STEM 434/534 Lesson Planning Template Spring 2021

Name: Kayla Fredette Grade: Kindergarten Topic: Earth Resources Time Allotment: 3 Days
Brief Lesson Description:
Students will participate in multiple activities that will prepare them for how to sort recyclables correctly, as well as teach them skills on how to
take care of their community and planet.
Specific Learning Outcomes:
 Things that people do to live comfortably can affect the world around them. People can make choices to reduce their impacts on
the land, water, air, and other living things through recycling and reusing (K.11 c).
 explain why recycling and reusing resources is good for the community (K.11 c)

 Recycling, reusing, and conserving helps preserve resources for future use.
 name ways to conserve water and energy.
 describe how to properly dispose of a given material — paper, oil, aluminum, glass, and plastics — by recycling.
 predict what would happen if recycling and reusing were not practiced.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
I believe this lesson provides equal and equitable opportunities for all learners. Students will be provided with an opportunity to work with
others during one of the activities in this lesson. This will allow the students to see different perspectives and interpretations that they may not
have had without working with others.

Narrative / Background Information

Prior Student Knowledge:
Students will have some knowledge from the lesson prior focusing on Reduce, Reuse, Recycle. Conservation and taking care of our planet will
have been discussed, but not in detail.
The teacher will use the ‘Engage’ activity to determine the extent of students’ prior knowledge.
Science VA SOL Health VA SOL NGSS
K.11 The student will investigate and K-ESS3-3
understand that materials K.3 The student will Communicate solutions that will reduce the impact of humans
can be reused, recycled, describe and on the land, water, air, and/or other living things in the local
and conserved. Key demonstrate behaviors environment.* [Clarification Statement: Examples of human
concepts include that promote health impact on the land could include cutting trees to produce paper
a) water and energy and prevent injury and and using resources to produce bottles. Examples of solutions
conservation at home disease. could include reusing paper and recycling cans and bottles.
and in school helps Community/
ensure resources are Environmental Health
available for future Share the importance of
use. reusing items and materials
with school and family.
K.11 The student will investigate
and understand that humans use
resources. Key ideas include
c) choices we make
impact the air, water, land
and living things.

*Included both 2010 and 2018 standards

because I felt like the wording of both
standards provided more opportunities
than just one of them.
Science & Engineering Practices: (You must tie engineering practices into your plan) :
K.1 The student will demonstrate an understanding of scientific and engineering practices by:
a) asking questions and defining problems
 make predictions based on observations
b) interpreting, analyzing, and evaluating data
 classify and/or sequence objects based on a single physical characteristic or property
 organize and represent data
c) constructing and critiquing conclusions and explanations
 make simple conclusions based on data or observations
d) obtaining, evaluating, and communicating information
 communicate observations using pictures, drawings, and/or speech

Possible Preconceptions/Misconceptions:
Students may not realize that recyclable should be sorted, or why they should be.
Students may not realize the severity of litter and trash in our oceans.
Students may not know that we can make a difference in our environment.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use here)
Day 1
”What Does Not Belong in the Ocean?” Sort
As a class we will complete the “What Should Not Be in the Ocean?” Smartboard activity.
- This activity will take place in front of the smart board with students on the carpet.
- The teacher will choose students to go up to the board and drag objects that does not belong in the ocean, out of it.
- If no smart board, simply print out pictures of things not to be in the ocean and use the blackboard in place of the smartboard by labeling
as Ocean or using blue paper over it. Instead of dragging, students can raise their hands as the teacher records their answers on a paper
in list format.
Throughout this activity the teacher and students will engage in discussion about how these things ended up in the ocean, as well as the
different types of trash the students see. (Paper, oil, aluminum, glass, and plastics) The teacher will also use this activity to access students’
prior knowledge.

We will then read the book, “The Mess That We Made” by Michelle Lord
After reading this book, the teacher and students will discuss ways we can prevent the pollution of our oceans and waterways. The teacher will
guide the discussion by introducing conversation about how we can prevent pollution everywhere – expanding away from focusing on the
ocean.
https://www.youtube.com/watch?v=lR_9-iF_mYg&ab_channel=ReadRightNow – This is the link to a video of the book being read.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Material Sort - paper, oil, aluminum, glass, and plastics
Students will complete this task in their table groups.
During this activity the teacher will provide each table group with a number of different items made from the above materials in which the class
had already discussed. Groups will be provided with “headings” for each category. Working together, the students will sort the materials into
the five categories.
After they are done sorting, each student will pick one object from any category to draw a picture of, and label. “What Am I?” Worksheet.
Throughout this activity the teacher will be circulating the classroom to help any students who may need it, as well as pulling students who may
need specific help.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Day 1
Activities:
Students and teacher will discuss the vocabulary words below, throughout the lesson. Students will be given this Conservation Vocabulary
worksheet. They will need to color the images, trace, and rewrite the word from each box, then cut out their words by following the dotted
line. Students will then put these vocab cards onto their vocab word ring.
- The vocab ring will have already been introduced as it will be used throughout the year. Students’ vocab rings will be available to them at
their seats at all (most) times for them to use as a resource when needed.

Vocabulary:
Conservation
Resources
Pollute
Energy
Earth
Impact

ELABORATE: Applications and Extensions:

Day 2

How can we make a change/difference?

What ways will these make a change in our community?
Why should we help conserve our resources?

Students will create a writing using the vocabulary words from this lesson. The writing prompt
will ask students to write a prediction about what will happen if we do not take care of our
community.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

Day 2
Material Bingo
This game will be played as a whole class. Each student will
receive a paper (laminated) bingo card. The teacher will
project the caller card on the board, using the BingoBaker
website. Instead of columns for B I N G O have columns for
Paper, Aluminum, Glass, and Plastics. Instead of calling out
numbers, a picture of an item will be shown on the
SmartBoard. Students will then have to find it on their
“BINGO” sheets.
This site also can be used for virtual Bingo, so if a student
misses’ class or something else happens they are able to
complete it on their own.

URL for Student Virtual Bingo:

https://bingobaker.com#534a00e9ba53e010

URL for Teacher Bingo Page:

https://bingobaker.com/view/4981268

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Day 3
Students will complete an individual interactive sort on their devices, this sort has recognizable pictures from the Bingo activity so students
should feel familiar with what they are sorting.
- Students who do not have a device will be given the same activity on paper, except a cut and glue version.
- Below is the rubric, interactive worksheet with directions, and the printable handout.

- This rubric shows where each image

should be placed in order to be
correct. This rubric works for both the
interactive and physical copies of this
worksheet.

- This interactive worksheet was designed

using LiveWorksheets.com. It requires
students to drag and drop the pictures into
- This is the physical copy oftheir
the correct boxes. This website then
worksheet. This version can be used
grades the worksheet and emails it directly
for students who do not have access
to the teacher.
to a device. I would recommend
printing a few offThis is theon
to have URL students
hand just will be given:
in case. https://www.liveworksheets.com/c?
a=s&g=Kindergarten&s=Earth
%20Resources&t=2jbd8lc0g3z&sr=n&ms=uz&l=rb&i=
dffxnz&r=ll&db=5&f=dzddztdz&cd=p5qfn6ak2b0glsf
neemlgaa8ngnngzngxg
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
o In this instance, students will be permitted to have different methods of completion. Some students may have issues with
using scissors and cutting, for this we can get a set of special scissors or encourage them towards the interactive worksheet
with help if needed. These students may also complete this with the use of an aid’s assistance as long as they are directing.
o Students may also be permitted to complete the physical material sort, rather than the worksheet or virtual worksheet. This
would be beneficial to students who may have a hard time sitting still.
 ELL
o The activities throughout this lesson can easily be translated into another language, the worksheets could easily be
converted to the needed language before handing out. For the vocab words, I would add a row or area on the card that has
the word in the second language so the student can begin to equate the two words together.
 Gifted learners
o Students who finish early will complete a second “What Am I?” activity but instead of choosing an object from the physical
material sort, they will be asked to find an object in the classroom to complete the activity about.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
I will evaluate the progress of students throughout this lesson. First, I will use the “What Does Not Belong in the Ocean?” sort in order
to access what students already know. I will use the “Prediction Writing!” to ensure students understand what the vocabulary words
mean. I will use the summative interactive worksheet to ensure students understand the different materials.
 Where might/did learners struggle in the lesson?
Students might struggle with aspects of the interactive worksheet, to combat this the teacher will go through the steps on the
smartboard so students can see the entire progress before they try it. Students may also struggle with some of the vocab words if this
happens the teacher and students will create some anchor charts as reminders for students.
 How can the lesson be strengthened for improved student learning?
This lesson could be strengthened by adding in more time for class discussion. There is some discussion time allotted for during the
“What Does Not Belong in the Ocean?” sort, but not any time during the later aspects of the lesson.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
I believe I have taken different cultures and student backgrounds into consideration by including a supplemental activity for students
who may not have a device. There is also a group activity included in this lesson, allowing students to work with others who may
come from a different background or have different insights into the activity.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
1 per group Glass Jars - Glass Teacher Free
1 per group Empty water bottles - Plastic Teacher Free
1 per group Newspaper - Paper Teacher Free
1 per group Paper bag - Paper Teacher Free
1 per group Empty Ziplock bags - Plastic Teacher Free
1 per group Empty cans - Aluminum Teacher Free
1 per group Aluminum foil - Aluminum Teacher Free
1 per group Plastic bags - Plastic Teacher Free
1 per group Light bulbs – Glass Teacher Free
1 per group Glass bottle - Glass Teacher Free
1 per group Empty Tupperware – Plastic Teacher Free
1 per group Old construction paper School Free
# of Students Glue School/Students $3
# of Students Scissors School/Students $3
1 set per group Material Sort headings Teacher/School Free
1 SmartBoard School School
# of Students Devices School School
# of Students Printed Worksheet- What Am I? Teacher/School Free
# of Students Printed Worksheet- Vocab Teacher/School Free
# of Students Printed Worksheet- Prediction Writing Teacher/School Free
# of Students Printed Worksheet- Bingo Teacher/School Free
½ # of Students Printed Worksheet- Material Cut and Sort Teacher/School Free

Other Resources:

BingoBaker: BingoBaker allows you to create one free Bingo card per day. This tool will randomize the pictures on the card for you, as well as
the order the calling cards show up. It also allows you to put the calling cards on full screen, so they could be projected onto the SmartBoard.
The site also generates virtual bingo cards, so students can play online as well.

InteractiveWorksheets.com: This website allows you to make interactive worksheets for free. If you choose so, the website can grade the
worksheet and send it directly to your email.

All worksheets and other resources were created by me.