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Litter  Lesson  Plan    –  Where  does  trash  go?

 
 
 
Goals  /  Objectives  
SWBAT  identify  where  trash  goes    
 
Standards  (and  Assessment  Anchors,  if  applicable)  
CC.1.5.1.A:  Participate  in  collaborative  conversations  with  peers  and  adults  in  small  and  
larger  groups.  
4.5.1.D:  Identify  where  waste  from  the  home,  school  and  community  goes  for  disposal.  
 
NCSS  –  3:  People  Places,  and  Environments  
During  their  studies,  learners  develop  an  understanding  of  spatial  perspectives,  and  
examine  changes  in  the  relationship  between  peoples,  places  and  environments.  
 
Materials  and  preparation  
Materials  
• Here  Comes  the  Garbage  Barge!  By  Jonah  Winter  
• Chart  paper  
• World  
• White  board/marker  
 
Preparation    
1. Utilize  the  white  board  for  the  overarching  question  
2. Put  up  the  map  to  refer  to  as  I  read  
 
Learning  environment  and  management  issues  
I  will  be  using  the  Responsive  classroom  management  system  set  in  place.  Removal  from  
group  instruction,  Take-­‐a-­‐break,  Buddy  teacher  will  all  be  utilized  if  necessary.  Directives  
will  be  short  and  clear  (I.e.,  “Jake,  warning,  voices  off”)  
 
 
Plan    
1)  The  “Hook”  (5~7  minutes)  
• Remind  them  how  we  are  now  investigating  litter  as  our  class  project  
• Talk  about  our  trip  to  Fairmount  Water  Works  and  how  the  trash  effects  the  water  
• Ask  students  the  question,  “What  do  you  think  happens  to  our  trash?”  
• Record  some  responses  
   
2)  The  Body  of  the  Lesson  (15  minutes)  
o Read  aloud  the  book    
o Before  I  begin  I  will  introduce  the  book  explain  what  a  “barge  is”  
o I  will  preface  it  by  saying  that  it  is  a  true  story  and  this  is  what  people  did  
with  their  trash  

o I  will  have  to  make  3,168  tons  of  garbage  more  concrete  for  them  to  
understand  how  much  garbage  was  created  
o Have  them  draw  on  prior  connections  by  asking  questions  like:  “What  do  you  
predict  will  happen  next.”  “Why  do  you  think  burning  garbage  is  a  bad  idea?”  
o As  I  read  I  will  stop  at  various  point  to  map  the  location  of  the  barge  to  show  where  
it  went    
o We  will  conclude  by  ending  with  a  think-­‐pair-­‐share  on  how  it  makes  them  feel  
knowing  that  there  is  garbage  buried  and  floating  around  EVERYWHERE  
 
 
3)  Closure  (if  appropriate)  (~2  min)  
• Remind  them  of  the  enduring  problem  that  is  litter  
   
Assessment  of  the  goals/objectives  listed  above  
• Observations  on  how  they  are  responding  to  the  story  
• Recording  down  their  ideas  of  what  they  thought  would  happen  to  the  trash  
 
Anticipating  students’  responses  and  your  possible  responses  
• I  expect  student  may  struggle  a  bit  with  why  “burning  garbage  is  a  bad  idea”    
o I  can  scaffold  to  help  connect  it  back  to  our  study  on  clouds  and  the  weather  
and  getting  them  to  the  place  where  they  realize  that  the  harmful  chemicals  
will  go  up  into  the  air  
 
Accommodations  
• Z  will  be  in  his  special  chair  
• I  will  be  wearing  the  hearing  aid  transmitter  for  T  
• A  and  I  will  be  allowed  to  remain  in  their  seats    
• S  will  receive  a  follow  along  version  of  the  book  if  she  still  has  trouble  seeing  it