Week 7 Assignment 2 (Science Lesson Plan)

Candidate’s Name: Michael Ambrogio

Grade Level: K-2

Title of the lesson: Pollution

Length of the lesson: 1-2 class periods

Central focus: How to protect our planet from pollution. Key questions: ●      How do people affect the environment? ●      In what ways can you reduce waste? ●      How does pollution harm plants and animals? ●      How can schools reduce, reuse, and recycle waste?

In order to prepare students on pollution, the following prerequisite activities will be done: ●      Students will be shown a beach covered with litter and asked what they see in the picture. ●      Students will be shown a picture of a city with smoke coming out from smoke stacks and asked what they see in the picture. ●      Student will be shown a picture of a stream with litter and dirty water and again asked what they see in the picture.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) CCSS: ·       S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. ·       S1.1a Observe and discuss objects and events and record observations ·       S1.1b Articulate appropriate questions based on observations NGSS: K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment

Support literacy development through language (academic language) ●      Students will analyze pollution and argue the ways in which humans negatively affect the environment. ●      Students will watch “Protecting Earth” and be asked to describe examples of litter or pollution that they have experienced. Students will talk about how plants and animals are affected by litter and pollution and talk about problems that may occur when trash is not properly disposed of. ●        ●      Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) ●      Identify a key learning task from your plans that provide students opportunities to practice using the language function. ●      Describe language demands (written or oral) students need to understand and/or use. Vocabulary ●      General academic terms: analyze, argue, describe, explain, interpret, predict, question, summarize. ●      Content specific vocabulary: pollution, litter exhaust, recycle, and waste. Sentence Level ●      Sentence structure, connectives. Discourse ●      Conversation, discussion.

Learning objectives 1.     Students will know in which ways people affect the environment. 2.     Students will discover how pollution harms plants and animals. 3.     Students will demonstrate ways to reduce, reuse, and recycle waste at school.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●      After group activity, students will remain in groups and discuss amongst each other what pollution is and ideas for reducing, reusing, and recycling waste. ●      Students will create a poster presentation that shows ways in which students, teachers, and others at school can reduce, reuse, and recycle waste. ●      Posters will include at least two facts about pollution. ●      Posters will include two ways in which to reduce, reuse, recycle, or reuse waste at school. ●      Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●      Students will watch the video “protecting Earth” ●      Students will discuss and describe examples of litter or pollution they have experienced. ●      Students will be taken to enclosed school area where trash is often found, and in groups, will collect trash using a garbage bag and protective gloves. ●      Students will discuss and display the types of things that were found. ●      Students will discuss which items could have been reused or recycled. ●      Students will discuss ways some trash items could have been avoided in the first place. ●      Students will create poster presentations. ●      Students will present posters to class.

Instructional resources and materials used to engage students in learning. ·       Video “Protecting Earth” ·       Outside activity: 1.     Latex or plastic gloves 2.     Garbage bags ·       Poster Presentation: 1.     Poster board 2.     Pencils, erasers, and rulers 3.     Crayons or markers ·       Computer with Internet access to research facts about pollution. 1.     http://www.epa.gov/recyclecity 2.     http://www.epa.gov/kids/index.htm

Reflection ●      At what part of the lesson did I find the students learned the most? ●      At what point were students most engaged? ●      Did I vary the lesson to engage learners with different learning styles? ●      Did your instruction support learning for the whole class and the students who need great support or challenge? ●      What changes would you make to support better student learning of the central focus? ●      Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.