Helen

Miller Unit of Instruction: Recycling Learner Characteristics Characteristics Age Localization Details 3rd grade age 8 Quinney Elementary School, Kaukauna WI. USA English Speaking, Standard American Elementary School 49.4% Male/50.6% Female Suburban area Successful completion of K, 1st & 2nd grade. Middle Class, Upper Middle Class, Lower Middle Class None N/A Middle Class area, little diversity. Mixed May have students who have hearing, sight, mobility, attention, or language impairments.

Gender Demographics Education Socio-Economics Vocations Avocations Other identifiable class-wide features Prior Knowledge Accessibility Issues About the Learning Environment Environmental Concern How is the package to be used? How many people will share the space? What uniform or dress is required?

Special Equipment required?

Lighting

How are away is the farther learner from the materials?

How much time does the learner have with the materials? Will the learner be able to control his or her own

Details This unit will include individual and group work, including small groups and a class wide project. This class has 16 students. This is a public school with no uniform. Smocks, gloves and protective wear may be necessary depending on the project. Television, computer, projector, recyclable materials to create art project (gallon containers, shoebox, cans), general class supplies such as glue, scissors, markers, papers, etc. The classroom is lit with compact fluorescents. There are also windows, which let in natural light; lights may need to be dimmed for video or power point presentations. Students are gathered around a few tables in the room, which are all very close to equal distance (perhaps five foot difference at most) from the front of the room. Lessons will be in about 40 minute time frames. No, the Teacher will be watching the time and be

time looking at materials? How much space does the learner have to spread out materials? In a classroom-type setting, what is the typical room layout?

Other Environmental Issues to be considered

conducting the activities. The Students will be spread out around 4 large tables. They will be able to share resources and space to complete their work. This room is set up with 4 large rectangular tables, which are shared by 4 students each. There is a small carpet area with a small library of books and with daily activities on the board. Outdoor activities could be affected by weather. Field Trips as well could be affected by weather. Other then that all lessons will occur in the classroom

Delivery Media Media Concern If lesson is projected at the front of the classroom How far is the farthest learner from the display? What is the lighting? Book usage Flip Chart, Bulletin Board, or Whiteboard usage Details All tables are about 2025 feet from the front of the room. Compact fluorescent lighting in the classroom combined with natural light from windows. Books will be used as a way to tie all concepts in lessons together. These will be read on the carpet. The class tables are set up so the students are within a reasonable distance from whiteboard. The bulletin boards around the room have lots of words, and images related to unit. Students will be charged with decorating the room and will have opportunities to get up and look around at those materials. Maximum/Minimum display resolution: 800x600 Color Depth: 16 bit Connectivity: students will use a wireless connection for laptops if needed. Browser-based activities: all computers will have necessary plug-ins to run video or animated activities.

Computer and Monitor requirements

E-Learning Platforms E-Learning Characteristic Monitor Display Color Depth Connectivity Media cards or Plug-ins Details Students will be using computers with LED displays and 1024 x 768 resolution 16-bit or greater High speed wireless access for laptops Flash player, iTunes, and Quicktime will be

Firewalls Color Depth and File Formats Color Depth or File Format Concern Images

preloaded. Many sites are restricted but learning will be created around that.

Details Images will be .jpg, .gif, .pdf or .swf files

Lesson Title: SUMMARY Lesson Author: Helen Miller Grade Level: Third Subject Area: Science, Art, and Social Studies Time Allotted for the Lesson: One 60 minute session. Short Description of Lesson: During this lesson we will go over the 3 Rs and talk about how that relates to everything weve learned about recycling. Classroom Layout and Grouping of Students: Students will be at their tables. State Curriculum Standards met in this lesson: 1. Application of the Basics 2. Ability to Think Problem-solving Informed decision-making Systems thinking Critical, creative, and analytical thinking Imagining places, times, and situations different from one's own Developing and testing a hypothesis Transferring learning to new situations 3. Skill in Communication Working effectively in groups Communicating plans and processes for reaching goals Receiving and acting on instructions, plans, and models 4. Production of Quality Work Acquiring and using information Creating quality products and performances Developing and pursuing positive goals 5. Connections with Community Recognizing and acting on responsibilities as a citizen Preparing for work and lifelong learning Contributing to the aesthetic and cultural life of the community Seeing oneself and one's community within the state, nation, and world Contributing and adapting to scientific and technological change National Education Technology Standards for Students (NETSS) met in this lesson: Go to the http://cnets.iste.org/index.html and select NETSS 2007 grade level profile (K-2, 3-5, 6-8, 9-12) the appropriate indicator(s) and standard) that are being met in this lesson. Copy and paste below. 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance,to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. 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. Students: 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. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Instructional Objective(s): Each instructional objective [learning outcome] for this lesson should identify the A, B, C and D. (Activities are NOT learning outcomes).

 1. Students should be able to relate the 3 Rs to other topics covered during the unit. 2. Students should be able to discuss the movie they watched and pull out specific examples of each of the 3 Rs. 3. Students should be able to discuss how they are able to make a positive impact through the act of recycling, and conserving resources. Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 2 Materials, Resources and Technology: List all materials (textbook, other books, maps, crayons, research guides) technology resources (computers, printer, scanner, internet connection, cameras, etc) and web addresses that are needed for this lesson. If you are using copyrighted materials, you must include title, author, date, city and publisher. Materials and resources needed for this lesson. Paper Pen/pencil Technology resources needed for this lesson 1. A projector to display the principles image 2. Eight laptop computers with wifi access Web Addresses needed for this lesson: Website name (e.g. Yahoo), followed by the sites complete web address http://www.yahoo.com, 1. earth911.org 2. recycle.net 3. earthday.org 4. epa.gov 5. earthimpact.com Students Present level of Performance and Knowledge: Do the students have the adequate knowledge to complete the lesson successfully? What pre-requisite skills must the students have to complete the lesson content? Include technology skills. Students will need to know basic web skills including how to search. They will need to know how to read and write. Instructional Procedures Lesson Set: How will you open the lesson to motivate the students? How will you relate this lesson to previous learning & to real life experiences, to explain the importance of the learning to the students? (Requires student involvement) This lesson will begin by viewing the principles image I created and then they will watch the 3Rs independently while filling out this worksheet. Afterwards the class will go over what they got out of the visual and video and the unit as a class.

Techniques and Activities: List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures a variety of classroom teaching strategies (methods) are identified. Student centered activities are included as well as guided practice of the learning is included. 1. Discuss principles Visual. 2. Work independently by watching video and working on worksheet. 3. Class discussion. Lesson Closure: How will the lesson come to a close? The content should be summarized and related to future lessons, and actively involve the students). This lesson is all about bringing all of the content together. The class discussion about what we have learned and the 3 Rs should do that. Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 3 Adaptations for Special Learners: How will you adapt the learning/equipment for students with special needs? Make sure students with hearing deficiencies are close enough to hear the teacher. Make sure video is closed captioned. Supplemental Activities: Extension and remediation: Extensions are additional activities to expand learning on the lesson content. Remediation activities include methods to reteach the learning for students who need more instruction/practice. I think the group discussions are ways that help the material to sink in and allows the students to learn from one another. Assessment/Evaluation: How will you measure the students success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a description of the assessment process, the criteria for achievement, and performance levels. The criteria should directly align to objectives and instruction. Describe your plan for providing feedback to your students. Formal Evaluation. Students will be monitored to make sure they are contributing to the discussion and participating in all activities during the lesson. They will also be graded on how well they completed their worksheet. Student Products: What artifact(s) or products will result from the lesson? (such as a report, newsletter, diagram, slideshow, drawing, etc.) Worksheet.

Lesson Title: Paper Lesson Author: Helen Miller Grade Level: Third Subject Area: Science, Art, and Social Studies Time Allotted for the Lesson: two 60 minute sessions. Short Description of Lesson: During this lesson we will discuss the paper industry and how paper is made. The environmental impact of paper.

Classroom Layout and Grouping of Students: Students will be at their tables and then work
in groups to make paper.

State Curriculum Standards met in this lesson:

1. 2. Application of the Basics Ability to Think Problem-solving Informed decision-making Systems thinking Critical, creative, and analytical thinking Imagining places, times, and situations different from one's own Developing and testing a hypothesis Transferring learning to new situations Skill in Communication Working effectively in groups Communicating plans and processes for reaching goals Receiving and acting on instructions, plans, and models Production of Quality Work Acquiring and using information Creating quality products and performances Developing and pursuing positive goals Connections with Community Recognizing and acting on responsibilities as a citizen Preparing for work and lifelong learning Contributing to the aesthetic and cultural life of the community Seeing oneself and one's community within the state, nation, and world Contributing and adapting to scientific and technological change

3.

4.

5.

National Education Technology Standards for Students (NETSS) met in this lesson: Go
to the http://cnets.iste.org/index.html and select NETSS 2007 grade level profile (K-2, 3-5, 6-8, 9-12) the appropriate indicator(s) and standard) that are being met in this lesson. Copy and paste below. 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance,to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. 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. Students: 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. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

Instructional Objective(s): Each instructional objective [learning outcome] for this lesson should identify the A, B, C and D. (Activities are NOT learning outcomes).

 1. Students should be able to relate the use of paper to their own lives. 2. Students should learn something about sustainable forestry. 3. Students should be able to discuss how they are able to make a positive impact through the act of recycling, and conserving resources. Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 2 Materials, Resources and Technology: List all materials (textbook, other books, maps, crayons, research guides) technology resources (computers, printer, scanner, internet connection, cameras, etc) and web addresses that are needed for this lesson. If you are using copyrighted materials, you must include title, author, date, city and publisher. Materials and resources needed for this lesson. Screened frame Liquid starch Scrap paper Bus tub Blender Warm water Felt Sponge Web Addresses needed for this lesson: Website name (e.g. Yahoo), followed by the sites complete web address http://www.yahoo.com, 1. earth911.org 2. the paperproject.org 3. earthday.org 4. epa.gov 5. earthimpact.com

Students Present level of Performance and Knowledge: Do the students have the

adequate knowledge to complete the lesson successfully? What pre-requisite skills must the students have to complete the lesson content? Include technology skills. Students will need to know basic web skills including how to search. They will need to know how to read and write. They will need to be able to follow directions and work in groups.

Instructional Procedures

Lesson Set: How will you open the lesson to motivate the students? How will you relate this lesson to previous learning & to real life experiences, to explain the importance of the learning to the students? (Requires student involvement Techniques and Activities: List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures a variety of classroom teaching strategies (methods) are identified.

Student centered activities are included as well as guided practice of the learning is included. 1. Discuss process and facts Visuals. 2. Work independently by doing research about paper use in the USA, and sustainable forestry. Students will have to report back to the class what they learned through their research. 3. Class discussion. 4. They will then be tasked to bring back to school junk mail and various other used paper they can find. 5. The next day will be spent making paper. Lesson Closure: How will the lesson come to a close? The content should be summarized and related to future lessons, and actively involve the students).

This lesson should give students practical experience in recycling/reusing. And give them some information into environmental impact of using paper. Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 3 Adaptations for Special Learners: How will you adapt the learning/equipment for students
with special needs? Make sure students with hearing deficiencies are close enough to hear the teacher. Supplemental Activities: Extension and remediation: Extensions are additional activities to expand learning on the lesson content. Remediation activities include methods to reteach the learning for students who need more instruction/practice. I think the group discussions are ways that help the material to sink in and allows the students to learn from one another. Also the experience of making paper helps to make the learning concrete and fun.

Assessment/Evaluation: How will you measure the students success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a description of the assessment process, the criteria for achievement, and performance levels. The criteria should directly align to objectives and instruction. Describe your plan for providing feedback to your students. Formal Evaluation. Students will be monitored to make sure they are contributing to the discussion and participating in all activities during the lesson. They will be graded on the quality of their paper presentation. They will also be graded on their ability to follow the paper making process and quality of paper. Student Products: What artifact(s) or products will result from the lesson? (such as a report,
newsletter, diagram, slideshow, drawing, etc.) Homemade paper.

Lesson Title: Plastic Lesson Author: Helen Miller / incredibleart.org Grade Level: Third Subject Area: Science, Art, and Social Studies Time Allotted for the Lesson: One 60 minute session. Short Description of Lesson: In this lesson, the students will first be read a book called

Michael Recycle About a boy who flies around the world trying to convince people to stop buying bottled water to reduce the amount of plastic in the world as well as reusing other recyclable materials. They will then be taught the life cycle of a Plastic Bottle. Students will collect plastic bottles and junk mail from home and create fish sculptures and ocean life to display in our room. Classroom Layout and Grouping of Students: For the story, the students will be sitting on the carpet. For the sculptures students will be at their tables sharing resources to each make a fish and ocean life for our recycled ocean.

State Curriculum Standards met in this lesson: Go to the state curriculum standards at

http://state.tn.us/education/ci/curriculum.shtml (use state standards where you are in preparation) and select the gradecontent/level appropriate standards that are being met in this lesson. Copy and paste below:
1. 2. Application of the Basics Ability to Think Problem-solving Informed decision-making Systems thinking Critical, creative, and analytical thinking Imagining places, times, and situations different from one's own Developing and testing a hypothesis Transferring learning to new situations Skill in Communication Working effectively in groups Communicating plans and processes for reaching goals Receiving and acting on instructions, plans, and models Production of Quality Work Acquiring and using information Creating quality products and performances Developing and pursuing positive goals Connections with Community Recognizing and acting on responsibilities as a citizen Preparing for work and lifelong learning Contributing to the aesthetic and cultural life of the community Seeing oneself and one's community within the state, nation, and world Contributing and adapting to scientific and technological change

3.

4.

5.

National Education Technology Standards for Students (NETSS) met in this lesson: Go
to the http://cnets.iste.org/index.html and select NETSS 2007 grade level profile (K-2, 3-5, 6-8, 9-12) the appropriate indicator(s) and standard) that are being met in this lesson. Copy and paste below. I dont think this applies as students will not be using technology for this lesson. But

here are standards: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. 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. Students: 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. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems.

b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

Instructional Objective(s): Each instructional objective [learning outcome] for this lesson
should identify the A, B, C and D. (Activities are NOT learning outcomes). 1. Learn the life cycle of plastic 2.Learn what happens when plastic is recycled 3. Learn what happens to plastic when it is not recycled. 4. Learn a sense of civic responsibility and that they can make an impact.

Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 2 Materials, Resources and Technology:

List all materials (textbook, other books, maps, crayons, research guides) technology resources (computers, printer, scanner, internet connection, cameras, etc) and web addresses that are needed for this lesson. If you are using copyrighted materials, you must include title, author, date, city and publisher. Materials and resources needed for this lesson. 1. Empty plastic bottles 2. Junk mail 3. odds and ends, string, glue, scissors, Technology resources needed for this lesson 1. A projector to display the attention image 2. 3. Web Addresses needed for this lesson: Website name (e.g. Yahoo), followed by the sites complete web address http://www.yahoo.com, 1. None 2. 3.

Students Present level of Performance and Knowledge: Do the students have the

adequate knowledge to complete the lesson successfully? What pre-requisite skills must the students have to complete the lesson content? Include technology skills. Students will need to be able to use scissors, cut, paste, listen to a story, have a discussion about the material. Should be able to read and follow a simple chart.

Instructional Procedures
Lesson Set: How will you open the lesson to motivate the students? How will you relate this lesson to previous learning & to real life experiences, to explain the importance of the learning to the students? (Requires student involvement) This lesson will start with a story called Michael Recycle about a boy who flies around the

world trying to get people to stop drinking bottled water and to recycle. There will be a class discussion about recycling bottles. Students will then go to their seats and as a class we will look at the attention graphic and discuss it. The last activity will be to reuse recyclable bottles and other recyclable materials to create fish that will be displayed in the room. Hopefully they will learn that keeping plastic out of landfills is something that they can personally impact. Techniques and Activities: List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures a variety of classroom teaching strategies (methods) are identified. Student centered activities are included as well as guided practice of the learning is included. 1. Read Michael Recycle 2. Group Discussion about story 3. Go to tables and learn about Life Cycle of plastic Bottle with attention visual 4. Class Discussion about how they can make an impact by reusing and recycling. 5. Pull out collected materials and work to make plastic bottle Fish. Lesson Closure: How will the lesson come to a close? The content should be summarized and related to future lessons, and actively involve the students).

We will hang the Fish and decorate the classroom. Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 3 Adaptations for Special Learners: How will you adapt the learning/equipment for students
with special needs?

Supplemental Activities: Extension and remediation: Extensions are additional activities to

expand learning on the lesson content. Remediation activities include methods to reteach the learning for students who need more instruction/practice. I think the group discussions are ways that help the material to sink in.

Assessment/Evaluation: How will you measure the students success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a description of the assessment process, the criteria for achievement, and performance levels. The criteria should directly align to objectives and instruction. Describe your plan for providing feedback to your students. Informal Evaluation. Students will be monitored to make sure they are contributing to the discussion and participating in the sculpture activity. They will get feedback for their fish with comments on how their classroom performance was. Did they participate in discussions? Did they listen to book, or seem to understand graphic? Did they take the

art project seriously? Etc. Student Products: What artifact(s) or products will result from the lesson? (such as a report,
newsletter, diagram, slideshow, drawing, etc.) Fish Sculpture.

Lesson Title: Rain Barrell Lesson Author: Helen Miller Grade Level: Third Subject Area: Science, Art, and Social Studies Time Allotted for the Lesson: One 60 minute session. Short Description of Lesson: We will learn about water conservation. We will discuss and

brainstorm ways that students can recycle water at home. The students will also be tasked to research ways on the web to recycle water in places other then the home such as at school and the workplace. Culminating in a project of painting rain barrels for the school to collect rainwater. The goal is create a garden that can be used by the cafeteria in a future lesson, which will be sustained with rainwater collected in these barrels. Classroom Layout and Grouping of Students: Students will be at their tables and watching the board and then working on a group project.

State Curriculum Standards met in this lesson: Go to the state curriculum standards at

http://state.tn.us/education/ci/curriculum.shtml (use state standards where you are in preparation) and select the grade content/level appropriate standards that are being met in this lesson. Copy and paste below:
1. 2. Application of the Basics Ability to Think Problem-solving Informed decision-making Systems thinking Critical, creative, and analytical thinking Imagining places, times, and situations different from one's own Developing and testing a hypothesis Transferring learning to new situations Skill in Communication Working effectively in groups Communicating plans and processes for reaching goals Receiving and acting on instructions, plans, and models Production of Quality Work Acquiring and using information Creating quality products and performances Developing and pursuing positive goals Connections with Community Recognizing and acting on responsibilities as a citizen Preparing for work and lifelong learning Contributing to the aesthetic and cultural life of the community Seeing oneself and one's community within the state, nation, and world Contributing and adapting to scientific and technological change

3.

4.

5.

National Education Technology Standards for Students (NETSS) met in this lesson: Go
to the http://cnets.iste.org/index.html and select NETSS 2007 grade level profile (K-2, 3-5, 6-8, 9-12) the appropriate indicator(s) and standard) that are being met in this lesson. Copy and paste below.

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processesusing technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. 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. Students: 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. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

Instructional Objective(s): Each instructional objective [learning outcome] for this lesson

should identify the A, B, C and D. (Activities are NOT learning outcomes). 1. Learn what water conservation is and why its important 2.Learn ways to conserve and recycle water 3. Learn a sense of civic responsibility and that they can make an impact on issues as complex as water.

Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 2 Materials, Resources and Technology:

List all materials (textbook, other books, maps, crayons, research guides) technology resources (computers, printer, scanner, internet connection, cameras, etc) and web addresses that are needed for this lesson. If you are using copyrighted materials, you must include title, author, date, city and publisher. Materials and resources needed for this lesson. 1. Four Large barrels 2. Oil Based Paint and paintbrushes. 3. A White Board Technology resources needed for this lesson 1. A projector to display the attention image 2. Eight laptop computers with wifi access 3. A television and DVD player. 4. DVD with closed captioning. Web Addresses needed for this lesson: Website name (e.g. Yahoo), followed by the sites complete web address http://www.yahoo.com, 1. EPA.org 2. recycle.net 3.earthday.org 4. National Geographic.com 5. Sierraclub.org 6. Water.com 7. conservation.org 8. earthimpact.com

Students Present level of Performance and Knowledge: Do the students have the

adequate knowledge to complete the lesson successfully? What pre-requisite skills must the students have to complete the lesson content? Include technology skills. Students will need to know basic web skills including how to search. They will need to know how

to read and write. Basic art skills will be needed.

Instructional Procedures

Lesson Set: How will you open the lesson to motivate the students? How will you relate this lesson to previous learning & to real life experiences, to explain the importance of the learning to the students? (Requires student involvement) We will begin by watching a short movie about water conservation. Then we will have a fifteen- minute class discussion about how they can conserve and recycle water in their own homes. They will then work in pairs and have fifteen-minutes to search a few websites on laptops to learn ways to recycle water. Afterwards they will teach one another what they learned. Lastly we will paint rain barrels to collect rainwater for the school garden (which they will have a part in planting in a future lesson.) Techniques and Activities: List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures a variety of classroom teaching strategies (methods) are identified. Student centered activities are included as well as guided practice of the learning is included. 1. Watch movie about water conservation and recycling. 2. Group Discussion about topics the movie covered. 3. Discuss Water Recycling Visual. 4. Break into pairs and do web research to find information about ways to recycle water. 5. Report findings to the class. 6. Pain rain barrels. Lesson Closure: How will the lesson come to a close? The content should be summarized and related to future lessons, and actively involve the students).

We will choose spots for our rain barrels to be displayed in the school while they dry. When fully dry they will go out on the school grounds. Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 3 Adaptations for Special Learners: How will you adapt the learning/equipment for students

with special needs? Make sure students with hearing deficiencies are close enough to hear the teacher. Also ensure video has closed captioning.

Supplemental Activities: Extension and remediation: Extensions are additional activities to

expand learning on the lesson content. Remediation activities include methods to reteach the learning for students who need more instruction/practice. I think the group discussions are ways that help the material to sink in. Also teaching the other students what they learned in their research will help.

Assessment/Evaluation: How will you measure the students success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a description of the assessment process, the criteria for achievement, and performance levels. The criteria should directly align to objectives and instruction. Describe your plan for providing feedback to your students. Informal Evaluation. Students will be monitored to make sure they are contributing to the discussion and participating in all activities during the lesson. Did they participate in discussions? Did they pay attention to the movie? Did they take the art project seriously? Etc. Student Products: What artifact(s) or products will result from the lesson? (such as a report,
newsletter, diagram, slideshow, drawing, etc.) Rain Barrels.

Lesson Title: LANDFILLS Lesson Author: Helen Miller Grade Level: Third Subject Area: Science Time Allotted for the Lesson: One 60 minute session, one month of observation. Short Description of Lesson: We will learn about landfills. In this lesson students will have

been tasked to collect certain landfill items from around the school and their homes. We will then use those items and simulate personal landfills and observe the rate at which different materials decompose in a landfill. Classroom Layout and Grouping of Students: Students will be at their tables.

State Curriculum Standards met in this lesson:

1. 2.

3.

4.

5.

Application of the Basics Ability to Think Problem-solving Informed decision-making Systems thinking Critical, creative, and analytical thinking Imagining places, times, and situations different from one's own Developing and testing a hypothesis Transferring learning to new situations Skill in Communication Working effectively in groups Communicating plans and processes for reaching goals Receiving and acting on instructions, plans, and models Production of Quality Work Acquiring and using information Creating quality products and performances Developing and pursuing positive goals Connections with Community Recognizing and acting on responsibilities as a citizen Preparing for work and lifelong learning Contributing to the aesthetic and cultural life of the community Seeing oneself and one's community within the state, nation, and world Contributing and adapting to scientific and technological change

National Education Technology Standards for Students (NETSS) met in this lesson: Go
to the http://cnets.iste.org/index.html and select NETSS 2007 grade level profile (K-2, 3-5, 6-8, 9-12) the appropriate indicator(s) and standard) that are being met in this lesson. Copy and paste below. 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. 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. Students: 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. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

Instructional Objective(s): Each instructional objective [learning outcome] for this lesson

should identify the A, B, C and D. (Activities are NOT learning outcomes). 1. Learn about paper use, and recycling. 2. Learn about the effects paper has on the environment and how to minimize those effects by recycling and using clean energy. 3. Learn how recycled paper is made.

Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 2 Materials, Resources and Technology:
List all materials (textbook, other books, maps, crayons, research guides) technology resources (computers, printer, scanner, internet connection, cameras, etc) and web addresses that are needed for this lesson. If you are using copyrighted materials, you must include title, author, date, city and publisher. Materials and resources needed for this lesson. 1. Collected garbage from around their homes 2. 10 lbs of sand 3. plastic garbage bags 4. plastic container 5. Sharpies 6. Toothpicks Technology resources needed for this lesson 1. A projector to display the facts image and paper making directions 2. Eight laptop computers with wifi access Web Addresses needed for this lesson: Website name (e.g. Yahoo), followed by the sites complete web address http://www.yahoo.com, 1. www.wm.com/wm/services/landfills.asp 2. recycle.net 3. www.ejnet.org/landfills/ 4. epa.gov 5. www.landfill.com

Students Present level of Performance and Knowledge: Do the students have the

adequate knowledge to complete the lesson successfully? What pre-requisite skills must the students have to complete the lesson content? Include technology skills. Students will need to know basic web skills including how to search. They will need to know how to read and write. Basic art skills will be needed. Students will need to be able to follow a procedure.

Instructional Procedures

Lesson Set: How will you open the lesson to motivate the students? How will you relate this lesson to previous learning & to real life experiences, to explain the importance of the learning to the students? (Requires student involvement)

 This lesson will begin by watching a video about landfills, why they are controversial, and how they are created. We will then use above materials to create our own landfills that will be observed over the course of a month. Students will have a worksheet they will have to fill out everyday to track the changes that occur. The will also have access to the procedure visual to help them with the construction of their own landfill. Techniques and Activities: List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures a variety of classroom teaching strategies (methods) are identified. Student centered activities are included as well as guided practice of the learning is included. 1. Watch video about landfills. 2. Get materials together and put together individual landfills. 3. Observe and track changes on worksheet over the course of a month. 4. Write summary and reflection of their observations. Lesson Closure: How will the lesson come to a close? The content should be summarized and related to future lessons, and actively involve the students).

They will write a summary of their findings from this experiment. Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 3 Adaptations for Special Learners: How will you adapt the learning/equipment for students

with special needs? Make sure students with hearing deficiencies are close enough to hear the teacher. The visual is captioned so it should be easy enough for those with a hearing deficiency to be able to read the steps.

Supplemental Activities: Extension and remediation: Extensions are additional activities to

expand learning on the lesson content. Remediation activities include methods to reteach the learning for students who need more instruction/practice. The worksheet and summary paper should help the material sink in.

Assessment/Evaluation: How will you measure the students success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a description of the assessment process, the criteria for achievement, and performance levels. The criteria should directly align to objectives and instruction. Describe your plan for providing feedback to your students. Formal Evaluation: Students will be graded on how well they put their landfill together, the quality of their

observations, and the final paper. Student Products: What artifact(s) or products will result from the lesson? (such as a report,
newsletter, diagram, slideshow, drawing, etc.) Completed worksheet, small landfill.

3 Rs WORKSHEET
Name: Date:

Write three ways this video demonstrates REDUCE

1. 2. 3.

Write three ways this video demonstrates REUSE

1. 2. 3.

Write three ways this video demonstrates RECYCLE

1. 2. 3.

What does Reduce, Reuse, Recycle mean to you? What are ways we learned the 3Rs during our unit on Recycling?

LANDFILL OBSERVATION WORKSHEET

Name: Date: Prediction: Hypothesis: Observations After 10 Days Objects 1. After 20 Days

2.

3.

4.

5.

6.

Conclusion: