Mini Unit Plan and Assessment

Elizabeth Lowe, Schyler Tams, Kelsey Shoults

Front Matter:
Overarching Question:
Essential Questions:
How do human choices impact the environment? Commented [MOU1]: Good question to guide exploration!

Focus Questions:
What are the three R’s and how do these actions impact the environment and our well-
being?
What actions can we take at school and at home to help our environment?

Mini Unit Overviews:

This unit will cover parts of GLO 4-5, students learn about wastes produced through both Commented [MOU2]: Explain what program of study this
natural processes and human consumption. They learn that some wastes are biodegradable, comes from.
reusable, recyclable and others are toxic. They explore the various methods of waste disposal
through interactive and differing means, including. Students explore types of waste disposal
methods through videos, interactive activities that encourage students to make real life
connections, and discussions. Students learn that through personally reducing, reusing, and
recycling materials they can help decrease the amount of waste we create. Commented [MOU3]: Good concise overview.
Commented [MOU4]: A key element that would need to
Academic Rationale: be explored is the impact of waste on the environment.

Within this mini-unit students will learn the importance of their personal environmental
footprint. They will learn how to critically respond to types of waste and express how to dispose
of it. Some wastes can be decomposed and recycled, but others must go to the landfill. Finally, Commented [MOU5]: Significance? Why will this be
students will learn how to respond to a task asking them to critically think about how to remove important for students to know?
waste within our school. This mini-unit is especially important for students to learn because it
demonstrates a foundational comprehension of the various types of wastes that students may
interact with on a daily basis. In addition, it lays the groundwork for the appreciation of the
environment and the world that we live in. This relates to the Science Program of Studies, and
more specifically the SL0s 4-5-7, 4-5-8, and 4-5-9. Students initiatives about reducing, reusing,
and recycling is crucial to learn because it allows the students to showcase their knowledge about
various methods to dispose of them. As well as, students are able to voice their concerns about Commented [MOU6]: I think the significance runs much
the environment and how to improve their school community. deeper.
Commented [MOU7]: How does the mini-unit relate to
other programs of study? Make sure your rationale gets at
the deeper reasons why exploring waste management is
crucial for students in today’s society.
 Lesson One

Teachers: Kelsey Shoults, Schyler Tams, & Elizabeth

Lowe
Date: October 22, 2019
Class: Grade 4 Science
Unit: Waste in Our World

Reducing: Toxic Waste and Non-Toxic Waste

Description:

Lesson Overview:

Over the course of this lesson, students will learn about waste and what item can be
classified as toxic waste. They will learn what waste means, what toxic means, and what toxic
waste means. The students will begin with a See/Think/Wonder that will introduce them to waste
and expect them to think about what waste is. Then they will listen to a short lecture explaining
what waste means, what toxic means, and what toxic waste means. After the lecture, the students
will do a bucket activity that will ask them to classify types of waste as toxic and non-toxic. The
last activity in the lesson will be used as a formative assessment. The students will be asked to
sketch a few toxic waste items and write a paragraph about what toxic waste is and why their
sketches fit into that definition. To end the lesson students will receive a worksheet for
homework, which they will need to complete for the next class.

Objectives:

Curriculum Objectives:

General Outcomes:

1. Recognize that human activity can lead to the production of waste and identify
alternatives for the responsible use and disposal of materials. Science GLO 4-5
2. Students will listen, speak, read, write, view, and represent to respect, support,
and collaborate with others. English GLO 1
3. Students will develop themes, with an emphasis on social concerns, based on
Environments and places Art GLO Component 10 (ii)

Specific Outcomes:

1. Identify kinds of wastes that may be toxic to people and to the environment.
Science SLO 4-7
2. ask for and provide information and assistance, as appropriate, for completing
individual and group tasks- English SLO 5.2 Work Within a Group- Gr.4
Cooperate with Others- 2
3. Make quick sketches Art SLO Component 10 A (iii) 6
 Lesson Objectives:

By the end of the lesson students will be able to...

1. Identify types of wastes that can be toxic to humans and the environment.
(Remembering)
2. Classify items as toxic waste and non-toxic waste by working cooperatively in small
groups. (Applying and Evaluate) Commented [MOU8]: Classification usually relates to
3. Create quick sketches of types of toxic waste and write a paragraph about why these are analyzing.
toxic to humans and the environment. (Creating) Commented [MOU9]: This is the main focus.
Commented [MOU10]: They are not creating something
Inclusion: totally new here, but rather articulating the significance of
the exploration of the topic.

Inclusion Learning Styles

Whole class x Visual x

Groups x Auditory x

Pairs Kinaesthetic x

Individuals x

Materials/Resources:

For the teacher

 Copy of the lesson plan

 Own bucket for the bucket activity
 See/Think/Wonder worksheet (blank)
 Bucket activity worksheet (one blank, one answer key)
 Take home worksheet (blank)

Gather/Create

 PowerPoint for the See/Think/Wonder images

 See/Think/Wonder worksheet (one for each student, one for teacher, extra copies in case)
 Bucket activity worksheet (one for each table group, one for teacher, extra copies)
 Bucket activity worksheet answer key (master and one for teacher)
 Waste at Home worksheet (one for each student to take home, one copy for teacher, extra
copies)
 Paper, pencils, pencil crayons, crayons for the art activity
 Items for the Bucket activity (each bucket needs)
o Plastic bottle
o Tin can
o Straw
o Plastic grocery bag
 o A battery
o Empty cleaning solution bottle
o Picture of oil (labeled)
o Picture of pesticide/herbicide (labeled)
o Picture of a banana peel (labeled)
o Picture of a paint can (labeled)
o Picture of paint thinner can (labeled)
o Picture of a computer (labeled)
o Picture of a firework (labeled)
o A leaf (a picture of a pile of leaves - labeled)
o A picture of grass clippings (labeled)
o Orange peel

Pre-Lesson Preparations:

Set the classroom tables and chairs up so that each table has room for three to four students.
Place a bucket in the middle of each table; each bucket should have a plastic bottle, a can, a rock,
and labeled pictures of oil, natural food products, cleaning sprays, chemicals… At the front, on Commented [MOU11]: Using the bucket to house
the white board, write a t-chart with the headings “See,” “Think,” and “Wonder.” As well, place materials is very efficient.
a bucket at the front of the classroom with the previously stated materials. These materials
should already be separated within this bucket, so that I can easily take them out and show the
students the categories that the items fit in at the end of the activity. I will also have a worksheet
that I have filled out, which classifies the items and provides a rationale for their grouping.

Instructions/Procedures:

TIME ACTIVITY

~45 Minute Lesson

Introduction: See/Think/Wonder

5 min Begin by settling the class at their table groups. This means that they should not be
talking to other students and they should have their eyes focused on me. Next, I will
introduce the unit, Waste and Our World, and tell the students that we will start the
unit by looking at the types of waste that are toxic to both humans and the
environment. However, during this time, I will not explicitly define what toxic
waste is or give examples of toxic wastes. What I will do is show the students
images of types of toxic waste, and I will guide them through a See/Think/Wonder
by asking them questions. I will hand out the See/Think/Wonder worksheet and I
will tell the students they will be filling out the worksheet based on the images on
the SMART Board. For the see portion of the worksheet I will tell them they will
 record what they visually see in the image. For example, if they see a plastic bag, I
will ask them to record they saw a plastic bag. For the think portion I will ask them
what this image makes them think about. For example, I will say when I look at this
image it makes me think about all the garbage in our classroom. For the wonder
portion I will ask them to write down things that they wonder about when they look
at the image. For example, I will tell them that the image makes me wonder how I
can help to reduce the amount of garbage in our classroom. Commented [MOU12]: Good, clear explanation!

While the students are working on these worksheets, I will walk around the class
and help any students that I see are struggling, or have their hand up, or get students
who are off track get back on track. As I walk around the classroom, I will look to
see who is almost done and who needs a bit more time. This information will help
to determine when I can begin the class discussion.

After students have completed the worksheet, or as much as they are able, the
students will share their observations, discoveries, and thinking. Who gets to share
during this sharing period will be determined by our class popsicle sticks. After Commented [MOU13]: Make sure you justify the use of
asking students what they saw, choose one popsicle stick from the cup and ask that random calling in your academic justification.
student to share. Repeat this selection process for Think and Wonder. (Ask 3 or 4
kids per section, keeping the time in mind.) While the students are sharing what
they saw, thought, and wondered, write down their ideas on the white board, under Commented [MOU14]: If you used flip chart paper, you
the correct category. After there are a number of ideas in each category, ask the would have a permanent record you could refer back to.
students if they are confused about anything written on the board, then clarify it.
Use the students’ ideas to transition to the lecture portion of the lesson.

Lecture: What is “waste?” What is “toxic?” What is “toxic waste?”

10 min Firstly, tell the students what the definition of “waste” is using easy-to-understand
terms such as, “Waste is something that is not wanted or no longer useful. We
throw waste away because we no longer need them.” Also, use synonyms for waste
in case some students are having trouble grasping the idea. Say, “sometimes we use
other words to mean waste, words like, “junk”, “trash”, “garbage”, or “debris” can Commented [MOU15]: This is an excellent idea to expand
also mean waste.” Give students examples as well and try to use some of the students’ vocabulary. It would be particularly useful for
Hans (you could also throw in a couple terms used in
examples that they came up with. “Some examples of waste are food packaging, German).
bottles and cans, and plastic grocery bags.”

Once I define waste, I will define the term “toxic.” Again, I will use easy-to-
understand words to define “toxic.” I would explain to the students that, “when
something is toxic it means that it is poisonous.” Again, I will use synonyms to
define “toxic” and make it more understandable to students. Synonyms for toxic are
“dangerous,” “destructive,” “harmful,” and “unsafe.” I would also explain that
“things that are toxic can cause injuries and be deadly.” Commented [MOU16]: Excellent!

Now it’s time to put those words together and define them so that students
understand what “toxic waste” is. I will tell them that, “we are going to add these
 two words together to create one thing.” I would define “toxic waste” to them by
explaining that, “factories and chemical plants create toxic waste when they make
or release dangerous chemicals. Toxic waste can be ingested, which means that it
can be eaten, or toxic waste can be inhaled, which means that you breathe it in.
Toxic waste is poisonous and if it is eaten or breathed in, it is very bad for your
health.” As well, I will explain that, “toxic waste is poisonous (cleaning supplies, Commented [MOU17]: Not all toxic waste will have all
weed killers), explosive (fireworks), radioactive (it gives off powerful radiation, these characteristics. It is important to highlight that
different toxic waste will have different harmful effects.
which can change the makeup of our cells or cause cancer), carcinogenic (causes
cancer), causes birth defects (it can cause physical defects, which someone’s
appearance), or damages chromosomes (chromosomes are what we are made of and
they determine our gender). Toxic wastes are also harmful to the environment” To
get the students ready for the next activity I will provide a few examples of toxic
waste. “Some examples of toxic wastes are gasoline and oil, oil-based paints and
paint thinners, batteries, weed killers, pesticides, and other items like these.”

I will then ask students what the definition of non-toxic waste would be. They Commented [MOU18]: Good idea to promote
should come up with answers such as things that are not poisonous or harmful to us comprehension through contrast.
as humans or the environment.

Lastly, I will ask the students if they can come up with any other ideas for toxic and
non-toxic waste. I will look for answers such as oil-based paint, cleaning supplies
(toilet cleaner, mirror cleaner), batteries, weed killers, paper (non-toxic), glass
containers (toxic), Styrofoam (toxic), grass cuttings (non-toxic), trees and twigs
(non-toxic) anything organic etc.) Once the students have come up with these ideas
I will ask if they have any ideas about how to reduce the amount of toxic and non-
toxic waste in our world. I will explain that to reduce, means to “use less of
something or create less waste. When we reduce it means that we have less waste to
add to our world.” I will ask the students how we can reduce the use of some of the Commented [MOU19]: Excellent clarity in defining terms.
items that we just talked. I will look for answers such as, “we can walk or bike
places” or “we can use less cleaning products when cleaning.” I will also add ideas
like, “we could pull weeds rather than use weed killer” and “we can pay more
attention to our decisions about how much we need to use.”

Then we will move into the bucket activity.

Bucket Activity:

10 min First, explain the activity to the students using appropriate language. “For this
activity you need to work in groups. Put the items in your bucket in the middle of
your table, when I tell you that you can.” I will explain that they need to sort the
items in the bucket into two groups. One group needs to be types of waste that they
classify as toxic, and the second group needs to be types of waste that they classify
as non-toxic. I will also emphasize that they need to be able to explain why they
think some of the items are toxic and why others are non-toxic. I will also ask them
to write their ideas about ways that we can reduce those wastes. Commented [MOU20]: Well-structured activity!

I will then ask the students to put up their hands if they can remind me what toxic
waste is. I will wait for them to answer things such as toxic waste is poisonous, can
cause us to get sick, can explode, are harmful to the environment etc. I will then ask
the students to put their hands up if they can remind me what non-toxic waste is. Commented [MOU21]: I like how you are detailed in
reviewing and reinforcing concepts with your learners.
Before they are allowed to start the activity, explain the Bucket activity worksheet
and how to fill it out. Each table group will get one worksheet and they must
choose a table member to be the leader of the activity. Let them know that the
leader fills in the worksheet as the group works together to sort the items. As well,
explain that they will also need to decide on two other group members (these
people cannot be the leader) to share which items the group think are toxic and
why, and which items are non-toxic and why. Remind them to write all the group
members’ names on the top of the worksheet. Then, show them that on the
worksheet there is a section for toxic waste and another section for non-toxic waste.
Point out that within each section there is a column where they must write the name
of the waste, and another column next to it, where they must write a short reason as
to why they think that item is toxic or non-toxic. Once they have chosen their group
leader and two group speakers, they can start the activity. Commented [MOU22]: Excellent detail! Your lesson plan is
very easy to follow and would be easy to teach.
For the first half of the activity, I will walk around the classroom and observe the
different groups. If I see a group struggling, I will go and find out why and then
help them. I will ask different groups to tell me about their toxic and non-toxic
groups and why they sorted some items into one group and not the other. During
this time, I will address any other issues that occur.

While the students begin working, I will grab my own pre-organized bucket and
worksheet from my desk. Then continue to walk around the class and judge
whether the students need more time to work. If they are all done filling out their
worksheets, gather their attention and start the sharing period.

Go around the room and ask the two speakers from each group to name an item and
why they put it into the group that they did. Explain to them that they should try to
choose a different item thaen the ones shared before. Once all of the groups have
shared, I will show them my example and let them move any items on their table to
a different spot, if they need to. I will explain the placement of any waste that the
class still does not understand. To do this I will use my own filled out worksheet
(see answer key). This is important information for them to know for the next
activity. I will ask the students, when I say “go,” to put all of the bucket materials
and their worksheets in the bucket and place the bucket in the middle of the table. Commented [MOU23]: Excellent consideration of how to
They will show me that they have completed this step by sitting quietly with their make transitions efficient.
eyes on me, and then we will transition into the next activity.
 Sketching Toxic and Non-Toxic Waste:

10 min For the final activity, I will ask students to sketch a few types of toxic and non-
toxic waste that we learned about in our class in their science journals which will be
in their desks. I will explain that, they must label each type of waste in their sketch,
and then write a paragraph (“A paragraph is at least 5 sentences.”) about what toxic
waste is and how their sketches fit into the definition. I will give them the Commented [MOU24]: Good clarity in instructions!
remainder of the lesson to create this and then I will ask them to hand their
creations in. This activity will act as a way to calm the students and give them time
to reflect and process what they learned during the lesson. Later, I will use these
sketches and explanations as a formative assessment of the students’ understanding Commented [MOU25]: Good technique.
of toxic and non-toxic waste.

Homework:
5 min
(depends Before transitioning into the next lesson of the day, ask the students to get their
on the agendas out. Then I will handout the homework worksheet, which I will tell the
students’ students that they need to do this worksheet at home with their family. On the
pace) worksheet they will need to determine what types of waste they see in their own
homes. I will also ask them to write ways to reduce these items on the back of the
worksheet. I will ask them to write in their agendas (I will write this on the board so
that they can copy the spelling) that the worksheet is due the next day and that their
family should work together on the worksheet. I will also send out an email prior to Commented [MOU26]: Excellent idea to promote parental
class informing the parents of this homework activity. I will also explain to the involvement.
students that we will be using the worksheet in the next class, so it is important that
they finish it at home. Lastly, I will ask the students to put the worksheet in their
homework folders.

Assessment:

Formative Assessment

 I will observe and listen to the students share their See/Think/Wonder ideas (I will write
down these ideas on the whiteboard)
 I will listen to the students' ideas about what is toxic and non-toxic waste
 During the bucket activity I will ask the students to raise their hands if they can define
toxic waste. When they raise their hands, it will show me how many students understand
the concept.
 I will collect their bucket activity worksheets after the lesson and read through them to
gage their understanding.
  I will collect the sketches after the lesson and look through them to see the students’
understanding.

Teacher Notes:

 Give the students time to think and process what they are seeing and hearing
 Make expectations clear for each activity (behavioral expectations and activity
expectations)

Differentiation:

Julia is an avid reader who comprehends complex concepts quickly, whereas Hans is an
ESL student from Germany with a passion for soccer and science. In order to differentiate for
these two students, there are specific steps to be taken.

At the beginning of the lecture, Julia will likely finish the See Think Wonder, before
other students; as such, she may become bored and unengaged, and instead want to socialize
with her friends, which may distract the other students in the room. We will have Hans and Julia
sitting next to each other in a table group. Therefore, once Julia completes her worksheet, she is
able to assist other students in coming up with ideas for the worksheet, specifically Hans. This
would differentiate for Julia’s high level of comprehension as she would be engaged in the
activity once more and have the chance to further her own learning by helping to teach Hans and Commented [MOU27]: Just don’t rely on this too much, as
others. As well, Hans would receive the chance to discuss his thoughts with Julia before writing you would be passing the responsibility for supporting Hans
onto the student.
them on paper. When someone is encouraged to teach another student, their level of knowledge
is demonstrated as it extremely difficult to teach material that you do not understand. In addition, Commented [MOU28]: Good point. You would need to
including many areas for peer and group discussion during the toxic and non-toxic waste lecture provide support to Julia on how to aid Hans though, so she
is not just providing him with the answer.
is one way to help Julia stay active rather than passive in her learning.

For Hans, the specific activities in the lesson will help engage and differentiate for him.
The first form of differentiation that is great for Hans is that this is a science lesson, and he is Commented [MOU29]: Is this a form of differentiation?
very passionate about science. The next form is incorporating images with worksheets and
activities, which includes text and other visual elements. When text is aligned with images it is a
powerful tool for communication, especially communication with an ESL student. Finally, the Commented [MOU30]: Excellent point!
greatest form of differentiation for Hans would be the, bucket activity as it is a hands-on activity
and incorporates group work where he can listen to others and communicate his thoughts before
having to write them. This may help lower his stress and make him more confident in what he
knows. Commented [MOU31]: Good point.

Academic Rationale for Lesson 1:

Overall, this lesson focuses on various modalities and teaching strategies as each student
learns differently. Our mini unit relies heavily on building in students’ understanding of the three
R’s. We wanted to include one of the 3 R’s in each lesson, so that students feel prepared for their
performance task. In this one we focused on the way that humans deal with waste and ways to
reduce waste. In the first activity, students are asked to participate in a See/Think/Wonder about
waste in our world. This activity is personalized and meaningful for the students, as it allows Commented [MOU32]: This is important to enhance the
them to become engaged when making connections between what they see and what they think. relevance of instruction and student engagement.

While this is taking place, the teacher will formatively assess the students to see if they
are participating in the See/Think/Wonder activity. Students who are visual learners, will benefit
from the opportunity to draw on images of toxic waste, which will further help them form
connections to their learning. After that, students will have a group discussion, which will aid
them in scaffolding the knowledge that they have gained. Through group discussion, students
will be able to consider their classmates’ ideas. Commented [MOU33]: This is very useful for Hans as well,
as it will assist his subject specific language development.
Many students are not straight visual learners, so we wanted to incorporate a lecture that
will allow students to truly understand the difference between waste and non-waste, as well,
what toxic waste is. In our lecture, we separated the words “waste” and “toxic” to slowly build
on students’ knowledge before combining the terms. It is important to simplify and break down Commented [MOU34]: That was a great idea to promote
terms to help create a foundational understanding before teaching more difficult concepts, which conceptual clarity.
reduces toxic stress. In the PowerPoint we include differentiation by including synonyms and Commented [MOU35]: This is valuable to promote
visuals aligned with the text on the screen. When text, images, and audio are aligned, student comprehension and also to expand students’ vocabulary.
learning is increased. ESL students, such as Hans, may require a connection between text,
images, and audio so that they can better understand a topic due to the various modalities of
representation.

Lastly, the bucket activity provides various methods of instruction that accommodate
different learning styles. This allows students to experience learning so they can create better
personal connections with the material. In the first part of the activity, students are asked to
kinaesthetically, verbally, and visually sort the materials in their buckets into various waste
categories. This helps create a positive learning environment as students will feel engaged and
will have the opportunity to critically respond to various topics that are presented during the
activity. Students scaffold their group’s information and create connections with themselves,
peers, and the world, which increases motivation. They can take the information learned
throughout the lesson to help determine the types of waste that are in their home. Commented [MOU36]: Excellent justification!
 Recycling and Alternative Methods of Waste Disposal Course
Lesson 2 *Is An All Morning Lesson* Grade 4
~95 Minutes Science

PROGRAM OF STUDY OUTCOMES

 Science GLO 4–5: Recognize that human activity can lead to the production of waste
and identify alternatives for the responsible use and disposal of materials.
o SLO 2: Identify and classify wastes that result from human activity.
o SLO 3: Describe alternative methods of disposal
o SLO 9: Identify ways in which materials can be reused or recycled, including
examples of things that the student has done.
 Social GLO 4.3: Students will demonstrate an understanding and appreciation of how
Alberta has grown and changed culturally, economically and socially since 1905.
o SLO 4.3.1 Appreciate the factors contributing to quality of life in Alberta
 Value and respect their relationships with the environment
 Physical Education GLO C: Students will interact positively with others. Commented [MOU37]: That is quite a long list of outcomes
SLO C4-5: Participate cooperatively in group activities for a short lesson. Will all of these outcomes be the focus of
instruction and assessment in the lesson?

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. List and give examples of wastes that result from human activity and how those wastes Commented [MOU38]: Typically, if you use ‘and’ in your
can be reused and recycled through an online activity and discussion. (Application) objective, it is a sign to split it into two separate objectives.
The first objective relates to listing, the second to explaining
2. Identify different methods of waste disposal through participation in an online activity. how they can be reused and recycled.
(Analysis)
3. Write what they think the impact of waste management in their home has on their
quality of life and why through written reflection. (Creation) Commented [MOU39]: This would be evaluating.
4. Demonstrate cooperation through a small group game and relay activity (Applying) Commented [MOU40]: How will they demonstrate
MATERIALS AND EQUIPMENT cooperation through these activities? What would you need
 Video and online activity (ready to go and projected on screen) to see in order to determine that this objective has been
met?
 Recycling Bin
 Compost Bin
 Garbage Bin
 Waste Items in a box - One Per Student (paper scraps, orange peels, tin cans, plastic
water bottle, granola bar wrapper, etc.)
 Pencil/Pens
 Erasers
 Journals
 Exit slips
 Kids will need to bring their lunches into class at some point
PREPARATION AND LOGISTICAL CONSIDERATIONS
 Set up the video/online activity at the front of the room, and project it on the projector
screen.
 Ensure students have their homework from the previous lesson, if not have them in a
group with students who remembered to bring their worksheet.
  Students should have a basic knowledge about what waste is from the last lesson and
their homework.
 Have the waste items separated into two bins to ensure each group has the same items
to sort.
 Discussion groups should have the same number of students in each one, students
should work with the students at their tables.
 Groups for the Passing the Trash activity need to have equal numbers of students so
that all students get a chance to participate at the front of the line. These groups will be
chosen by labeling students as a ONE or TWO. Check to ensure the space is safe so
you can minimize the risk of injury.
 Email the parents prior to this lesson about ensuring students bring 5 “useless” items
from home. *** Commented [MOU41]: Good forward planning.
PROCEDURE
Introduction: 10 min
To begin the lesson students will remain in their desk groups from the previous class. I will
know I have their attention when their eyes are on me and they are not talking. Commented [MOU42]: Often if there is something
engaging for them to focus on, you will not need to wait for
their attention.
I will ask the students to pull out their homework that was assigned from the previous class. I
will have them discuss in their table groups some of the waste that they found in their homes
and to discuss their ideas on how they will reduce the use of these items. If all students at the
table group have forgotten their homework, they will be asked to move to another table.
During this time, I will walk around to each of the table groups and ensure all students have
something written down on their homework and if they forgot it, I will ask them to write down
their ideas on a separate sheet of paper from their desks.

I will explain to the students prior to the discussion that I will be randomly drawing names for
people to share after the discussion has taken place. Using the popsicle sticks I will choose
random students to share one waste item they found in their home. I will repeat this 5 times.

Once the discussion is complete, I will ask the students “What will happen if we mix all our
waste together?”. I will then wait for students to come up with possible answers. A possible
answer could be that they will all go to the garbage, and I will say yes that is correct they will Commented [MOU43]: I appreciate how you have
all go to the landfill. I will then ask, “Should all things go into a landfill?” I will choose a considered potential answers. This is a good practice to
follow, as it will prepare you for dealing with a variety of
student to answer who has their hand up and is sitting quietly. Then I will ask the students to responses.
take a second to think about this question “What can we do to prevent all types of waste from
going to the landfill?”. - Students would naturally respond we need to decide what goes in and
what doesn’t.

I will then say, “today we are going to find out how we can prevent most waste from going to
the landfill.” This will transition us to our video and the video activities. Commented [MOU44]: You very effectively use questions
Body to orient students to the lesson.
Lunch Kits & I will ask the students to then come to the carpet in front of the Smart board. I
Online will begin the lesson once their eyes are on me and they are sitting quietly. I
Activity will explain that we are going to watch a video about waste:
45 min https://ngss.wonderville.org/asset/waste-avengers Commented [MOU45]: The video requires a membership
to view.
In the video there will be a waste sorting activity that the students will engage
in as an entire class with guidance from myself. This activity requires the
students to sort the materials into paper, plastic, organic, glass, and
aluminum. I will draw random popsicle stick names to see who gets to answer
where they would put specific items.

Before we reach the last item to sort, we will stop the activity so the students
can sort their own lunchbox waste. I will then ask the students to quietly go
get their lunch bags and sit at their desks when I say go. I will explain to them
that they are going to sort their own waste from their lunch kits into the same
categories as the online activity. I will tell them that they will determine what Commented [MOU46]: It is great how you used the online
is paper, what is organic, what is plastic, glass, and aluminum. I will ask activity to introduce the concept and then related the
activity to their lunches to solidify understanding. Good
them to pull out their science journals and write the categories at the top scaffolding!
of the page so that they can list the items below and put the products into
their specific category of waste. (I will collect this as formative
assessment.) I will dismiss the table groups one by one by choosing the
quietest students. I will write these categories on the white board as a
reminder to the students.

Once they have filled out their journals, they will take some time in their table
groups to share with each other some of the waste items they found within
their lunch and how they decided to sort the items. As they are having these
discussions I will walk around and observe the students. I will answer any
questions students may have and help clarify items that they may be confused
about.

After they have completed their discussions in table groups, I will ask the
students to return to the carpet with their notebooks so they can refer to the
types of waste in their lunch throughout the rest of the lesson.

I will then ask, “What did you notice about the types of items in your lunch?”
I will look for answers such as “I had lots of waste,” or “I had little waste,” or
“I had lots of ______.”
I will then ask, “How many of you had paper items?” and I will wait for
students to put up their hands. Then I will say “Hands down” Then I will ask
“How many had plastics?” Then I will say “Hands down” Then I will ask
“How many had organic items” Then I will say “Hands down”. (This is a
type of formative assessment that outlines whether or not students
understood the type of waste in their lunchbox. The teacher receives a
brief survey of the student’s’ knowledge that allows the teacher to gage
whether or not the students understand the many types of wastes.)

Then I will ask students “What can we do to prevent all these waste items
from going to the landfill?” Answers could be “We can throw our plastics
into the blue bin, our compost in the green bin, and our bottles into the bottle
bin”
 As a class we will continue through the online activity. The next section of
the video includes a definition of biodegradation. Which leads into a
biodegradation activity and determining if the waste will compost under
optimal conditions. These conditions include heat, amount of water, and the
number of decomposers.

Before beginning the activity, we will review and discuss what

biodegradation is. I will tell the students that if a waste is biodegradable it
means that the waste product has the ability to naturally break down. I will
explain that it is nature's natural way of recycling and breaking down waste. Commented [MOU47]: That is a good way to describe it to
enhance comprehension.
I will then ask the students “What will happen if we continue to put
everything in the garbage” The answer I would like students to come up with
is that it will go to the landfill or that garbage will keep building up.

I will then ask, “Should we just keep putting stuff in the landfills” “What will
happen if we keep using all of the space in our community for garbage?” I
will give the students a minute or two to think and come up with a possible
answer with a partner or small group of 3. Commented [MOU48]: It would be useful to find out how
I will then explain that as humans we produce so much waste that much garbage our community produces and plot out how
much land would be required for it each year. This would
biodegradation cannot keep up and therefore landfills fill up more space and give students more of a visual understanding about the
pollute the air, water and soil. I will also remind them that there are other significance of garbage.
wastes that are not biodegradable.

Through the online activity the class will learn whether each item (paper,
plastic and compost) needs heat, decomposers, and water to successfully
decompose. After they discover this information they will learn through trial
and error how long each item takes to breakdown under optimal conditions. Commented [MOU49]: This is valuable!

The students will then place the waste in a reduce, reuse or recycle bin to see
what the item could be recycled into, they will learn how they can reuse the
item, and how they can reduce the use of that waste. We will then discuss
these options in more detail and I will ask students to give examples of ways
they have reduced and reused specific items. They will repeat these steps for
all the items. Once completed the students are encouraged to find different
methods of waste disposal and to reduce, reuse and recycle! Commented [MOU50]: What information will they use to
make this determination?
I will then tell the students we are going to play a game to test their
knowledge on the types of waste that we had discussed throughout the
activity

Passing the I will tell the students the name of the game is “Passing the Trash” I will first
Trash explain the game by telling them we are going to be divided into two groups.
15 min The groups will arrange themselves into a line with a garbage can, recycling
bin, and compost bin at the end. The team members will then have to pass the
item from one end of the line to the other. I will explain to the students that
there are enough items for each student to sort 1 item.

They will do this by passing the item under their legs, over their head, or
around their back. They will not be able to pass the item to the next person
the same way that they got passed the item. (Example would be if Jimmy Commented [MOU51]: Good activity to promote physical
passes it to Sally under his legs, Sally will not be able to pass the item to literacy.
Johnny under her legs. She will either have to pass the item over her head or
around her back.)

Once the item has reached the end of the line, they must determine which bin
the item will go in. Once that item is placed in the bin that student will then
go to the other end of the line to grab the next item that will need to be
passed. That student will stay at that end of the line so each student has the
opportunity to determine which bin an item will go in. This process of
passing and moving to the end of the line at the end of the student’s turn
needs to be repeated for every item, until all the items have been correctly
placed in the bins. The team which places their items in correctly and is the Commented [MOU52]: How will it be determined if an
fastest will win. item has been properly placed or not?

Once I have explained all the rules, I will divide the class into two groups by
numbering them off group 1 or group 2. I will grab the bins from in front of
my desk and ask 3 students, using popsicle sticks, from each group to place
them at the front of their line. I will then ask the students to form the line
facing away from the bins. Once the three bins are set up and I have placed
the box of items at the other end of the line I will tell the students I will count
down from 3 and then say go for the game to commence. As the students are
completing the game, I will observe which students may struggle with sorting
or which items may cause the most confusion so that I can clarify at a later Commented [MOU53]: Excellent formative assessment!
point.

Once the groups sort their items, I will check their bins to see who correctly
sorted the most items and who did it in the fastest time if both groups sorted
all items correctly.

Once the activity is complete, I will tell the students to go sit and place their
heads on their desks and then ask them to do a fist to five on how they feel
they are able to determine which item should be disposed where. (This is a Commented [MOU54]: Good strategy to ascertain their
formative assessment as the teacher receives a brief but detailed self-assessment of content knowledge.
description on whether or not students understand the best way to
recycle their wastes. Due to students’ heads being faced down, the
teacher receives a more accurate description of students’ knowledge as
they are not relying on their peer’s response) I will tell them a 5 is they can
do it with no help, and a fist would be they cannot sort the items at all. Once I
have scanned the room to see how the students are feeling I will ask them to
bring their attention to the front of the room where I will be standing.
Discussion
15 min I will then ask the students to discuss in their table groups “What could
happen if we continue to build up waste in our communities?”. I will tell the
students they have 3 minutes to discuss. After 3 minutes I will ask the
students for their attention up at the front and I will ask each table group to
provide us with a summary of their discussion.

While they are summarizing their discussion, I will write some of their ideas
on the white board. The hope is that the students will discuss the relationship
that waste has with our environment and how we need to take action to
reduce waste which will lead us to a written reflection.

I will tell the students, and write it on the whiteboard, the question they will
be reflecting on is “How does managing your waste at home impact the
quality of life for you, your family, and your neighbours?” I will tell the Commented [MOU55]: Very interesting prompt! This
students that Quality of Life is how good or bad you consider your life to be. would promote deeper level thinking about the topic.
Things that can affect the quality of life are physical health, education,
money, safety, and the environment.

I will then tell the students to pull out their journals so they can begin
reflecting on this question. I will ask the students to write a paragraph and
remind them a paragraph is a minimum of 5 sentences. (Differentiation for
Hans - get him to write 3 sentences)

Conclusion: 10 min
I will tell the students that for the next day they should bring 5 “useless” items from their
house. I will email the parents prior to class to ensure that they are aware of this activity and
can help their child collect these materials. I will get the students to write this note in their
agenda. I will then hand out an exit slip that asks them to list the three methods of waste
disposal (compost, recycling, and landfill/garbage). The exit slip will ask them to identify two
to three waste items that they found in their lunch, and then they need to explain which of the
three methods of disposal they would use to effectively dispose of the items. The students will Commented [MOU56]: It is good how you have linked the
hand in their exit slip when they are done and they can go get ready for recess. exit slip to their actual lunches. The added relevance will
enhance learning.

Assessment
Formative Assessment:
 I will listen and observe the students’ discussions at the beginning of class to see what
they come up with for different types of wastes in their homes and help the groups who
may be struggling or who were unable to complete the assignment. Commented [MOU57]: Connect your assessments to the
 I will observe and listen to the discussions during the online activity to see which lesson objectives, as this will help to ensure there is
coherence between the goals, instruction and assessment in
students are actively participating and engaged and also recognize which students may the lesson.
be struggling.
 I will observe the students’ cooperation during the Passing the Trash activity. I will
also formatively assess their knowledge by observing whether each student puts the
waste in the correct bin.
  I will use the fist to 5 method to evaluate whether or not the students feel confident in
sorting through different waste materials and if they feel confident in determining
which method of disposal to choose.
 I will collect their written reflection to evaluate their understanding of the implications
of waste management and to determine if they are able to make the connections
between their quality of life and waste management.
 I will collect the students’ exit slips to formatively assess their understanding of the
waste disposal methods and what items go with each different disposal method.

Differentiation:

At the beginning of the lecture Julia will be engaged in the group discussion as she enjoys
working with her classmates, but she will likely finish the lunch kit sorting activity worksheet
before others. As such, she may become bored and unengaged, and instead want to socialize with
her friends, which will distract the other students in the room. One of the ways to continue to
help engage Julia would be to encourage her to help Hans, as he may struggle to comprehend the
activity due to his language limitations. This would differentiate for Julia’s high level of
comprehension as she would be engaged in the activity once more and have the chance to further
her own learning by helping to teach Hans. When someone is encouraged to teach another Commented [MOU58]: It is okay to use this sometimes,
student, their level of knowledge is demonstrated as it is difficult to teach material that you do but if it becomes the norm, you are basically passing the
responsibility for supporting Hans onto Julia. How can you
not understand. In addition, including many areas for peer and group discussion is one way to challenge Julia to stretch her learning?
help Julia stay active rather than passive in her learning. As well, Hans would have the
opportunity to discuss his thoughts with Julia before writing them on paper.

For Hans, the specific activities in the lesson will help engage and differentiate for him.
The first form of differentiation that is great for Hans is that this is a science lesson, and he is Commented [MOU59]: This isn’t a form of differentiation.
very passionate about science. The next form is incorporating a video, which includes text and
visual elements. When text is aligned with images it is a powerful tool for communication,
especially communication with an ESL student. Finally, the greatest form of differentiation for
Hans would be the, “Passing the trash” game, since he would be able to use his love of soccer to
pass the waste to the next person. This teaches him what he may have missed in the video and
will help him gain more comprehension of the ideas presented throughout the lecture. Although,
Hans may struggle with representing the level of difficulty associated with communicating his
thoughts verbally, giving him a chance for peer discussion before participating in group
discussion will help him to practice his language skills when he discusses his thoughts with his Commented [MOU60]: Good point. When he is allowed to
peers. Allowing Hans to practice what he is going to say before he has to write it down or is engage in a repetitive manner exploring a topic, it will help
to enhance his accuracy and fluency of expression.
chosen randomly to share with the class, may lower his stress and make him more confident in
what he knows.

For Hans, we also chose to reduce the number of sentences that he is required to write for
his reflection and we also reduced some of the information required for the exit slip to make it
shorter and less overwhelming. Commented [MOU61]: Good accommodations.

Academic Rationale for Lesson 2:

 After a brief lesson on waste and reducing, we want to scaffold students’ previous
knowledge and introduce them to the concept of recycling. In our second lesson, we want to
focus on creating a classroom environment that allows all students to feel safe and secure in their
learning. One of the ways to ensure a safe and caring classroom environment is to consider the
students’ comfort level when partaking in a discussion. When the students participate in a Commented [MOU62]: This depends how it is structured.
discussion it can increase their confidence level as they are able to share their ideas in a safe
environment where they are listened to and respected by their peers. Another way that this lesson
showcases a safe and caring learning environment, is that students interact safely with Commented [MOU63]: How would one interact unsafely
technology, as they are guided by the teacher. This video is a resource that the teacher has vetted with technology?
before it is introduced to the students, who will engage with it. The teacher is demonstrating a Commented [MOU64]: Explain how. More specific details
professional body of knowledge within their lesson, which helps actively involve and engage the are needed.
students in learning that is purposeful and meaningful.

With a focus on a safe and positive learning environment, we wanted to chunk the
material to ensure that the learning is manageable and not overwhelming for students. As well as, Commented [MOU65]: Excellent!
it provides a small brain break for children who struggle to sit for long periods of time. Firstly,
we want to students to learn about how to recycle through the use of videos and the lunchbox
activity. These activities encompass a variety of learning styles, while still allowing learning to
be personal, because students apply their knowledge so that they are able to sort the waste in
their lunches. Once students have completed this activity, we want to formatively assess the
students’ knowledge to understand if we could progress in our lesson and determine who would
require further instruction. Secondly, we have students return to the carpet to have another
discussion. Similar to the discussions in lesson one, students understand that this is a space
where they can safely share their ideas, as our classroom is a space where we respect and listen
to each other.

One of the greatest ways to increase student involvement and engagement is to provide
activities (games) that require the students to draw on their previous knowledge, but they do not
feel that they are learning. This is done when students are drawn into the game and learning Commented [MOU66]: This enhances engagement
becomes fun. In this activity we ask students to sort items into organics (can be decomposed), considerably.
recycling, or landfill. As well, it encompasses the Physical Education POS by allowing students
to be active and pass the trash differently than the person in front of them. By getting the
students up and moving, it helps keep them engaged.

Overall, in this lesson we focused on creating a safe and positive environment by

ensuring that learning creates a personal connection and is fun. It asks students to form
connections with science in a way that does not feel like learning, which is ultimately the best
kind of learning. Students will be actively engaged in the lesson and will have higher retention of
this topic.
 Lesson Three

Teacher: Kelsey Shoults, Schyler Tams, & Elizabeth Date: November 5, 2019
Class: Grade 4 Science
Unit: Waste in Our World

Reusing to Reduce

Description:
Student Information:
Previous Knowledge:
 In the previous lectures’ students will be introduced to the topics of reducing and
recycling. Therefore, they may be able to connect with ideas presented in this
lesson.
 In previous lectures, students were introduced to the topic of addition and
subtraction of decimals

Summary Overview:
In this lesson students will learn how to define and put the 3 R’s (Reduce, Reuse, Recycle)
together through a video and discussion. Next, students will work in groups to discover different
ways to reuse, reduce, and recycle household waste items that are often seen as useless. Then,
students will learn about how there are different types of packaging when you go to the grocery
store. During this activity, they will use their math skills to stay within a budget, so they can
“buy” groceries for a minimal waste meal. Commented [MOU67]: This sounds like an engaging
lesson.
Objectives:
Curriculum Objectives:
General Outcomes:

 Science GLO’s:
o GLO 4–5: Recognize that human activity can lead to the
production of waste and identify alternatives for the responsible
use and disposal of materials.
 Math GLO: Gr.4 Math Number
o Develop number sense.

Specific Outcomes:
 Science SLO’s:
o SLO 8: Identify alternative materials and processes that may
decrease the amount of waste produced; e.g., reducing wastage of
food, using both sides of a sheet of paper.
o SLO 9: Identify ways in which materials can be reused or recycled,
including examples of things that the student has done.
 Math SLO:
o SLO Math Gr. 4. 11 Demonstrate an understanding of addition and
subtraction of decimals (limited to hundredths) by: using mental
math strategies to solve problems. [ME, PS, R]
 Lesson Objectives:
 By the end of the lesson, students will be able to…
1. LThink of and list ways to reuse, reduce and recycle household items that
are considered to be “unusable”. (Knowledge and Application)
2. Create a waste free or minimal waste grocery list from preselected recipes
by considering alternative packaging options that will reduce waste. Commented [MOU68]: Very meaningful, worthwhile
(Synthesis) objective.
3. Demonstrate how to add and subtract decimals by staying within the
grocery budget. (Application) Commented [MOU69]: Well developed SMART objectives!

Inclusion:
Whole Class x LEARNING STYLES
Groups x Visual x
Pairs  Auditory x
Individuals  Kinaesthetic x

Adaptations:

Materials/Resources:
 Pre-made bags of reusable items by the teachers’ desk
 Large sheets of paper with recipes on it
 “Our Grocery Store” SMART notebook page pulled up before class
 Students will need pencils or pens
 White board markers/white board
 SMART board/SMART notebook pulled up before class
 Video pulled up on SMART board before class
 Prompt written up before class

Instructions/Procedures: All Morning Lesson: ~80 Minutes

Introduction Time
I will ask the students to come join me at the carpet. I will begin the lesson once I
know I have the student’s’ attention. I will know this when their eyes are on me and
they are silent.

I will ask the students to put their hands up if they can tell me what we were talking
about last class. I will wait for answers such as we learned 3 different ways to 15
dispose of waste items, as well as, we learned some ways to help recycle and Minutes
reduce waste.

Once we have come up with those answers I will say yes. Those are words that
belong to the “3 R’s”. I will ask students if they can list the 3 R’s that I am referring
to. I hope that students will pull some of their knowledge from the previous lessons
to come up with reducing, reusing, and recycling. Once we have come up with
those three answers, I will have video pulled up on the smart board to help us
review those terms. Video: https://www.youtube.com/watch?v=OasbYWF4_S8 Commented [MOU70]: Well-selected video!

Once the video is complete, I will grab a whiteboard marker and ask my students to
help me remember the 3 R’s and I will write them on the whiteboard. I will use the
popsicle sticks to get students to answer. Once we have the three answers, I will
explain to the students that we will all be repeating the 3 R’s together. I will say
when I point at the word, they will quietly whisper the word. I will then point at
Reduce, and they will quietly whisper back “Reduce” and I will repeat this for
reuse and recycle.

I will then ask the students to put their hands up if they can help us define what
reducing is. I will get the students to define it in their own words and I will write
their ideas on SMART Notebook. I will look for them to answer only buying what
you need. Use less of everything such as water, plastic, paper, etc.

I will then ask the students to put their hands up if they can help us define what
reusing is. I will get the students to define it in their own words and I will write
their ideas on SMART Notebook. I will look for them to answer using items again
especially ones that are not disposable.

I will then ask the students to put their hands up if they can help us define what
recycling is. I will get the students to define it in their own words and I will write
their ideas on SMART Notebook. I will look for them to answer to take a used item
so the materials that were used to make it can be reused.

I will then remind the students of our two previous lessons. I will remind them that
we have previously talked about how to reduce materials and how to recycle and
dispose of other materials but that there is one “R” that we are missing. I will ask
the students to take a second to think about the “R” we are missing. I will then say I
will count to three and on three I want all the students to quietly whisper the R we
are missing. Students will answer “Reuse”. Commented [MOU71]: The structured guidance here is
excellent!
I will then ask the students to put their hands up if after watching the video, if they
can think of why I would ask them to bring 5 “useless” items from home?
I will listen to see if they answer with “to find ways to be able to reuse the items” or
“To reuse the items for an activity”.

Body Time
Sorting Once they have come up with an answer similar to that I will pull out
Activity the brown bags of items from behind my chair.
20
I will then tell the students that we are going to get into groups of 4 minutes
(from their table groups) and that each group is going to receive 3
bags of items. Each bag has 5 items in it. The goal of this activity is
going to be to come up with ways to reuse at least 10 of the 15 items.
They will also find ways to reduce and recycle the item. I will say
that they will be recording their item on a worksheet provided as well
as a description section for how they can reuse, reduce and recycle
(or dispose of) of this item.

On the white board there will be a prompt for them to write about:
 Rethink how you could reuse, reduce and recycle this item Commented [MOU72]: Interesting activity to promote
I will tell the students I want them to be creative with their uses. creative thinking.
Once I have explained everything, I will ask the students to go sit
back at their table groups and I will walk around and give each group
3 bags of items and 4 worksheets.

Once the students have completed the activity, I will ask them in
their groups to share one item that they found a way to reuse, reduce,
and recycle. I will start with the table group at the back. I will then
collect their worksheets as a form of formative assessment.

Then, I will ask the students to cover their eyes to do a thumbs up,
thumbs to the side and thumbs down to see how they feel they can
find ways to reduce, reuse and recycle items. I will say that they
should put thumbs up if they feel confident, they can find ways to
reduce reuse or recycle items. Thumbs to the side if they feel like
they could do it with help or thumbs down if they feel like they will
have a hard time even with help. If there are students with their
thumbs down or thumbs to the side, I will follow up with them
during the next activity (This a form of assessment as students are
self-assessing themselves and the teacher receives a brief
summarization of the students’ knowledge.) Commented [MOU73]: Good approach. This can be
valuable to know who requires additional assistance. You
will just need to be cognizant of those students who are
I will then ask the students to think back to the video and ask them hesitant to admit they do not understand.
how can we try to reduce our own waste? They should come up with
answers such as “when we go to the grocery store to use less plastic
and bring our own bags.”
 I will then say yes, the video discussed how we can reduce waste
when we go to the grocery store by bringing our own bags. I will
Grocery then say what about when we are picking out items from the grocery
Activity store what should we keep in mind? I will wait for them to answer
things such as, “we should consider if we actually need the item,” or
“what the packaging is and if it is recyclable and reusable.” As well
as, not buying too much so we don't waste it. I will then tell them that
is correct! I will ask them to put their hands up if they think they
would be able to go to the grocery store and pick out items that are
reusable and recyclable. Most of the students should put their hands
up.

I will then ask them what kinds of packaging we should look for
when we go to the grocery store. They should reply with answers
such as, “items that have less packaging, or have less plastic.” Things Commented [MOU74]: This is a very valuable lesson for
that can be recycled like paper, glass, or aluminum or things that do students.
not have packaging (like fruits and vegetables).

I will then tell them all those answers are great and that I think we
should try this out and “Go” to the grocery store to try to pick out
items that have less packaging or items that can be reused or
recycled.
40
I will then tell the students that conveniently we have a grocery store
minutes
in our classroom and I will pull up the SMART Notebook page that
has our grocery store on it.

Then, I will tell the students that their table groups are going to have
a budget of $30.00 to use to try to create a minimal waste grocery list
using the recipes that are provided. The recipes will be on the large
sheets of paper that students are also using to do their calculations
and lists on. I will explain that a budget is something that helps us Commented [MOU75]: Very well-structured activity.
decide how we are going to spend our money and help so that we are
not spending too much money. I will ask the students to think back to
our discussion about the class where we learned how to subtract and
add decimals. I will then pull up equations from a SMART Notebook
page. I will do the first equation. I will walk the students through the
equation and how I do it. I will then ask the students to help me
complete the next equation. I will then ask a student who feels
confident to come up and complete the next equation on the SMART
Notebook page, and I will ask them to talk the class through how
they solve it. I will then say this is exactly what we are going to do
with our budget. Commented [MOU76]: Good job reviewing requisite skills.

I will take our budget of $30.00 and pick two items that I will add to
my grocery list. For example, I will choose a tomato because it
 doesn’t have any packaging and I can create my own pasta sauce. I
will take the $30.00 total budget and subtract the price of the tomato.
I will then tell the students that each table group will receive one
large sheet of paper to create their grocery list and create another
grocery list to show their addition and subtraction on. (I will
encourage the students to use both sides of the paper, so that they do
not waste.) I will have a pre-written example of the grocery list on a
sheet of paper behind me. It will show the grocery items on one side
with the prices right beside the item. I will remind them they must try
to create a minimal waste grocery list and “buy” the items that will
create the least waste and that can be reused or recycled.

I will then get the students to do a thumbs up, thumbs to the side, and
thumbs down if they understand what they are supposed to do. If any
students are thumbs to the side or thumbs down, I will ask if they
have any questions and if they have more in-depth questions, I will
address them once the other students get started. (Formative
assessment that addresses the students' understanding of their
math, as well as their ability to connect to reduce, reuse, and
recycling of wastes.)

As students are working, I will walk around to observe and listen to

their discussions and observe which students may be struggling or
needing more assistance. I will also make sure all students are
participating.

Once the students have completed their grocery lists, I will take their
sheets in as a form of formative assessment to assess their math and
as a way to see how they can find minimal waste. Commented [MOU77]: Effective assessment of lesson
objectives.
Notes:

Conclusion Time
I will ask the students to then join me at the carpet to discuss the activity.
I will ask the students what kind of packaging they chose to help reduce waste. Commented [MOU78]: You want to follow up on the
5 question to reinforce key concepts. This can be done by
They should answer things such as no packaging, or materials that they know can
minutes asking probing questions or follow-up questions and by
be recycled such as paper. paraphrasing responses.

Assessment:
 I will listen and observe the students that are able to contribute to our class discussion
during the 3 R’s discussion. It will help me understand if they are able to come up with
 definitions for the 3 R’s. This will also help me discover which students may need more
support.
 I will ask the students to do a thumbs up, thumbs to the side and thumbs down to see how
they feel they can find ways to reduce, reuse and recycle items. This will be their self-
assessment.
 I will collect their worksheets from the “Useless” item activity as a form of formative
assessment to see if they can come up with ways to reuse, reduce, and recycle items.
 I will observe and listen to the students during the math portion of our lesson to see
which students are able to solve the problem and to see those who may need more
support. I will then take this information and ensure I support the students who are
struggling during the activity.
 I will collect their large sheets of paper from our minimal waste activity to assess their
understanding of adding and subtracting decimals. Commented [MOU79]: Link the assessment to your
objectives so that you know what evidence will
demonstrate if you have achieved your goals or not.

Differentiation:

At the beginning of the lecture Julia will be engaged in the group discussion as she enjoys
working with her classmates, and she will enjoy the group discussion about the ways to reduce,
reuse, and recycle waste. Julia comprehends complex material quickly and as such she may
successfully complete her grocery list before others. As such, she may become bored and
unengaged, and instead want to socialize with her friends, which will distract the other students
in the room. One of the ways to continue to help engage Julia would be to encourage her to help
Hans and other students. Hans may struggle to comprehend the activity due to his language
limitations. Adapting a real-world scenario may challenge Julia’s learning, and encourage her to
think critically, in order to create connections. This would differentiate for Julia’s high level of
comprehension as she would be engaged in the activity once more and have the chance to further
her own learning by helping to teach Hans. The importance of having Hans complete the
assignments is that he feels a sense of accomplishment at completing an assignment. As well, it
helps him learn English. When someone is encouraged to teach another student, their level of Commented [MOU80]: What supports could you build into
knowledge is demonstrated as it is difficult to teach material that you do not understand. In the lesson to facilitate linguistic growth?
addition, including many areas for peer and group discussion is one way to help Julia stay active
rather than passive in her learning. As well, Hans would have the opportunity to discuss his
thoughts with Julia before writing them on paper. Commented [MOU81]: Consider alterations in the process,
content or product to push Julia to more sophisticated
For Hans, the specific activities in the lesson will help engage and differentiate for him. understanding about the topic.
The first form of differentiation that is great for Hans is that this is a science lesson, and he is
very passionate about science. The next form is incorporating a video, which includes text and
visual elements. When text is aligned with images it is a powerful tool for communication,
especially communication with an ESL student. Finally, the greatest form of differentiation for
Hans would be the grocery store activity by incorporating a German recipe that may be familiar Commented [MOU82]: Good idea. This would help with
to him (such as schnitzel), as it will help to remind him of what was his culture, as well he might representation and also create a cross-cultural
environment.
cook it at home which will help him feel more personally connected with his learning. For Hans,
we would also choose to lower the amount of ingredients in his recipe to ensure that it is not
over-complicated that may cause toxic stress. Allowing, Hans to practice what he is going to say
before he has to write it down or is chosen randomly to share with the class, may lower his stress
and make him more confident in what he knows.

Overall, in order to differentiate for Hans and Julia, there are specific steps to ensure that
everyone learns. As such, allowing Julia to interact with her friends and Hans, gives her the
opportunity to continue to be active in her learning, instead of being passive. For Hans, allowing
him to complete the activities helps him grow in his English knowledge and even though he may
not be able to complete every aspect now successfully, may by the end of the year he can.
Although, Hans needs the chance to practice his skills.

Academic Rationale for Lesson 3:

In our third lesson we wanted to build on the students’ knowledge of reducing and
recycling by introducing the third R which was reusing. We also wanted to include addition and
subtraction of decimals to ensure that students feel confident in completing the math portion later
in their performance task. Without confidence, students often second guess themselves and
wonder if their work is correct. When we help build students’ confidence it helps them to
succeed emotionally, physically, mentally, and socially. Therefore, in the third lesson we focused Commented [MOU83]: Good point! You should always
on the importance of classroom management towards student learning and fostering an effective ensure students have developed the skills necessary for
participating in any activity.
learning environment that helps build student confidence.

At the beginning of the lesson, students are once again asked to return to the carpet for a group
discussion. By asking only the students who feel confident in defining a term, we give students
who feel less confident the opportunity to listen quietly to their peers so they have greater
exposure to the information and are more confident in their understanding of the material. If the
student cannot respond immediately, the teacher will give time for them to formulate an answer,
which will help to alleviate toxic stress. Although, one of the forms of classroom management
the lesson provides is the importance of letting one student speak and the others listen quietly.
Students must wait their turn to respond, which is extremely necessary in establishing a safe
learning environment because it shows every student that their response has value. The teacher
shows that they care what students have to say by giving the students the opportunity to speak
freely and share their ideas. In essence, we want to promote a growth mindset, by allowing every
student to have the opportunity to speak when they are confident. By giving every student
attention it helps engage them and boosts their confidence, which they can carry forward into
other assignments, such as the grocery store activity. Commented [MOU84]: Excellent consideration of how to
create a safe, caring learning environment.
Many students mention that they do not like math, this is because they lack confidence
when it comes to math skills. One way to boost students’ confidence before they complete the
assignment, is by showcasing strategies and effective problem-solving techniques.

In this lesson, we focused heavily on classroom management techniques, such as making

students into small groups to ensure organization in the classroom, so that chaos does not ensue.
By explaining the transitions to the students, it helps create more flow in the lesson, which helps
lessen the possibility of poor behavior since the students are actively engaged throughout the
lesson.

As well, the teacher is able to feel a greater sense of accomplishment and pride in her
students when they successfully complete the activities. This helps build the teacher’s confidence
and encourages the teacher to take risks, which is important in promoting more challenging
learning for the students and creates a positive learning environment for all learners.
Performance Assessment Task
 Don’t be a Punk, Recycle your Junk!
Our school needs your help! You and two other classmates have been given the
task of coming up with a plan to reduce, reuse, and recycle in our school. To do
this you need to create a physical representation of your plan (poster, video, etc.)
that will help you convince your classmates that your plan is the best. Within
your group’s physical representation, you need to show that you used at least
three of the research resources that have been provided (you can use more!). You
must talk about within your plan:

 A type of waste in the school

 How to dispose of the waste
 How can you reduce, reuse, or recycle it?
 Explain the actions your group will take to encourage less waste in our
school

You have been given a budget of $500.00 to put this plan into action. You do not
have to use all of the money in your budget, but you will need to use some of it
for your plan. You must include your budget in your physical representation this
means that you must show where the money is going through addition and
subtraction. You need to show the final amount of the budget that you used in
your plan.
 Performance Task Rubric- Waste and Our World

Criteria Exemplary (4) Accomplished (3) Developing (2) Beginning (1)

Planning Three or more Two research One research Zero research
 3 Research research resources used. resource used. resources used.
Resources Used resources used. Students’ Students’ Students’
 Type of Waste Students’ description of description of description of
Described description of waste item is waste item is waste item lacks
 Disposal Method waste item is effective and reasonable, but information and is
Described clear and clear. slightly unclear. confusing.
detailed. Students’ Students’ Students’
Students’ description of the description of the description of the
description of the matching disposal matching disposal matching disposal
matching disposal method is method is method lacks
method is clear effective and reasonable, but information and is
and detailed. clear. slightly unclear. confusing.
Physical
Representation Actions taken are
Actions taken are Actions taken are Actions taken are
 Actions Taken achievable.
realistic. imaginable. impractical.
 3 R’s Two of the 3 R’s
Three of the 3 R’s One of the 3 R’s None of the 3 R’s
Represented are represented.
are represented. are represented. are represented.
 Visual Visual
Visual Visual Visual
Representatio Representation is
Representation is Representation is Representation is
n tidy and
organized and simple and disorganized and
(PowerPoint, arguments are
arguments are arguments are arguments are
video, poster, somewhat
very convincing. limited. nonexistent.
etc.) and convincing.
arguments
Math Skills Students show a Students show
 Evidence of Students show limited Students show
mostly complete
Work complete understanding of little to no
understanding of
 Correct understanding of understanding of
addition and addition and
Addition and addition and addition and
subtraction of subtraction of
Subtraction subtraction of subtraction of
decimals and decimals with
of Decimals decimals through decimals and little
show most of limited work
fully shown work. work shown.
their work. shown.
Answers are all Answers are not
Answers are Answers are rarely
correct. correct.
mostly correct. correct.
Group Work Students were Students did not
Students were Students struggled
 Student able to work work cooperatively
able to work to work
cooperation somewhat in a group and one
cooperatively in a cooperatively in a
in a group cooperatively in a member
group and all group and few
group and most completed the
members members
members assignment on
contributed. contributed.
contributed. their own.
Comments:

___/16
Academic Rationale:

In our performance task we have created an analytical rubric that allows the students to
demonstrate their knowledge of reducing, reusing, and recycling waste by creating an initiative
for the betterment of our school. Julia is a bright student who comprehends complex concepts
quickly and is always finished early. Julia enjoys school and will appreciate the research aspects
involved as she is able to critically grow in her knowledge of reducing waste. While being very
studious, she is also very sociable and enjoys interacting with her friends. Allowing Julia to
create a research project while working with Hans and a group of (3-4) students. She will feel
engaged because she is able to discuss with her peers their initiative to help our school be a better
success in the future. On the other hand, Hans is an ESL student who has recently arrived in
Canada with his family. One of the aspects he may struggle with this performance task is the
various challenges associated with literacy reading comprehension. That said, he might be
engaged as he loves science and the students could create a park initiative where they could play
soccer. In addition, putting Hans with Julia will allow him to critically discuss his thoughts with
his group mates before being asked to complete his academic justification of their initiative.
After consideration of this performance assessment task, it is important to remember that Hans
should complete the performance assessment task but his level of grading might be lower and
understanding that is okay. Throughout, the year maybe he has improved and can know do it
with less assistance. It is important that ESL students still receive the opportunity to practice
English, in order to improve.

In our rubric we wanted to ensure that it has high validity and high reliability for our
students was strategically met. One of the first ways to include reliability is to include bolded
terms with language that is at the student’s reading and writing level. This removes the chance
that a student may run into a systematic error due to ensuring that it was not built unintentionally
into the assessment. As for validity, we wanted to ensure that the rubric was created in a way in
that it linked directly to the curriculum by starting with the outcomes, and then progressing to the
performance task. Therefore, this assessment has high construct validity due to the direct links to
the curriculum. Another type of validity that we have in our rubric is content validity by ensuring
that there is a balance between all the outcomes. We achieved this by assessing a range of
mathematics, science and English. Each outcome is adequality represented and one does not over
power another one. One of the greatest aspects of our rubric is the ability to incorporate variety
and choice as every student has a different way of learning. Then students can work on their
specific skills and grow in the various knowledge of the topics
 4 3 2 1 Insufficient /
Level Blank
Excellent Proficient Adequate Limited
Criteria
Outcome 2 Demonstrates Demonstrates Demonstrates Demonstrates
Use provincially precise alignment of effective alignment feasible alignment of confusing alignment
mandated curriculum stated purpose, of stated purpose, stated purpose, of stated purpose,
to inform and direct outcomes, activities, outcomes, activities, outcomes, activities, outcomes, activities,
planning and
instruction (TQS #3)
and assessment and assessment and assessment and assessment
evidence (x2) evidence (x2) evidence (x2) evidence (x2)

Outcome 3 Develops insightful Develops reasonable Develops simplistic Develops ineffective

Plan lessons to learning learning learning learning
engage learners in opportunities that opportunities that opportunities that opportunities that
meaningful enhance meaningful support meaningful partially support interfere with
educational engagement (x2) engagement (x2) meaningful meaningful
experiences (TQS #3 engagement (x2) engagement (x2)
& #4)
Outcome 4 Lesson plan series is Lesson plan series is Lesson plan series is Lesson plan series is
Students will skillfully designed to effectively designed somewhat inappropriately No score is
organize lessons into scaffold student to scaffold student appropriately designed to scaffold awarded
a logical sequence learning learning designed to scaffold student learning because there is
or series (TQS #3) student learning
insufficient
evidence of
Outcome 5 Instructional Instructional Instructional Instructional student
Apply a variety of strategies have been strategies have been strategies have been strategies have been performance
instructional strategies skillfully utilized to effectively utilized to simplistically utilized poorly utilized to
to effectively address based on the
differentiate differentiate to differentiate differentiate
desired learning
learning learning learning learning requirements of
outcomes, subject
matter, varied learning
the assessment
styles, and individual task
needs (TQS #3 & #4)

Outcome 7 Justification Justification Justification Justification

Students will demonstrates demonstrates demonstrates demonstrates
describe sophisticated perceptive insights superficial insights irrelevant insights
components of a insights related to related to planning related to planning related to planning
positive classroom, planning and and intended and intended and intended
articulating ways intended student student learning student learning student learning
this learning learning (x2) (x2) (x2)
environment is (x2)
established and
maintained (TQS #1) Reflection on Reflection on Reflection on Reflection on
Outcome 8 planning decisions planning decisions planning decisions planning decisions
Critically reflect demonstrates an demonstrates a demonstrates a demonstrates
upon pedagogy to insightful focus on strategic focus on narrow focus on limited focus on
identify variables establishing and establishing and establishing and establishing and
affecting maintaining a maintaining a maintaining a maintaining a
educational positive learning positive learning positive learning positive learning
episodes and refine environment environment environment environment
one’s practice (TQS (x2) (x2) (x2) (x2)
#2, #3, #4)
 Level 5 4 3 2 1 Insufficient
Accomplished Proficient Adequate Limited Incoherent
Criteria
Outcome 2
Use provincially Cross-curricular Cross-curricular Cross-curricular Cross-curricular
mandated content has been Cross-curricular content has
content has content has
curriculum to skillfully content has been
inform and direct been been
integrated in the been logically simplistically
planning and systematically haphazardly No score is
mini unit integrated in the integrated in the
instruction (TQS integrated in the integrated in the awarded
mini unit mini unit
#3) mini unit mini unit because there is
insufficient
evidence of
Outcome 5 student
Apply a variety of Questioning performance
Questioning Questioning Questioning based on the
instructional strategies have Questioning
strategies to strategies have strategies have strategies have requirements of
been applied in a strategies have
effectively address been applied in a been applied in a been applied in the assessment
sophisticated been applied in a
desired learning perceptive superficial an irrelevant task.
manner to basic manner to
outcomes, subject manner to manner to manner to
matter, varied support learning support learning
support learning support learning support learning
learning styles, and
individual needs
(TQS #3 & #4)

Total: 49/50

Excellent Work Schyler, Kelsey, and Elizabeth!!