Integrated

Unit
Environmental Awareness & Recycling
Prepared for: PROFESSORS: Bautista, Edwards, Kleiman, Lytle, Merz, Shively &
Woodin

Prepared by: Jihye Lee, Dubin Park, & Katie Urbanczyk

Date:
November 24, 2014

Table of Contents
Overview and Rationale ........................................................................................................ 3
Examples of 7th students daily schedules ....................................................................... 4
Two Week Calendar ................................................................................................................ 5
Week One ............................................................................................................................................ 5
Week Two ............................................................................................................................................ 6
Community Service Day Field Trip Permission Slip .................................................... 8
Pre Existing Knowledge ......................................................................................................... 9
Pre-Assessment ..................................................................................................................... 10
Lesson Plan 1: Science and Language Arts ................................................................... 11
Lesson Plan: Language Arts ............................................................................................... 16
Lesson plan 3: Math and Language Arts ........................................................................ 20
Lesson Plan 4: Language Arts ........................................................................................... 35
Post Assessment .................................................................................................................... 40
PSA RUBRIC ....................................................................................................................................... 41
Application of Ohio Standards for the Teaching Profession .................................. 44
Bibliography ........................................................................................................................... 48

Overview and Rationale

The theme of this unit is environmental awareness with a focus on

decomposition and recycling. With the recent push to go green many students are
already familiar with the need to recycle products. However, students may still have
misconceptions of what it means to recycle and what happens to products that are
not recycled. Students may not even be completely aware of what is considered
recyclable. During this unit, students will learn about the harmful effects of certain
waste products and how they as members of society can help to prevent further
problems. This theme will connect middle school students to the world that they live
in and they will learn the importance of an environmentally friendly lifestyle.
This unit incorporates science, math and language arts. One major goal of this
unit is to inform students of the benefits of recycling through scientific exploration.
Students will research the biodegradability of products that they use everyday and
see how this impacts what we should use. Another major goal is to have students
take note of their own recycling habits. Students will record their recycling habits
both numerically and in a narrative format. Another goal of the unit will be to
demonstrate how samples of a population can represent the whole. Finally, students
will be expected to work collaboratively to create some sort of public service
announcement that addresses an environmental issue that they care about.
In science, students will learn how long it takes for products to decompose
naturally. In math, students will look at proportions and statistics when it comes to
recycling. In English, students will focus on writing persuasively with the goal of
changing opinions in relation to environmental issues.
The unit will begin with a class service project where students clean up local
parks. Students will have a worksheet that records the types and quantities of
materials they cleaned up. When students return to class they will discuss how
many recycled materials they found littered around the neighborhood. This will lead
to a discussion of what it really means to recycle something, and what would
happen to those products over time if they were not properly recycled. Students will
then begin the process of recording their personal recycling habits. Also students
will practice persuasive writing. As students learn more about the importance of
recycling and reducing their consumption of products, they will be placed into
groups to create some sort of public service campaign to be used school wide and
perhaps beyond the school.

Examples of 7th students daily schedules

Student 1
Period 1 8:00-8:50
Period 2 8:55-9:45
Period 3 9:50-10:40
Period 4 10:45-11:35
Period 5 11:40-12:30
Period 6 12:35-1:25
Period 7 1:30-2:20
Period 8 2:25-3:15

Student 2
Period 1 8:00-8:50
Period 2 8:55-9:45
Period 3 9:50-10:40
Period 4 10:45-11:35
Period 5 11:40-12:30
Period 6 12:35-1:25
Period 7 1:30-2:20
Period 8 2:25-3:15

Social Studies
Math
Science
Special (art, music, etc.)
Lunch/Recess
English
English
Study hall/extra help time
English
English
Social Studies
Special
Lunch/Recess
Math
Science
Study hall/extra help time

Two Week Calendar

Week One
Monday:
Students Community service day. Students will go to local parks to clean up.
The cleanup process will include removing the litter from the area. Students
will record what recycled materials they encountered that day in a journal.

In Math class, students will be asked to look at their own recycling at their
home. They will be looking for how recycling is done, who is doing recycling,
and how various materials is categorized differently to be recycled.

Tuesday:
Students will discuss what sort of products they cleaned up during their
community service day.

In science they will do a pre-reading activity that involves brainstorming

what and why trash is harmful to the environment. Students will then begin
reading the selected informational text.

In English class students will do a writing pre assessment and respond to the
prompt Should we keep community service day next year?

In math class, students will discuss their recycling habits at home. They will
make a map out of what they found to organize and see how different parts
are recycled. They will research about recycling and look for what they can
recycle and what goes under different categories. They will start recycling in
their class, and will record each time they do recycling. They will record what
they have recycled and how much metal, glass, plastic, and paper each weigh.

Wednesday:
In English class, students will begin reading various persuasive texts and
look . They will analyze what makes something persuasive and how they
could use similar techniques in their own writing.

In science class students will begin reading the text. Then, students will then
create their own products using environmentally friendly materials.

In math, students will keep recycling. They will try to find data of how
recycling is happening in their own school. In math class, after they found the

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data, they will calculate how each material is being recycled in a week or how
much of the total weight is being recycled in a week.

Thursday:
In math, students will keep up with their recycling. They will spend some
time again to find recycling data, but this time, they will find the data of a
different school. Then they will calculate the week of recycling.

In English, students will receive their writing prompts back with comments.
The teacher will review writing practices such as letter formatting,
transitions, punctuation and word choice. Then students will practice writing
a letter as a class.

In science students move on to the next science lesson in which they will
study the contamination of water (lesson not included).

Friday:
In math, students will continue to recycle and record data. They will continue
with their work. They will be asked to record recycling data happening at
home during weekend and bring that data to class on next Monday.

In English, students will respond to a new prompt using the information that
they learned in class.

In science students will conduct an experiment about water contamination.

Week Two
Monday:
Students will be introduced to the final PSA project. Students will brainstorm
ideas that could be used for a possible for a possible PSA. Then students will
rank which PSA projects they are most interested in creating. Students will
then be sorted into groups based on interest and teacher
recommendation. Students will receive a calendar of what they will be
expected to complete during the week and a rubric for the project.

During students second period of English they will being the Green
Approach for the Environment lesson.

In math, students continue recycling. Student will now have their own week
data of recycling. They will calculate the year of recycling based on their

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actual week data. Then they will look at all of the data that they have found
and calculated and write about it.

Tuesday:
Groups will meet to begin planning their PSAs. They will have a checklist of
things that they will need to get finished by the end of the period. They will
submit their plan for approval.

Wednesday:
After getting their plans approved, students will start creating their PSAs. If
the plan still needed work, groups will rework their plans. As they are
working, groups will conference with the teacher to make sure they are on
task and that they are meeting the criteria of the assignment.

Thursday:
Students will continue to work on their PSAs and the teacher will continue to
conference with groups as needed.

Friday:
Students will finish up their PSA projects and turn them into a dropbox by
the end of the day.

Community Service Day Field Trip Permission Slip

Dear Parents and Guardians,
On Monday, ___________________________, the seventh grade classes
will participate in our schools community service day by cleaning up
the local parks. This activity correlates to our upcoming unit on
environmental awareness and recycling. We will be traveling to each of
the parks by bus. The bus will depart at 8:10 on that Monday to
accommodate any students or busses that are possibly running late.
Please sign below if you give your student permission to participate in
this activity. Students who do not have permission to go on this field trip
are still expected to be in school on that day and they will join the sixth
graders who are making blankets as their community service day
activity. If you give your student permission to participate, please
remind them to wear appropriate clothing for cleaning and being
outside most of the day. Also, if you would like to join us on this day as a
volunteer and chaperone, please indicate below.

Please return this part of the permission slip to

school by Wednesday, ________________________________

I give my child___________________________________________________
permission to attend and participate in the community service
day activity of cleaning up the local parks.


Parent Signature_______________________________________
Date:_________________________

Would you like to participate in this activity with the students
as a chaperone and volunteer? Please circle one:

YES

NO

Pre Existing Knowledge

Students will have a prerequisite knowledge of life science. They should have
learned about living things on Earth; how they change, interact, or impact on the physical
environment around them in their early stages of school. They later learn about structures
and functions of ecosystems. They will have knowledge of living systems and of how
organisms influence their ecosystem. Because students already have background
knowledge of how living organisms are influenced by the surrounding and how they
affect each other, they should be able to access this background knowledge to explore
further when they go on to this next lesson. This prerequisite knowledge will be built
upon during the lesson when students will be learning about how matter is transferred
between two different organisms in their physical environments.
For mathematics, students will have a prerequisite knowledge of algebra,
measurement and data, and statistics and probability. They will be able to use numbers
and know how to do operations with algebraic thinking. They also have already learned
how to represent and interpret data by using information that is given. Statistics and
probability, which is central focus on the lesson that students will be learning, will also
have been taught at grade 6, which students will know how to recognize and understand
what statistical question is asking, how data can be used, and how to analyze the data.
This prerequisite knowledge will support students when they calculate to find a data,
analyze the data that they have been observing, and demonstrate understanding of
statistics.
Students also have learned how to read informational texts. They can pick out key
ideas and details and identify themes and literacy elements by interpreting textual
evidences and by making inferences drawn from the text. They also have been taught
how to write arguments to support claims and to write informative texts to convey
information clearly. With this prerequisite knowledge, students will be able to analyze
text and will be able to write persuasive piece of writing, which they will be working on
during the new lesson.

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Pre-Assessment

Before we begin our lesson, it is important to know where students are at in

terms of background knowledge. We need to find out what background knowledge
students already possess about the topic, and we need to figure out their current
ability level. These are important pieces of information for us to find out so that the
lesson can be more productive, and so that incorporates different students needs.
We will have different ways to pre-assess students. For the lesson that science and
language are integrated will have before reading writing. Students will write about
what they already know about decomposition that is happening in the Earth to find
out what different idea each student has. It will help students to be ready and think
ahead before they read an article about decomposition.
Another way that we will assess our students will be by creating a mind map.
Students will be asked to look at their own recycling at their home. They will be
looking for how recycling is done, who is doing recycling, and how various materials
is categorized differently to be recycled. They will collect the information and bring
it to school. We, as a class, will have a discussion about what they have found and
later students will create a map that shows what different parts are recycled. This
will be helpful to students when they will actually begin their project since they will
be recycling by themselves in school and will record the data. This will give students
the knowledge of what it means to recycle and how it can be done so that when they
are actually recycling, there will be less confusion or problem to start the lesson.
One final way that we will assess our students is through a practice writing
prompt. Students will respond to the question, Should we keep community service
day next year? As students answer this question we will be able to see how well
students know how to write a persuasive argument and what aspects of writing
they are currently struggling with. The before reading writing, creating a map and
practice writing prompt will help us to see what students already know and think
about the topic. These pre assessments will help students by activating their prior
knowledge and they will be able to see what they already know. Teachers will also
benefit from these assessments by knowing what to prepare for each lesson and to
monitor students progress during the lesson.

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Lesson Plan 1: Science and Language Arts

1. Strategy Title & Source:

Environmental Impact on Littering

Abstract: This lesson is designed to raise awareness on the
impact waste products can bring to the environment. The
students will work with informational text provided and assess
their prior knowledge and acquired knowledge. By the end of
the lesson, we will be able to sequence trash in order of the time
it takes for material decomposition, and thus be aware of the
negative impact it brings about on Earth. This lesson reflects
Collaborative pedagogy in that it puts emphasis on group
discussion and sharing of ideas enabling collaborative
learning.

2. Class description &

Differentiation: Describe
the important characteristics
of the students that need to
be considered in planning &
teaching to facilitate learning
for all students.
Students' prior content
knowledge, language
development, social &
emotional developments,
special needs
Include how you
differentiate your
instruction based on this
information

Class size of 11 Male & 15 Female

4 Students with IEP
Students will be given additional one on one instruction to allow
greater amount of scaffolding in terms of understanding the
given instruction and processing information.
2 Students with hearing difficulties
The students will be aided by a interpreter who will assist their
hearing, and the teacher connect to a microphone device
connected to their hearing aid
1 English Language Learner
The class is given pictures along with text in order to allow
better understanding of different kinds of recycled materials.
Additional instructional guide can be assisted.

Science: During PreK-2nd grade, the students have been taught

about how the properties of objects and materials can change
over time. They have learned how the exposure to sunlight can
affect the warming of air, water and land, and how living
organisms acquire resources from nonliving components.
During 3rd grade, students learned about the different types of
Earths resources its usage and how it can be conserved. The
focus has been on why certain resources are limited and the
problem faced from the amount of waste produced.
Language Arts: In the prior grades, the students have learned
how to discover the central idea of informational text by
interpreting textual evidences and inferences drawn from the
text. The students are able to draw out technical data from the
text and be able to summarize it in categories.


3. Common Core ELA
Standards: Identify strand,
grade, number (e.g. RL4.3) &
include entire standard.

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Science: Matter is transferred continuously between one
organism to another and between organisms and their
physical environments.
Language Arts: CCSS.ELA-LITERACY.RI.7.2
Determine two or more central ideas in a text and analyze
their development over the course of the text; provide an
objective summary of the text.

4. Student Learning Objective The students will explore informational text online and draw
(central focus): ABCD
out two or more central ideas from the text, and analyze their

prior and post-reading understanding. The students will come

Audience: Who (the student) up with at least 5 key ideas about recycling of resources for each
Behavior: What (standard)
before reading and after reading section of the reading guide.
Condition: How
(strategy/text)
Degree: Measureable
outcome

5. Instructional Materials,
Equipment & Technology:
List all of the texts, materials
& technology the teacher &
students will use during the
lesson, including titles &
sources (Cite creator of
materials. Where
appropriate, use Lesson
plan or strategy adapted
from _____)

Chromebooks accessible to the internet (27 sets)

Smart board
Microphone connected to hearing aids
Copies of reading guide worksheet
Sets of photographs with photos of different resources
Resource sheet How long does decomposition take?

6. Function Language: What

literacy terms will you use to
help the students understand
the reading strategy? Use
terms from the strategy & the
standard (e.g., predicting,
connections, decoding, etc.)

Analyzing
Summarizing
Assessing
Brainstorming
Referencing

7. Key Vocabulary: List the

vocabulary from the
text/strategy that is at the
students instructional &
frustration level.

Recycle
Decomposition
Waste Product
Pollution
Disposal

13

8. Opening: Elicit students

prior knowledge about
concept & strategy in
multiple ways (not just
questions).

ENGAGE & INSTRUCT

Key Questions to be explored:

How long does it take for littered materials to decompose

naturally?
What are some negative effects trashes can bring about
to the nature?
Which waste products are most commonly collected?
Before reading the informational text, brainstorm as a class
what and why trash could be harmful for the environment.
Generate a list of trashes that students think are most
commonly trashed, and what they think might happen to
them after disposal. Construct a list for the before-reading
portion of the reading guide.

Group the students in groups of 3 so that there are mixed
levels of reading abilities, and distribute decks of photographs
of the most commonly littered materials. Ask each group to
work together to discuss and align the images in order based
on the time they think it takes for each material to
decompose. Have one student from each group take record of
their agreed list of trashes. When everyone is finished, have
each group talk briefly about the sequence they came up with
and why they did so. Then distribute the resource sheet
How long does decomposition take?

9. Learning Activities: Give detailed, step-by-step instructions on how you will implement the
instructional plan in the procedures below. Describe exactly what you & the students will do during
the lesson & how you will scaffold their learning. Please use a numbered or bulleted list.

In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

Teacher Modeling: This

should describe how you
alone will demonstrate the
entire strategy to the
students (no participation
from students)

Go through a paragraph of an informational text related to the

subject being discussed while it is screened for the class to see.
Model how to complete the reading guide. Generate a brief list
for the before reading and after reading sections of the chart.
Read through the text and speak out loud the thinking processes
(metacognition) as you complete the chart.

14
Text to use: The biggest task for paper recycling companies is
probably the collection, transporting and sorting of waste paper.
This is because we always add paper to other waste items and
get them contaminated with food, plastics and metals.
Sometimes collected paper is sent back to the landfills because
they are too contaminated for use. Try to keep waste paper in
separate grades at home or in the office example, do not mix
newspapers and corrugated boxes up.

Guided Practice: During

this part of the lesson, the
teacher and the students
practice together. You will
assist the students, takes
turns & participate along
with the class.

Independent Practice:
Release the students to
demonstrate their ability
to complete the activity
alone. Include complete
directions that explain
what students must do to
complete the activity.

What do you know about recycling of paper?

What have you learned that you havent known before
reading?

Walk through the first page of the website as a class. Call on the
students to participate on the completion of the reading guide.
Have the students all write down what is being discussed as the
beginning section of their reading guide worksheet.

Spend the rest of the class with the students working

independently in exploring the website and reflecting upon
what they read. Students are to complete the rest of the reading
guide:

Before Reading

What Kind?

What kinds of
trashes are most
commonly
littered?

What Happens?

What happens to
the trashes after it
is thrown away?
What does it do to
Earth?

After Reading

15

10. Closure: How will the

students demonstrate
their ability to meet the
objective, including how
you will measure &
document this ability?

The students will work together cooperatively to fill the

worksheet together, and as a whole class, we will discuss the
possible answers
Acknowledge what has newly acquired information
Review over new vocabularies
Relate to former experiences of recycling and/or not recycling
and why it is important to recycle.

ASSESS
11. Assessment Strategies

How you will document the students ability to meet the objective. (Degree) List quizzes,
rubrics, handouts, or any additional documentation related to your assessment.

Formative: Evaluation of the reading guide chart

Students should be able to independently identify 3 out of 5 prior knowledge (before
reading) and 3 out of 5 newly acquired knowledge (after reading) before and after
exploring the given reference website.
Students should be able to define 3 out of 5 key vocabulary word by the end of the lesson.

16

Lesson Plan: Language Arts

1. Strategy Title &
Source:

12. Class description &

Differentiation:
Describe the important
characteristics of the
students that need to be
considered in planning
& teaching to facilitate
learning for all students.
Students' prior
content knowledge,
language
development, social &
emotional
developments, special
needs
Include how you
differentiate your
instruction based on
this information
13. Common Core ELA
Standards: Identify
strand, grade, number
(e.g. RL4.3) & include
entire standard.

Persuasive Writing

Class size of 11 Male & 15 Female

4 Students with IEPs. Students will be given additional one on
one instruction to allow greater amount of scaffolding in terms of
understanding the given instruction and processing information.
2 Students with hearing difficulties. The students will be aided by
a interpreter who will assist their hearing, and the teacher connect
to a microphone device connected to their hearing aid
1 English Language Learner. The class is given pictures along
with text in order to allow better understanding of different kinds
of recycled materials. Additional instructional guide can be
assisted. When needed, instructions in the students native
language can be provided.

CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant
evidence.
CCSS.ELA-LITERACY.W.7.1.A
Introduce claim(s), acknowledge alternate or opposing claims, and
organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an
understanding of the topic or text.
CCSS.ELA-LITERACY.W.7.1.E
Provide a concluding statement or section that follows from and
supports the argument presented.


14. Student Learning
Objective (central
focus): ABCD

17
Students will be able tom make persuasive argument with a strong
opening, a strong conclusion, and they will support their claim(s)
with at least three examples from credible sources.

Audience: Who (the

student)
Behavior: What
(standard)
Condition: How
(strategy/text)
Degree: Measureable
outcome

15. Instructional
Materials, Equipment
& Technology: List all
of the texts, materials &
technology the teacher
& students will use
during the lesson,
including titles &
sources (Cite creator of
materials. Where
appropriate, use
"Lesson plan or strategy
adapted from _____)

Paper
Pencils
Two examples of persuasive writing for the whole class to read:
Earthlings, Unite! fromhttp://teacherweb.com/OH/Larchmont
Middle/7thnand8thGrade/photo11.aspx
Its Time to Junk Junk Food from
www.oaklandwrites.org/documents/exemplars/7thPersuasive.pdf
Persuasive Writing Graphic Organizer from
http://www.creativewriting-prompts.com/persuasive-essaygraphic-organizer.html
Chrome books
Video cameras

16. Function Language:

What literacy terms will
you use to help the
students understand the
reading strategy? Use
terms from the strategy
& the standard (e.g.,
predicting, connections,
decoding, etc.)

Arguments
Introduce
Conclude
Support
Claims
Evidence

17. Key Vocabulary: List

the vocabulary from the
text/strategy that is at
the students
instructional &
frustration level.

Persuade
Ethos
Pathos
Logos
Accurate
Credible
Advertisements
ENGAGE & INSTRUCT


18. Opening: Elicit
students prior
knowledge about
concept & strategy in
multiple ways (not just
questions).

18
The day lesson will begin with a class discussion of their
community service day experience.

Students will respond to the following prompt: The school

administration is wondering whether or not to continue
community service day next year. Write a letter explaining why
you think community service day should or should not remain a
tradition at this school.
19. Learning Activities: Give detailed, step-by-step instructions on how you will implement the
instructional plan in the procedures below. Describe exactly what you & the students will do
during the lesson & how you will scaffold their learning. Please use a numbered or bulleted
list.
In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask
Teacher Modeling:
This should describe
how you alone will
demonstrate the entire
strategy to the students
(no participation from
students)
Guided Practice:
During this part of the
lesson, the teacher and
the students practice
together. You will assist
the students, takes
turns & participate
along with the class.

Independent Practice:
Release the students to
demonstrate their
ability to complete the
activity alone. Include
complete directions that
explain what students
must do to complete the
activity.

Students will receive examples of persuasive writing. The teacher

will read one with the students and think aloud as she is reading to
make note of the persuasive elements in the text.

Students will then look at the next persuasive examples by

themselves. There will be articles and advertisements included in
this activity They will make note of the persuasive techniques that
they found most helpful and then they will share what they found
with a partner at their table. They will turn in an exit slip at the end
of the period listing their favorite persuasive techniques.
Students will then get their original letters back in class with
comments from the teacher. As a class, the students and teacher
will go over writing conventions. Then as a class they will write a
Students will respond to a second prompt: The school
administration is thinking about cutting the recycling program
here at school. Write an essay explaining why you are either for or
against this proposal.

19

20. Closure: How will the

students demonstrate
their ability to meet the
objective, including how
you will measure &
document this ability?

Students will be broken up into groups to create a public service

announcement about some aspect of recycling that will be assigned
to that group. Students will incorporate information that they
learned through out the week in their math and science classes
with what they learned in this language arts class. Students will
plan out what they will say, they will create the announcement and
they present their announcement to the class.
ASSESS

21. Assessment Strategies

How you will document the students ability to meet the objective. (Degree) List quizzes,
rubrics, handouts, or any additional documentation related to your assessment.

Formative: Measures process/progress toward mastery of target(s)

Summative: Measures outcomes/achievement of target(s)

Formative assessments for this lesson include a pre-assessment in the form of a writing letter,
completing an exit slip and teacher observations.
Summative assessment for this unit is to have students complete a group project of making a PSA.

20

Lesson plan 3: Math and

Language Arts
1. Strategy Title & Source:

2. Class description &

Differentiation: Describe the important
characteristics of the students that need
to be considered in planning & teaching
to facilitate learning for all students.
Students' prior content knowledge,
language development, social &
emotional developments, special
needs
Include how you differentiate your
instruction based on this
information

Writing groups by Gail E. Tompkins in Literacy

in the middle grades.
7th grade
Class size of 11 Male & 15 Female
4 students with IEP
Students will be given additional one on one
instruction to allow greater amount of
scaffolding in terms of understanding the given
instruction and processing information.
2 students with hearing difficulties
Students will be aided by an interpreter who
will assist their hearing. The teacher will
connect microphone device to their hearing aid.
1 English Language Learner
The student will be given a dictionary to use.
The sample paper that the class will go over for
their writing will be translated into the
students native language and be given to the
student.

3. Common Core ELA Standards:

Identify strand, grade, number (e.g.
RL4.3) & include entire standard.

CCSS.MATH.CONTENT.7.SP.A.1
Understand that statistics can be used to gain
information about a population by examining a
sample of the population; generalizations about
a population from a sample are valid only if the
sample is representative of that population.
Understand that random sampling tends to
produce representative samples and support
valid inferences.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible
sources and demonstrating an understanding of
the topic or text.
CCSS.ELA-LITERACY.W.7.5
With some guidance and support from peers

21
and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on how well
purpose and audience have been addressed.
(Editing for conventions should demonstrate
command of Language standards 1-3 up to and
including grade 7 here.)

4. Student Learning Objective

(central focus): ABCD
Audience: Who (the student)
Behavior: What (standard)
Condition: How (strategy/text)
Degree: Measureable outcome

The student will be able to understand that

statistics can be used to gain information about
a population by examining a sample of the
population; generalizations about a population
from a sample are valid only if the sample is
representative of that population. Understand
that random sampling tends to produce
representative samples and support valid
inferences. They will do this by collecting a data
of recycling on their own and generalize how
much they would have recycled if they kept on
going for a week and a year. They will show
their understanding through writing about the
topic by explaining which steps they have gone
through and the results.

The student will be able to support claim(s)
with logical reasoning and relevant evidence,
using accurate, credible sources and
demonstrating an understanding of the topic or
text. They will do this by writing about a topic,
how much they would have recycled, based on
their own data and findings from credible
sources with logical reasoning and relevant
evidence of how and why they found such data.
Students writing will be assessed by rubrics
that will be given.
The student will be able to develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and
audience have been addressed with some
guidance and support from peers and adults.
They will do this by an activity called writing
groups. They will have a checklist to see if they

22
are following the steps and meeting the
objective that they are supposed to make. They
will write on the checklist of what their peers
have suggested, and will write about how they
are planning to revise. They will hand this in
and will be assessed if they have developed and
strengthen their writing as needed.

5.
Instructional Materials,
Equipment & Technology: List all of the
texts, materials & technology the teacher &
students will use during the lesson,
including titles & sources (Cite creator of
materials. Where appropriate, use "Lesson
plan or strategy adapted from _____)

7. Key Vocabulary: List the

vocabulary from the text/strategy that
is at the students instructional &
frustration level.

8. Opening: Elicit students prior

knowledge about concept & strategy in
multiple ways (not just questions).

Paper
Pencil
Calculator
Mind map
Rubric
Checklist

Examining
Generalizing
Representing
Reasoning
Demonstrating
Revising

Recycle
Population
Claim
Logical
Evidence
Accurate
Credible
Data

6.
Function Language: What literacy
terms will you use to help the students
understand the reading strategy? Use
terms from the strategy & the standard
(e.g., predicting, connections, decoding, etc.)

ENGAGE & INSTRUCT

Students will be asked to collect a data of
recycling, such as how recycling works, who is
doing recycling, what various materials are
categorized differently to be recycled, how
often does recycling is being done. The class
will begin by asking students to create a mind
map. With the information that students
gathered, they will create a map that shows
what they found out and learned about
recycling.
After students have completed the mind map,

23
they will have a class discussion about what
they found and how differently they created a
mind map.

9. Learning Activities: Give detailed,

step-by-step instructions on how you
will implement the instructional plan in
the procedures below. Describe exactly
what you & the students will do during
the lesson & how you will scaffold their
learning. Please use a numbered or
bulleted list.

What did you find from the data that you

have collected at your home?
How recycling works?
Who is doing recycling?
What various materials are categorized
differently to be recycled?
How often does recycling is being done?
Who wants to share their mind map?

In planning your lesson, think about:

The complete step-by-step directions &

scaffolding you will provide
What kinds of questions you plan to ask
Teacher Modeling: This should
describe how you alone will
demonstrate the entire strategy to the
students (no participation from
students)

Teacher will explain what students will be

doing during mathematics class.

Students will recycle while they are in

the class. Each time when they recycle,
students will be recording what they
have recycled, and find out the weight
that they have recycled in a day. Then
they will going to make a data out of
how frequently one material has been
recycled in each day for a week. Students
will calculate a week and a year of
recycling based on their real week data
and an online resource data. With their
finding, students will be write what they
did and what they have found.

Teacher will demonstrate recycling and

24
recording the data. The teacher will say it will
be generalized to represent the one day data of
recycling. With the one day data, the teacher
will calculate how much of recycling will be
done for a week.

Think of that there is 7 days in a week

and 52 weeks in a year. Since I have one
day data, if I want to find 7 days of
recycling, I would multiply by 7 to find
the whole week of data. If I want to find
the whole year of data, then I will
multiply by 52 by the whole week of
data.

Then teacher will explain that they will be

looking up online to find a data of a school. The
teacher will already have a data to show
calculation and to explain, but the data would
not be the school.

Students are going to find out about

recycling data of the school.
I have my resource already, to save some
time, but this is not the data of the
school.
I have found a recycling data of a town
where I live in. It shows how much
weight of materials have been recycled
for a year. Also, I have found how many
houses there are so that I can generalize
with my own data that every house will
recycle each day of how I just recycled in
a day.
I will calculate how much they would
have recycled for a week with the data of
a year. Remember how we just
calculated.
So now I have a two different week data
and two different year data. A week data
that I would have recycled, and a week
data calculated from online resource. I
have a year data that is calculated by my
own week data. I also have a year data of
the town that I found online.

25

What do I see from the data? What can I

learn from this data?

Teacher will explain that students will be

writing about what they have found and what
they have learned.

Students will be writing about the data.

Be specific about how you found the
data, how you calculated, what does it
tell about, what you learned about
something. The writing should talk
about how you found such results with
logical reasoning and relevant evidence,
like calculation you did, using accurate,
credible sources to find online data and
demonstrate what you learn and
understand.

Teacher will demonstrate how the paper should

look like using a sample paper. Go through each
step and explain what should be included and
what students can do to help explaining the
topic.
After reviewing the sample paper, the teacher
will revise through an activity called writing
groups.

Because I want to make the paper better,

I will going through a process revising.
We will do this as a group, but I will
show you how you will be doing within a
group.
First, the writer will read the draft aloud.
Since there is no writer for this paper, I
am going to read this paper aloud.
(Read the sample paper aloud.)
After reading, each member of the group
will give complements. Dont just say I
liked it or be too broad. Try to be specific
and focus on strengths that you like.
I liked that this paper was wellorganized, it shows a clear topic
sentence of what it is going to write

26

about, and I also liked that it included

the data table so that I can visually
understand.
After offering compliments, writer will
ask for assistance that he or she had
trouble with when rereading the draft,
or ask some questions what he or she
concerns about how well he or she is
communicating. Since the writer is not
here, I will assume that he or she asked
for how well the writing piece is
communicating.
After hearing his or her concerns, I can
ask a question that was not clear to me,
or can give suggestion that he or she
could do when he or she revises the
paper.
I think it should explain more about
what he or she learned about what he or
she found. It talked a little bit about
generalization, but there is not enough
explanation to understand why he or she
thinks that how much he or she recycled
can be generalized and represent the
whole schools data. I think he or she
should demonstrate the understanding
of generalization by putting more
details. For example, he or she thinks
that since the class will be using similar
things, the classroom will recycle and
record similar things. However, he or
she didnt explain further why he thinks
that way and why that could be a reason
to support to generalize the schools
data.
After making suggestions, you will
repeat the same step so that everyone
can take turn to read their drafts and get
suggestions. After all the member took a
turn, you are going to make plans for
revision. What you take away from
listening all the suggestion for revision is
your choice, but think of what people
said and try to take something that will
help your writing to be better.

27

Guided Practice: During this part of

With the help of teacher, students will calculate
the lesson, the teacher and the students to find out year of recycling and will have
practice together. You will assist the
discussion what the data indicates and shows.
students, takes turns & participate along
with the class.
Do we have all the data that we have
been recording?
If I want to generalize my week data to
find the whole year data, what should I
do? Who knows how to do it?
(Students answer.)
Why did you do this way?
(Students answer.)
Lets all calculate your own week data to
find the whole year data.
(Students calculate on their own.)
So with the week data, we generalized
and found the whole year data. What
does it indicate?
(Students answer.)
I also think that since it is your own data,
it is telling that if you continue to do
recycling, you will be recycle that much
in a year.
What if I want to find the schools year of
data with your data? What should you
do? Think that you are only one person,
but there are 25 students in a class, and
there are 12 classes in this school.
Therefore, if you want to find the whole
schools recycling data, what would you
do?
(Students answer.)
Lets find the schools week data first.
Who knows how to do it?
(Students answer.)
With the week data, lets find the whole
year data.
(Students calculate on their own.)
So now we have a real week data of your
own that you have been recording, a
year of what you could have recycled
based on your week data, and two data
of week and a year of the school. I want
to see how it is similar or different from
a real schools recycling data. So we are

28

going to go online and find the data.

Remember, we need to find an online
resource from a site that is accurate and
credible.
(Students will go online and find the
data of the school.)
You should be able to find a week and a
year of data. If you found only a year
data, calculate to find a week data.
From what you have found, we are going
to write what you have been doing. You
are going to write what you believe that
the school will be recycling in a week
and a year based on your data. Show
your calculation and explain why you
took such step. Later, compare and
contrast with the real data of the school
and talk about what you can learn from
this. Write about why they are similar
and different, and the reason why you
think that way.

After students have finished writing their rough

draft, they will meet their group.

What was the first step of the writing

group activity?
(Student answer.)
Within the group, lets one person read
his or her rough draft.
(One student each in a group will read
his or her rough draft.)
After reading, what do you do?
(Student answer.)
Lets the writer talk about some trouble
that they had while they were reading,
or any concerns that they have.
(Students will share what they were
having trouble or will share any
concerns they have.)
After sharing I want each group member
to ask questions that they were not sure,
or give suggestions for the writer.
(Students will ask questions or give
suggestions.)

29

Take turns so that everyone in your

group can have a chance to read their
rough draft and get suggestions.

After the activity, the teacher will ask for them

to make a plan for revision.

Independent Practice: Release the

students to demonstrate their ability to
complete the activity alone. Include
complete directions that explain what
students must do to complete the
activity.

Since everyone has taken a turn, I want

you to plan for revision. Think about
what your group member said, and write
down what changes you will make.

Students will go online and look for another

schools recycling data. They will do calculation
to find a week or a year of that schools
recycling. After the calculation, they are going
to look all of the data that they have recorded
and have calculated to write about it.
After everyone wrote their rough draft, they
will meet their groups and do the writing
groups activity. After they all have shared their
rough draft, they are going to make a plan for
revising their rough draft.
Students will be given a rubric that is going to
be used to assess their final writing. Students
also will be given a checklist that has each step
that they need to take, and objectives that they
need to meet. After the writing groups activity,
each student will write about what suggestions
they got and the plan that they are planning to
revise.

10.
Closure: How will the students
demonstrate their ability to meet the
objective, including how you will measure
& document this ability?

Students will write about what they have found

through recycling and calculation that they did.
Using the data that they have, they are going to
generalize and find a schools recycling practice.
They are going to understand that statistics can
be used to gain information about the
population. They will also understand that it is
only valid when the sample is representative of
that population and will show their
understanding through writing about how their
own data, their schools data, and other schools

30
data is similar and different.
Students writing will be about what and how
recycling will be happening in two different
schools based on their data. They will support
their claims with logical reasoning and relevant
evidence by showing their data and calculation.
They will use a credible source and will show
understanding of the topic and generalization
of a sample.
The teacher will assess their final writing piece
based on a rubric that also will be handed out
to students.
ASSESS

11.

Assessment Strategies

Target-Assessment Alignment Table

Degree

How you will document the students

ability to meet the
objective. (Degree) List quizzes,
rubrics, handouts, or any additional
documentation related to your
assessment.

In this space, describe how you will assess

(F&S) whether students have met this
objective.
Summative: Students writing will be
assessed by a rubric.

Formative: Measures
process/progress toward mastery of
target(s)
Summative: Measures
outcomes/achievement of target(s)

Objective

What must the student know & be able to

demonstrate?

The student will be able to understand that

statistics can be used to gain information about
a population by examining a sample of the
population.
The student will be able to support claim(s)
with logical reasoning and relevant evidence,
using accurate, credible sources and

31
demonstrating an understanding of the topic
or text.
The student will be able to develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and
audience have been addressed with some
guidance and support from peers and adults.

Mathematics rubric

Mathematical Explanation
Concepts
shows compete
understanding
of statistics
that it can be
used to gain
information
about a
population by
examining a
sample of the
population;
generalizations
about a
population
from a sample
are valid only if
the sample is
representative
of that
population.
Show
understanding
that random
sampling tends
to produce
representative
samples and

Explanation
shows
substantial
understanding
of statistics
that it can be
used to gain
information
about a
population by
examining a
sample of the
population;
generalizations
about a
population
from a sample
are valid only if
the sample is
representative
of that
population.
Show
understanding
that random
sampling tends
to produce
representative

Explanation
shows some
understanding
of statistics
that it can be
used to gain
information
about a
population by
examining a
sample of the
population;
generalizations
about a
population
from a sample
are valid only if
the sample is
representative
of that
population.
Does not show
understanding
that random
sampling tends
to produce
representative
samples and

Explanation
shows very
limited
understanding
of statistics
that it can be
used to gain
information
about a
population by
examining a
sample of the
population;
generalizations
about a
population
from a sample
are valid only if
the sample is
representative
of that
population. No
evidence of
showing
understanding
that random
sampling tends
to produce

32
support valid
inferences.

samples and
support valid
inferences.

support valid
inferences.

representative
samples and
support valid
inferences.

Uses effective
mathematical
reasoning.
Missing either
how or why of
chosen
calculation.

Some evidence
of
mathematical
reasoning.
Missing either
how or shy of
chosen
calculation.

Little evidence
of
mathematical
reasoning. No
or less
calculation is
shown.

Mathematical 90-100% of the Almost all (85Errors

steps and
89%) of the
solutions have steps and
no
solutions have
mathematical
no
errors.
mathematical
errors.

Most (75-84%)
of the steps
and solutions
have no
mathematical
errors.

More than 75%

of the steps
and solutions
have
mathematical
errors.

Mathematical Correct
Terminology terminology
and Notation and notation
are always
used, making it
easy to
understand
what was done.

Correct
terminology
and notation
are usually
used, making it
fairly easy to
understand
what was done.

Correct
terminology
and notation
are used, but it
is sometimes
not easy to
understand
what was done.

There is little
use, or a lot of
inappropriate
use, of
terminology
and notation.

Explanation

Explanation is
clear. Show the
data of
recycling but
not much
explanation of
demonstrating
the
understanding
of the concept
and to support
the claims.

Explanation is
a little difficult
to understand,
but includes
critical
components.
Data of
recycling is
hard to
comprehend.
Or it does not
demonstrate
the
understanding
of the concept

Explanation is
difficult to
understand
and is missing
several
components
OR was not
included. No
data of
recycling is
shown.

Mathematical Use complex

Reasoning
and refined
mathematical
reasoning.
Show
calculation of
how and why.

Explanation is
detailed and
clear. Show the
data of
recycling to
demonstrate
the
understanding
of the concept
and to support
the claims.

33
and to support
the claims.

Language Arts rubric

Position
The position
Statement statement
provides a clear,
strong statement
of the author's
position on the
topic.

The position
statement
provides a clear
statement of the
author's position
on the topic.

A position
There is no
statement is
position
present, but does statement.
not make the
author's position
clear.

Support
for
Position

Includes detailed
calculation and
facts that
support the
position
statement.
Demonstrate
understanding of
calculation.

Includes detailed
calculation and
facts that support
the position
statement. Little
demonstration of
showing
understanding of
calculation.

Missing either
calculation or
facts that support
the position
statement. No
demonstration of
showing
understanding of
calculation.

No
calculation
and facts
that support
the position
statement.

Evidence
and
Examples

All of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author's position.

Most of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author's position.

At least one of
the pieces of
evidence and
examples is
relevant and has
an explanation
that shows how
that piece of
evidence
supports the
author's position.

Evidence
and
examples
are NOT
relevant
AND/OR are
not
explained.

Sources

All sources to
find data of
schools
recycling are
credible and
cited correctly.

All sources to
find data of
schools recycling
are credible and
most are cited
correctly.

Most sources to
find data of
schools recycling
are credible and
cited correctly.

Many
sources to
find data of
schools
recycling
are not
credible
and/ or are
not cited

34
correctly.

Literacy Strategy, Writing Groups, checklist

_____ Writer read draft aloud.
_____ Members in the writing group offer compliments.
_____ Writer ask clarifying questions.
_____ Members in the writing group offer other revision suggestion.
What concern did you have?
What suggestion did your group members give?
Your plan for revision:

35

Lesson Plan 4: Language Arts

1. Strategy Title & Source:

22. Class description &

Differentiation:
Describe the important
characteristics of the
students that need to be
considered in planning &
teaching to facilitate
learning for all students.
Students' prior content
knowledge, language
development, social &
emotional
developments, special
needs
Include how you
differentiate your
instruction based on
this information
23. Common Core ELA
Standards: Identify
strand, grade, number
(e.g. RL4.3) & include
entire standard.
24. Student Learning
Objective (central
focus): ABCD

Audience: Who (the

student)
Behavior: What
(standard)

Green Approach for the Environment

This lesson will help us understand the process of recycling trash
for the benefit of the environment. The class will investigate on
Starbucks and their action to go green. Students will practice
critical thinking skills by brainstorming ideas to help Starbucks
reduce trash products. Along with the materials learned from
Language Arts class, we will create an advertisement advocating
Starbucks environmentally friendly approach.
Class size of 11 Male & 15 Female
4 Students with IEP
Students will be given additional one on one instruction to
allow greater amount of scaffolding in terms of
understanding the given instruction and processing
information.
2 Students with hearing difficulties
The students will be aided by a interpreter who will assist
their hearing, and the teacher connect to a microphone
device connected to their hearing aid
1 English Language Learner
The class is given pictures along with text in order to allow
better understanding of different kinds of recycled
materials. Additional instructional guide can be assisted.

Language Arts: CCSS.ELA-LITERACY.W.7.2

Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.

The students will explore informational text, Cups and Materials
written by Starbucks company into small sections, come up with
five key points, and create a pamphlet or brochure to promote
Starbucks customers to recycle their wastes.

Condition: How
(strategy/text)
Degree: Measureable
outcome

36

25. Instructional Materials,

Equipment &
Technology: List all of
the texts, materials &
technology the teacher &
students will use during
the lesson, including
titles & sources (Cite
creator of materials.
Where appropriate, use
"Lesson plan or strategy
adapted from _____)

Chromebooks accessible to the internet (27 sets)

Smart board
Microphone connected to hearing aids
Sets of photographs with photos of different resources
Reading guide Brain Blizzard
Cups and Materials article

26. Function Language:

What literacy terms will
you use to help the
students understand the
reading strategy? Use
terms from the strategy
& the standard (e.g.,
predicting, connections,
decoding, etc.)

Analyzing
Brainstorming
Main idea
Persuading

27. Key Vocabulary: List the

vocabulary from the
text/strategy that is at
the students
instructional &
frustration level.

Eco-Friendly
Responsibility
Promote
Pamphlet/Brochure
Advertise

ENGAGE & INSTRUCT

28. Opening: Elicit students Have a class discussion about what we are consciously doing to
prior knowledge about
recycle our products. Do we have recycling trash bins at school?
concept & strategy in
What kind of materials are we recycling? What happens to the
multiple ways (not just
papers/plastic wastes after it gets trashed?
questions).

Learning Activities:

37

Key Questions:
What kinds of materials get recycled and how?
What are some things we can do to help recycling trash?
How is Starbucks recycling their products?
What can we do to help Starbucks promote more recycling from the customers?
Activities:

Visit the website Recycle City(http://www.epa.gov/recyclecity). As a class, tour around

the virtual city together while taking note of different locations and ways trash is being
recycled today.
Play the Dump Down game (http://www.epa.gov/recyclecity/gameintro.htm) and
design a program that would encourage the citizens of Dumptown recycle wastes.

Teacher Modeling: This
should describe how you
alone will demonstrate
the entire strategy to the
students (no
participation from
students)

Read the beginning portion of the article Cups and

Materials and model how I would write my thinking
process on each section of the reading guide
(Brainblizzard). Think about What are they doing &
What can we do to brainstorm ideas. Talk out loud the
metacognitive thinking process.

Break down the article Cups and Materials written by

Starbucks company into small sections, and have groups of
students take responsibility in summarizing key points.
Then, share all together on what Starbucks is promoting to
become more eco-friendly. Point out the role that
customers can do to help improve the recycling process.

Guided Practice: During
this part of the lesson,
the teacher and the
students practice
together. You will assist
the students, takes turns
& participate along with
the class.

38
Then, brainstorm what can be advertised to help promote
more engagement. Fill the Brainblizzard resource paper
to aid organization.

Independent Practice:
Release the students to
demonstrate their ability
to complete the activity
alone. Include complete
directions that explain
what students must do to
complete the activity.

Final Project:
Have the students divide into groups and create either a
pamphlet or a brochure to promote Starbucks customers to
recycle their wastes. The content must include creative images
and literary devices learned from Language Arts lesson
regarding propaganda.
The prompt will be:
You have now mastered the process of recycling and are
aware of the benefit recycling brings to Earth! As a green
citizen, help Starbucks promote their green movement
by creating a persuasive brochure/pamphlet. The final
product must inform the audience about:
The benefit of recycling their Starbucks cups
The actions Starbucks is taking to promote ecofriendly movement
What customers can do to recycle

29. Closure: How will the

students demonstrate
their ability to meet the
objective, including how
you will measure &
document this ability?

The students will complete the brainstorming process

using Brainblizzard worksheet and discuss amongst their
groups to share ideas about the final project.
The students will demonstrate their understanding on the
information read and convey at least five key ideas,
concepts, and information on the final product
(brochure/pamphlet) in an orderly manner.
The students will score at least 2 out of 4 on all the
criterias from the evaluation of the final project.
ASSESS

39

30. Assessment Strategies

How you will document the students ability to meet the objective. (Degree) List quizzes,
rubrics, handouts, or any additional documentation related to your assessment.

Formative:

Organization

Ideas

Conventions

Graphics

4
The brochure
has excellent
formatting and
very well
organized
information
The brochure
communicates
relevant
information
relating to
more than two
literary
devices and
effectively to
the intended
audience
All of the
writing is done
in complete
sentences.
Grammar and
punctuation
are correct
throughout the
brochure

3
The brochure
has
appropriate
formatting and
well-organized
information
The brochure
communicates
some relevant
information
relating to two
literary
devices
appropriately
to the
intended
audience
Most of the
writing is done
in complete
sentences.
Most of the
grammar and
punctuation
are correct

The graphics
go well with
the text, and
there is a good
mix of text and
graphics.
Visually
appealing.

The graphics
go well with
the text, but
there are
many that
digress from
the text.
Visually
appealing.

2
The brochure
has some
organized
information
with random
formatting
The brochure
communicates
irrelevant
information
relating to one
literary device,
or
communicates
inappropriately
to the intended
audience
Some of the
wrings are
done in
complete
sentences.
There are
several
grammar and
punctuation
errors
The graphics
go somewhat
in relation with
the text, but are
too few in
number or
visually
disorganized.

1
The brochures
format and
organization of
material are
confusing o the
reader
The brochure
communicates
irrelevant
information
with no
reference to
literary
devices, and
communicates
inappropriately
to the audience
Most of the
writing is not
complete
sentences.
Grammar and
punctuation
error are very
frequent
The graphics
do not go with
the
accompanying
text or appear
to be randomly
chosen.
Visually
disorganized.

Post Assessment

40

The post assessment we are going to use for this unit is a group project in
which students will apply what they have learned in class to create a public service
announcement that addresses some aspect of recycling or environmental awareness
in general. Students will be expected integrate what they have learned in math,
science and language arts to complete this project. This project will be done during
school and will be presented to the whole class and eventually the entire school.
To begin this project, the class as a whole will brainstorm possible ideas that
could make for a good PSA. Once that is done, students will rank which ideas are
most interesting to them, and then the teacher will group the students trying to give
each student their first or second choice of topic. Arranging groups this way allows
students to have an element of choice in this project while avoiding the possible
complications that can occur when students select their own groups.
Once students are in their groups, they will receive a planning sheet that they
will need to fill out, they will have a peer review sheet that they will need to
complete and turn in with their presentation, and they will get a copy of the rubric
so they know what will be expected of them. Student groups will plan their PSA with
goals of each content area in mind. In language arts, students must remember an
attention-grabbing introduction, three examples of strong evidence to support their
claims, and a strong conclusion that moves the audience to action. For math,
students will be asked to collect and analyze data related to the topic of their PSA.
The expectation for science will be that students are able to explain why recycling is
important for the environment.
After students meet with the teacher and their plan is approved, students
will begin gathering the data they need to complete the PSA. Once they have all the
information they need, they will write up a script and then they will begin filming
their projects. Each group will have a video camera checked out to them from the
media center. Once filming is done, students will upload the recording to the
computer and begin the editing process. After the editing process is complete they
will upload their projects to a dropbox and turn them into each of the teachers along
with their peer review sheets.
Teachers will review the students projects over the weekend and they will
give students feedback the following Monday. Students will have the option to
improve their PSA before they presented to the whole class and the school. During
this time students will be able to earn back any of the points that they missed in
order to receive a better score.

41

PSA RUBRIC

Planning

There is
evidence that
students
thought about
what they were
going to say.
Groups met
with the
teacher to go
over their
plans.

There is some
evidence that
students
thought about
what they
would say.
Groups met
with the
teacher to
discuss the
plan.

There is
limited
evidence of
that the
groups
thought
about what
they will say
or they did
not meet with
the teacher to
discuss their
plan

There is no
evidence of
planning and
the students
never met
with the
teacher to
discuss a plan

Purpose

The purpose of
the PSA is
definitely clear.
There is no
mistaking the
argument being
made.

The purpose
of the PSA is
mostly clear.
Viewers can
figure out the
argument
being made.

The purpose
of the PSA is
not clear.
Viewer can
easily
misinterpret
the argument
being made.

There
appears to be
no purpose to
the PSA.

Citations

All information
is
appropriately
cited. Any
images or
music the are
not generated
by the students
themselves are
appropriately
cited

Most of the
information is
cited, or
everything is
cited but with
a few errors.

There are
only a few
citations and
they are
errors in the

Nothing from
the project is
cited.

Editing and
Organization

The PSA is well

organized,
neatly
presented, and
easy to
understand.

The PSA is
mostly
organized,
neatly
presented and
easy to
understand.

The PSA is
unorganized
and difficult
to
understand.

The PSA is
unorganized
and
impossible to
understand.

42

Content/
Information

The
information
used is
accurate and
important to
the overall
message of the
PSA

The
information
used is only
mostly
accurate, or it
does not
enhance the
message of the
PSA

The
information
used is
mostly
inaccurate
and does not
enhance the
message of
the PSA

The
information
used is
inaccurate
and it
detracts from
the overall
message of
the PSA

Persuasive
Techniques

Multiple
persuasive
techniques are
utilizes
effectively

A few
persuasive
techniques are
used, or they
are not used
effectively

A few
persuasive
techniques
are used and
they are not
used
effectively

Persuasive
techniques
are not used.

Evidence

There are 3
examples of
evidence to
help support
the students
claim

There are 2
examples of
evidence to
help support
the students
claim

There is 1
example of
evidence to
help support
the students
claim

No evidence
is used to
help support
the students
claim/

Data
Collection

Students
collected
plenty of data
appropriate for
their topic, and
their data came
from a reliable
source.

Students
collected some
data that was
appropriate
for their topic,
and their data
came from a
reliable
source.

Students
collected
minimal data
that was
appropriate
for their
topic, or the
data they
collected was
not
appropriate,
and their data
came from an
unreliable
source.

Students
collected no
data for this
project
related to
their topic.

Data Analysis

Analysis of the
data is clearly
presented in
the PSA and it
helps to

Analysis of the
data is not
clearly
presented in
the PSA or it

Analysis of
the data is
not clearly
presented in
the PSA and it

There is no
analysis of
the data in
the PSA.

43

Scientific
Background

Time

enhance the
point.

does not help

enhance the
point.

does not help

enhance the
point.

There is clear
scientific
background
about why this
is an important
topic.

There is some
scientific
background as
to why this is
an important
topic

There is
limited
scientific
background
as to why this
is an
important
topic

There is no
scientific
background
as to why this
is an
important
topic.

PSA is
between four
(4) and seven
(7) minutes
long with a
10 second
grace period.

PSA is either
too short or
too long to be
effective.

44

Application of Ohio Standards for the Teaching Profession

1. Teachers understand student learning and development and respect the diversity
of the students they teach

Teachers display knowledge of how students learn and of the
developmental characteristics of age groups.
The unit of our lesson is designed to meet the interest and need of 7th grade
students, who range from around the age of 13. We recognize the students needs
that come from the sensitivity of adolescent age, and had designed the lesson to
reflect their curiosity and interest. In the science & language arts integrated lesson
on Environmental Impact on Littering, it was purposed to plant a sense of
responsibility as an approaching young adult to care for the environment and
perform good citizenship. As students are getting ready to move on to middle
school, students are intrigued by the idea of creating an impact on the world. The
final project that involves raising awareness to publicly announce the importance of
recycling and prevent littering.

Teachers understand what students know and are able to do and use this
knowledge to meet the needs of all students.
Students are pre-assessed in the beginning of the unit to recognize the prior
knowledge and experience they have had with the central idea. Before diving into
any content information, students will assess their own knowledge on what they
know about recycling and examine the existing possibly misconception or
misunderstanding on any part. We will also have the students do a survey on their
own homes to track and see where they find hints of recycling taking place. After it
being shared with the class, the lesson will be modified and taught according to their
needs.

Teachers expect that all students will achieve to their full potential.
We are allowing the students a large amount of opportunities to go above and
beyond what the lesson necessarily requires them to do. The goal is open for the
students to set by themselves, and especially because the lesson is designed around
the idea of inquiry-based, hands-on learning experience, the students have the
opportunities to elaborate on their exploration as they design their own learning
progress. For instance, as students learn to use statistics to measure the amount of
recycling being done within pockets of populations, they are encouraged to expand
their knowledge and use the skills obtained to investigate on larger amount of
population, outside of the school setting.

2. Teachers know and understand the content area for which they have instructional
responsibility

45

Teachers understand and use content-specific instructional strategies to

effectively teach the central concepts and skills of the discipline

In this integrated unit of three different subjects, we have specifically intended to

use an inquiry-based approach in terms of instructional strategy. For all three
subject areas, the lesson is designed so that the students first explore their existing
knowledge and the information available to them to digest, engage in the content by
designing to meet their own curiosity, teachers explain the reasons to why they are
experienced such learning, elaborate on the content so that it the students can
connect what they have learned to real-world situations, and later on evaluate on
the learning progress students made.

Teachers understand school and district curriculum priorities and the
Ohio academic content standards
All the three subject contents integrated in this unit are designed to satisfy the
content standards required by the state of Ohio. As it can be seen in the design of
our lesson plans, each lessons instructional goals and activities are built upon and
aligned with the Ohios academic standards. See the beginning outline for each
lesson to find the labels for each standard.

Teachers connect content to relevant life experiences and career
opportunities
The final project that wraps up the unit is to have the students create a public
service announcement (PSA) that could possibility used in real life. It is a project
that encompasses everything the students have learned throughout the unit, and it
serves as an opportunity for them to use their creativity, and also to explore what
kind of PSAs are out there already. PSA to raise awareness for the environment is
closely connected to what environmental activists and conservationists do in real
life, as a type of career. Students will be exposed to various types of career
opportunities throughout the researches they will be conducting for the project.

3. Teachers understand and use varied assessments to inform instruction, evaluate
and ensure student learning.

Teachers select, develop and use a variety of diagnostic, formative and

summative assessments.

After each lesson follows assessment to evaluate student learning. Throughout the
lessons, informal formative assessments continue to take place to ensure equal
progress of the class. For instance, in the lesson Green Approach for the
Environments, students first try to answer the questions by themselves, and then

46

brainstorm their ideas into a graphic organizer. Then, the entire classes, including
the teacher, discuss and validate the collected information to move on to the next
activity. Similarly, the lesson on Environmental Impact on Littering also includes
class discussion after independent practice. Thus, both formative and summative
assessments are conducted in the unit.

4. Teachers plan and deliver effective instruction that advances the learning or each
individual student.
Teachers align their instructional goals and activities with school and
district priorities and Ohios academic content standards
Each lessons designed in this unit is strictly and completely in alignment with the
standard of the state of Ohio. Instructional goals are clearly communicated with the
students, and each activity in the lesson is prepared to meet the requirement and
adopt the skills of academic content standard layout.

Teachers use information about students learning and performance to
plan and deliver instruction that will close the achievement gap

As also mentioned earlier, continuous assessments take place in between and
throughout the lessons. The teachers are aware of gifted students, students with
learning difficulties, or disabilities. Differentiation is adjusted in accordance to the
students needs, and when students work together, groups are to be arranged
purposefully so that the achievement gap would be closed. In order to meet all
students learning modalities, the final project is open for the students to choose
whichever medium they would like to use to create a PSA as well.

Teachers differentiate instruction to support the learning needs of all
students, including students identified as gifted, students with disabilities
and at-risk students
Differentiated instructions for students are available for students as different types
of instructional materials are available for students to engage in. The given
tasks/resources are represented in various types of mediums. For example, in the
lesson that investigates on environmental impact on littering, the information is
searched online which is represented in multiple forms graphic organizers,
charts, pictures, videos, texts, games, etc. Also, as noted within the lesson plans,
additional scaffolding and guide are available for students with special needs.

Teachers create and select activities that are designed to help students
develop as independent learners and complex problem-solvers
The unit itself is designed upon a central idea that is related to real-world problem.
Environmental problem is especially a rising issue today as more and more of the

47

nature of the world is losing its originality. It challenges the students to take action
for this issue, and as a further step to just knowing the issue, take action to be a
change. Students are given the option to extend their study to independent project
and thus investigate, identify, analyze, implement, and conclude about the tackled
problem.

Teachers use resources effectively, including technology, to enhance
student learning.
Most, if not all, of the lessons involve one or more technology to aid student
learning. Especially post-assessment (the final project) is done largely based on
technology as students design a way for public service announcement (PSA) to raise
awareness for the environmental friendly approach. This involves things like
filming, creating websites, putting together videos, etc. We believe that if used
effectively, resources available through the web can be extremely helpful for
students to learn. Especially in this 21st century, being able to manipulate
technological devices is an essential skill for the students to have for their use in the
future.

Bibliography

48

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