Topic: Recycling/Earth Day Essential Questions: 1. How can we protect the Earth? 2. What can be recycled? Utah State Standard Objectives: Language Arts RL1: Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text RL3: Describe how characters in a story respond to major events and challenges RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot Personal Objective: My goal is for students to understand the importance of recycling. Students will be able to sort and categorize different materials that can harm or help the environment. Vocabulary: recycle, plastic, environment, compost, waste Materials: Why Should I Recycle? by Jen Green Graphic organizer, paper for Earth Day pledge Before the Lesson: 1. Have the students review the rules together as a class 2. Assess prior knowledge a. What do the students know about recycling? b. Do students know about Earth Day? c. What types of materials do student normally recycle? 3. Give brief overview of the lesson a. Together as a class, we will read Why Should I Recycle? and learn about different materials that can be recycled. We will also learn about the impact recycling has on the environment. b. In groups, we will sort different materials/scenarios into a graphic organizer of items that may harm or help the environment c. On your own, you will write an Earth Day pledge stating how you would help save the environment. Phase I: Exploration and Explanation Before Reading: 1. Students will move to carpet for shared reading 2. Have student make predictions about the book During Reading: 1. Have the class raise their hand when asked what item could be produced from recycled materials 2. Have students think of items they could recycle After Reading: 1. Summarize the different types of materials that were recycled in throughout the story 2. Ask the students what they would do to recycle Transition to Phase II: 1. Students will move to their desks in groups 2. They will brainstorm different materials that they can recycle 3. Explain to the class the activity they will be completing in their table groups a. Sorting cut out material/scenarios into a graphic organizer Phase II: 1. Students will be provided with an envelope containing examples/scenarios that can or cannot be recycled 2. Students will sort the cards into the columns of harming the environment or helping 3. They will also be able to write other ideas they have, in either columns 4. I will be walking around the classroom helping the students who need more support Transition to Phase III: 1. Students will be able to share some of the ideas they wrote and explain how it could either harm or help the environment 2. Give instructions for the independent practice a. Writing their own Earth Day pledge Phase III: Independent Practice and Assessment 1. Students will be provided with an Earth Day pledge 2. They will write three ways they can save the Earth 3. I will be assessing the students work to see that they understand the importance of recycling. Do they understand that there are multiple types of materials that can be recycled? Do they understand the process of reusing and recycling? DAP 1. Begins with assessment of prior knowledge 2. Brings real world problem solving into the classroom 3. Social interaction 4. Students with a wide range of abilities can participate Plans for Students with Special Needs 1. Students will be seated in a spot with little distractions 2. Allow students to have breaks 3. Reduce the amount of work required, if necessary 4. Give extra time, if needed Plans for English Learners: 1. Help define vocabulary words 2. Have student work with a partner 3. Give extra time, if needed