesson plan, what will you do differently when you design the next lesson in light of your new understandings? I liked the way the lesson plan is designed therefore I wouldnt change the format. How does your technology artifact showcase design principles? I love the design because it incorporated different strategies for all learners. It measured prior and

recently acquired knowledge through pre and post test, and graphing allowed students to see the cause and effects. How does your technology artifact require student use of higher order thinking skills? The skill offers levels of higher thinking because students have to reflect on what they have learned in order to answers the questions. The compare and contrast graph allows them to see our impact on the world, allowing them to start think of ways they can make more responsible decisions.

How does the technology in your lesson align to the content you are trying to teach in your lesson? The technology and the content alignment allowed my students to think and reflect about recycling and conservation; it allows them to start thinking about the world around them. Helping them to form deep and meaningful connections, because they can see the cause and effect with the graph, especially when compared to their predictions and the paper. Together they help to cement the content because offers visual, kinesthetic and audio learning, this helps to make the experience more meaningful.