Earth Day Project

Submitted by abern008 on Thu, 05/02/2013 - 02:37Printable version Bookmark and Share
Created By:
Nikki Bernard
Title/Role:
1st grade teacher
Organization/School Name:
Accawmacke Elementary School
Location:
Virginia

Grade Level:
1
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Limited
Content Area:
Science
Content Topic:
Earth Day
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
Dispostion Indicator(s):
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
Self-Assessment Strategies Indicator(s):
3.4.2 Assess the quality and effectiveness of the learning product.
Scenario:
The first grade had just finished their natural resources unit and Earth Day was approaching. In order to review science curriculum and apply this knowledge to the real world, students will be creating a project proposal to present to the principal. This project will be conducted in the library over two library sessions. The first lesson will involve researching some ways that students can help the environment. Students will vote on a project that they would like to present to the principal. They want the entire school to agree to participate in this project. Students will research their chosen project. Students will then be assessed on their ability to create a poster to display information relevant to the proposed project. The librarian will be responsible for all research and proposal work with the student. The teacher will collaborate in order to complete the project.

Overview:
Students will be using both research skills and technology to propose an Earth Day project to the school principal. Students will answer the essential question "How will our project benefit our environment?" Once students have answered this question, teams will design a poster to be used as part of the presentation. Students will then vote on which poster to use in the proposal to the principal. Students aim to have the project approved.

Final Product:
Students will create a poster to present to the principal during the project proposal. The students will present the agreed upon poster in a 5-10 minute presentation. The end goal is to have the project approved and steps taken to start the project.

Library Lesson:
Students will learn how to organize information, present ideas in a formal setting, and collaborate to create an end product.

Estimated Lesson Time:
60 minutes
Assessment
Product:
Students use self-assessment skills to complete a librarian designed rubric in order to complete their poster. The rubric will include sections on title, 3 facts, and an image.

Process:
The students will be in groups of 4 and use the rubric and planning guide in order to design the poster. The school librarian will use the same rubric for grading.

Self Questioning:
Students will complete a self-questioning rubric to contain the questions: Do I have a title; Do I have three reasons to support my project; Are my reasons facts; Was I creative; Do I have an image?

Instructional Plan
Resources students will use:
Still image (i.e.paintings, drawings, plans, and maps)
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Projector
Laptop

Instruction/Activities
Direct instruction:
Review prior discussions of the environment. Remind students of the project they selected during the last library period. Allow 10 minutes for students to explore resources at their tables. Create a list of reasons why the chosen project would benefit the environment. Review and discus rubric.

Modeling and guided practice:
Students will use the rubric to discus two poster examples (one meeting criteria and one not).

Independent practice:
Students will create a poster using planning sheet as a guide. Before turning in posters students will complete self-check rubrics.


Have you taught this lesson before:
No

Strategies for differentiation:
Students may use pictures to represent the components of their poster.