Lesson Plan 2
Title
of the Lesson:
How can we reduce, reuse, and recycle- and what do others think about it?
Brief Description of the
Lesson:
Following pretest students will visit online resources to learn about different
ways of reducing, reusing, and recycling.
There will then be a class discussion to review main points of reducing,
reusing, and recycling. Finally, pairs
of students will construct a survey to gather other student and faculty
positions and knowledge regarding reducing, reusing, and recycling.
Duration:
One 45-minute class period, plus additional time for online test, and survey assignment.
Content Standards
Used/Unit Goals/Objectives Supported:
Unit Goals Supported:
Through research students will learn more about different aspects and the importance of reducing, reusing, and recycling. Students will learn to apply the information to their everyday life by creating and implementing a practical school wide reducing, reusing, and recycling plan. The unit uses computers are the main resource and tool; as a result, students will learn and improve computer skills.
Objectives
Supported:
TLW describe at least three ways to reduce, and reuse.
TLW name at least three recyclable materials.
TLW define reduce, reuse, and recycle.
TLW construct a survey to measure attitudes and knowledge towards reducing, reusing, and recycling.
TLW
apply knowledge of reducing, reusing, and recycling in class discussion.
Content
Standards:
Science
42. Identify energy types from their
source to their use and determine if the energy types are renewable,
nonrenewable, or inexhaustible (SE-M-A6)
46. Identify ways people can reuse,
recycle, and reduce the use of resources to improve and protect the quality of
life (SE-M-A6)
Math
29. Collect,
organize, label, display, and interpret data in frequency tables, stem-and-leaf
plots, and scatter plots and discuss patterns in the data verbally and in
writing (D-1-M) (D-2-M) (A-3-M)
SE-M-A6 distinguishing between renewable and nonrenewable resources and understanding
that nonrenewable natural resources are not replenished through the natural
cycles and thus are strictly limited in quantity; (1, 2, 3, 4, 5)
D-1-M systematically collecting, organizing, describing, and displaying
data in charts, tables, plots, graphs, and/or spreadsheets; (1, 2, 3, 4)
A-4-M analyzing tables and graphs
to identify relationships exhibited by the data and making generalizations
based upon these relationships; (2, 3, 4)
Grade 5-8 Performance
Indicators:
C. Demonstrate the operations of a computer (e.g.,
touch-keyboarding skills, save, organize and back-up files) and other
peripheral devices (scanner, digital and video cameras, VCR, laser disc player)
at an intermediate level. (6)
E. Use information, media, and technology in a
responsible manner which includes following the school’s acceptable use policy,
adhering to copyright laws, respecting the rights of others, and employing
proper etiquette in all forms of communication. (4,5)
G. Use multimedia tools and desktop publishing to
develop and present computer generated projects for directed and independent
learning activities. (1,3)
J.
Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses)
and apply intermediate on-line searching techniques (e.g., employ keyword,
phrases, and Boolean Operators). (1,4)
K. Use
telecommunications and online resources efficiently and effectively to
collaborate with peers, experts, and others to investigate curriculum-related
problems, issues, and information and to develop solutions or products for
various audiences. (1,2,3,4)
L.
Communicate information using spreadsheets and databases to visually represent data
and integrate into other documents (e.g., entering data, formatting using formulas,
analyzing data, and sorting). (1,2,3,4)
Lesson Goals:
At the end of the lesson students will be familiar with ways to reduce, reuse,
and recycle. Students will take
knowledge and construct a survey that will give them information to use in
creating school wide recycling plan.
Lesson Objectives:
TLW name at least three ways to reduce.
TLW define at least three ways to recycle waste.
TLW
describe at least three ways to reuse waste.
TLW construct a survey to measure attitudes and knowledge towards reducing, reusing, and recycling.
TLW
apply knowledge of reducing, reusing, and recycling in class discussion.
Resources:
One computer per student with Internet
Microsoft Word
http://www.42explore.com/recycle.htm
Procedures:
Teacher will be teaching in a regular classroom and have a class meeting at a different location. The off site class will be participating through interactive video. Both classes will be able to see and hear each other.
Before
the class meeting students are to complete the online Reducing, Reusing, and Recycling Pre-test.
Introduction: Teacher will bring the
classes attention to the amount of paper piling up on the floor (see lesson
1). Teacher will ask the class if they
can think of ways to reduce the amount of paper and other trash we use at
school, or at home. The teacher will create a web of the students’ ideas using
Inspiration.
Following the brainstorming students will be instructed to go to http://www.42explore.com/recycle.htm to read and learn ways to reduce, reuse, and recycle.
After reading the information students are to take the online post-test.
Following the post-test students work with assigned partner (based on ability levels) to create a survey with a minimum of five questions. The purpose of the survey is to get an idea of how much students and faculty know about reducing, reusing, and recycling and to learn what they think about it. The survey results will be used by the students when creating a plan for the school.
Homework Assignment: Students create and distribute survey to at least fifteen people. Students organize survey results in Microsoft Excel. Students e-mail survey and survey results to teacher within five days.
Assessment:
The students’ knowledge of reducing, reusing, and recycling will be measured using a written pre-test and an online post test.
Following the class discussion on reducing, reusing, and recycling students will construct a survey to distribute to fellow students and faculty members to measure their knowledge and feelings regarding reducing, reusing, and recycling. The students will turn in the survey along with the results.