Unit Plan Final Document

Reduce, Reuse,
Recycle!
Thematic Unit by Kelsey Berry
Table of Contents
I. Focus:
a. Rationale
b. Student Introduction
II. Scope and Sequence:

a. Content Areas
b. Statement of Technology
c. Statement of Efforts to include the Arts
III. Audience and Environment

a. Audience Identification and Analysis
b. Classroom Environment
IV. Thematic Unit Summative Assessment

a. Summative Assessment Opportunities
b. Standards Used in Unit
c. Content Objectives Found Throughout Unit
V. Lesson Plans
a. Lesson 1: Me in My Communities!
b. Lesson 2: What Recycling is… To Me
c. Lesson 3: Collect and Graph
d. Lesson 4: Making My Own Recycled Paper
e. Lesson 5: Dear Future Self…
f. Culminating Activity: My Recycling Book
Rationale:
This thematic unit was developed for students to learn Common Core State Standards and
concepts that will strengthen their skills in all subject areas through the lens of being ‘green’.
Students will find this unit engaging, as well as something they have never examined before.
This will allow students to learn, all while feeling they are doing something to positively benefit
the school and the world around them. Connecting Mathematics, English Language Arts, Social
Studies, and Science to a topic that is considered science-based was a challenge, however while
becoming an educator, I wanted to challenge myself to create a Unit using a theme that would
require more creative thinking. When I get my own classroom and students I want to be able to
apply the knowledge students will be required to learn, to topics that will keep them interested in
learning for an extended amount of time, such as a Unit worth of information.
Since the Unit Theme is Recycling, some may assume that students wouldn’t be learning
any common core and the unit would finish with the students only learning science and being
conscious of plastic usage throughout the world. This Unit plan however has the students
discover the different communities they are a part of to begin the Unit, paying close attention to
the different people and places that these communities include. This theme was able to reach all
five subjects of the Michigan State Standards, as well as National Art Standards, and The State
of Michigan’s K-12 Physical Education Standards.
Each of these lessons were designed with these standards and student focus/engagement
in mind. The lessons in this Unit connect to one another under the theme that was chosen, in
order for students to best understand the information being taught to them in every lesson. The
Unit is overall connected through a final Culminating Activity that students will produce at the
end of the Unit, by combining their work throughout the Unit into a final project. The first lesson
I will have the students complete is a ‘Me in My Communities’ worksheet that allows students to
analyze, identify, and compare their different communities. Following, the students will be
getting hands on by picking up litter off of the school playground, sorting it, graphing it, then
defining recycling and discovering how they can create a better environment! All the final
products will be used when students create their own recycling book! The goal is for the students
to enjoy learning about cross-curricular information through a topic that can be seen as primarily
one subject.
Student Introduction
Reduce, Reuse, Recycle!

Hello My Second Graders!
I am SO excited to announce our next unit! We are doing a Recycling themed unit! By
the end of this unit, you will be an expert on identifying the different communities that you are a
part of and who is also a part of that community. You will learn what the three R’s are and how
you can begin to use them in your life. You’ll positively impact your school’s community by
cleaning up the playground and discovering what is being littered, and how you can attempt to
prevent it! You will get to take ‘waste paper’ and put it through the recycling process to make
your own paper! Then you get to create your dream playground with new recycling efforts on it,
by drawing on your recycled paper. Finally, you will use your knowledge to write a letter to
whoever is reading your book, about how you want them to continue to use these recycling
efforts that you have learned! These are all aspects of beginning to be environmentally conscious
and learning about what we can do to help the planet! Covering the communities, the three R’s,
the litter on our very own playground, making our own recycled paper, and writing to ourselves
in the future. Let us become environmentally conscious and green together!
Yours Truly,
Ms. Berry
Scope and Sequence

Content Areas:
The following chart displays each lesson and the content areas each lesson includes.
Lesson ELA Science Mathemati Social Technolo Art/Music Physical

cs Studies gy Education/Heal
th
1:
Me in My
Communiti
es
2.
What
Recycling
is… To Me
3.
Collect and
Graph
4.
Making my
own
Recycled
Paper
5.
Dear Future
Self…
6.
My
Recycling
Book
Statement of Technology
Within this unit, I feel like I used a tad bit of technology, but not much. I notice how
children are being pushed to use technology more than what they should be, whether it be in the
classroom or at home. Though I am aware of the helpful tools that can come along with
technology that make our lives more efficient and productive, I think students are able to learn
and practice more hands on. Technology is embedded in this unit by aiding my ability to instruct
students and help students to find better ways of learning, understanding, and creating a finished
product. Granted, our world is changing at a rapid pace and children are being exposed to
technology earlier and earlier, which can be highly beneficial to students and teachers when they
are looking for new ways to introduce ideas and concepts. I as an educator, strive to allow a
break for students to step away from being in front of a screen, and be working pencil to paper
style.
Within this unit plan, I tried to steer clear of basing all of the assignments on a piece of
technology. However, there are accommodations for each lesson for students that may benefit
from using a Chromebook or another piece of technology in order to reach the needs of all
students. Students who need or would rather use technology to complete assignments are able to
without any hesitation. There are also extension activities that students may complete if there is
time, that do involve technology as well. I do firmly believe that students should have the option
of how they want to create and complete a project or assignment. Creative freedom is something
that students do not have a lot of nowadays, but I think it is something that should be on the
table, especially while a student is really trying to find their niche. Self-confidence and a sense of
self is something that is being shaped during the early years in school, so if a student is not
feeling confident in their ability of doing something by hand, they have the option of completing
that part of the assignment with technology. There is one lesson that students get to go on a
virtual field trip to watch how a water bottle goes through the recycling process. Students get to
explore this on their own Chromebook at their own pace.
In conclusion, technology is something that has been continuously advancing and being
pushed in the classroom and onto our young students at a higher rate than most teachers and
parents can keep up with. It is important to have opportunities for students to utilize these tools
for learning and see the benefits of it, but also for students not to be consistently in front of a
screen. I think by having a lesson or two that allows students to use technology in a unit is
appropriate, but it is also important to keep the motor skills of writing with pencils in use as well.
I think by having some opportunities and the option of using these tools is the way to slowly
have students adapt to this technological era of school and life.
Statement of Efforts to Include the Arts
Finding ways to incorporate and include visual art, music, physical education and health
within this unit was a task that I found particularly challenging. I hadn’t thought much about
bringing the arts into my lessons that I was creating, so I willingly took the task of doing so. For
my culminating activity, I am having students create something that is hands on (if able),
creative and their own creation, which allows them to visually and physically see the work that
they have put in for this project. Not only are they able to go through it physically, but they will
be able to show others. All of these worksheets end up being a page in the book that they will
end up with, but these worksheets are not going to be graded on strictly their answers or inputs.
This is a book for them to look back on and to show others just how important recycling is to
them and the environment around them. By creating this book, students are working on the arts
throughout the unit and I am utilizing cross-curricular techniques with having more than one
subject area of standards in a lesson.
Incorporating the arts to these lessons helped to encourage students to showcase their
creativity, interests, personal touches, and ultimately their knowledge. It also helped to bring
awareness to the concept of being able to accomplish the same goal by using different techniques
and modes of creating. This challenge of being able to incorporate the arts is critical for students
but also for teachers to stretch our minds on how we allow individuality to shine through on final
projects. The way that I incorporated the arts and music was by having students make their work
their own, getting to create their own piece of paper, decorating their book cover with whatever
medium they desire, and by consistently playing classical music at a low level in the background
whenever possible.
For incorporating physical education and health into my unit plan, I really focused on
ensuring that students knew how to move their body in a respectful, mature, and safe manner.
This includes them being on the playground running around collecting the litter, but also
behaving appropriately and having a sense of spatial awareness in order to respect the personal
space of their classmates. This (an effective, productive, and safe work environment) is a
necessity because students are going to have a lot of freedom throughout the classroom and
while we are learning the different material. Students should feel safe and welcome to
communicate with others, but should also know the boundaries that come with that.
Audience and Environment
I have a group of twenty-four students in an urban school district, it is a second grade

classroom. Of this classroom 10 are girls and fourteen are boys. Within my classroom there are
mostly Black students, about 80%, with about a 15% Latinx population, 4% Asian and about 2%
Caucasian. Almost all of these families are low-income families, with many of the students on
free and reduced lunch. Another factor within my classroom is about ten of my students are
English Language Learners (ELL). These challenges that my students face limit the opportunities
that they have for them to have fun, experience new things, have support at home and simply
enjoy learning. Not only are these challenges that the students and their families face, but it is an
obstacle for their teachers at school to ensure that they are able to understand what is needed.
For the difficulties that my families are trying to work through, I try my very best to
make my students and their families feel a sense of consistency, support, relaxation, welcoming,
respect, and love in my classroom. These students’ mental health, and overall well-being is
always my first and top priority. I strive for stress levels to be low in the classroom, as I know a
lot of my students feel a lot of stress at home, whether it be direct or indirect. I also try to make
the work that we are doing and the material that we are learning as hands on, relatable, and fun
as possible. This is why I chose recycling as my unit plan topic. It is something that students can
partake in at school, and something that they don’t have to have at home in order to relate to. I do
this in hopes that my students feel that they have the same amount of knowledge about this topic
as the next student, and that they are able to make a difference in the world. So many of them
have deficit mindsets due to their home life or what they have been told by society. I strive to
change that. Since I have such a wide range of students in my room and a wide range of abilities,
I have a paraprofessional that comes in to work with students during our reading and writing
times. I also have a ELL paraprofessional come in and work with my ELL students, and
sometimes pull my students out of the classroom to work together.
Due to the pandemic and the lack of school that my second graders have actually had,
their reading and writing abilities are quite a bit below grade level and are in need of support.
Again, I have a paraprofessional that comes in during our literacy area times for support, but to
also work one on one with the students who need it most. For this reason, I ensure that my
lessons all have accommodations of working with a partner, a support staff, or using a
Chromebook that can either read to them, or they can talk to type. This allows students to still
complete the work, but gives them less stress and frustration when working.
Classroom Environment
My classroom environment is a large room that has a very calm and welcoming feel to it.
It is filled with my second graders, their work, books, Chromebooks, and posters that pertain to
various subjects. When you walk in, the classroom is very open and spaced out and there is a
check in board with magnets that have students’ names on it. Students move their magnet to a
side depending on their lunch preference (hot lunch or cold lunch). Students have hooks outside
of the classroom for their backpacks and coats to lessen the clutter in the room, and they sit at
tables. Each set of tables consist of two tables and six students with name tags and a container of
materials for each student. All of the tables are facing the front of the room, which has a smart
board and projector for me to work and teach at. Directly in front of the projector/smart board,
there is a chair for me to sit in, an easel for my chart paper and then a ‘gathering space’ that has
dots in random spots for students to sit on for stories and other whole group instruction. There is
also a set of shelves that hold the Chromebooks and the charging docks where students grab their
Chromebook and use it throughout the day. My desk is in the front corner of the room so I am
able to see my students at all times and so different materials are right there for me to have
access to while I am working up front at the smartboard. A few feet in front of my desk, there is
a half-circle table for me to use when I want to do small group instruction. It is positioned there
so my back is to the wall and I am able to see my students at all times. In the back corner of the
classroom, I have a book nook for students to sit back there and relax and read. Students also
have privileges to work back there on partner work or individual work as well. On the back wall,
my classroom is connected to a bathroom so students do not have to leave the classroom much
during the day. Throughout the room, I also have some shelves that have extra materials for
students, places that students can turn in their work (their personal cubby’s), and where my other
curriculum materials. Besides informational posters and students’ work being displayed on the
walls, I have a few motivational posters that go along with the aesthetic of the room, which is
deeper blues and yellow. I chose these colors because blue is a very calming color and yellow is
a particularly happy color and hopefully help make students happy.
In order to teach and assist learning in my classroom, I need some resources and
equipment to make sure I do it to the best of my ability. I need multiple whiteboards/smart
boards to write on, a projector, book shelves, a microphone/speaker system for when I am talking
to ensure that my students are able to hear me wherever I am in the room, and obviously a
computer at my desk. Some resources that are helpful to me as well are a printer and copy
machine (in the library, teacher’s lounge, down the hall, etc.), a resource closet with different
materials for students, and a phone in the classroom for emergencies and for contacting other
teachers. I have different seating options for students to use if it will improve their ability to
learn, along with fidget toys to help students maintain attention or stay on task. I also have desks
and chairs spread out enough so if there is a student in a wheelchair, they are able to get around
with ease and are not running different things over. I also request that students with fine motor
and gross motor disabilities get access to a tablet to make completing work easier for them.
Thematic Summative Assessment/Culminating Activity
Each one of my lessons have a summative assessment, which is then used to create the
culminating activity. The culminating activity is a lot larger than the lesson summative
assessments are. For each lesson, students are required to have a tangible product at the end.
These include a finished ‘Me in My Community’ sheet, ‘What Recycling Means to Me’, ‘5
Ways I Can Use the 3 R’s’, a graph of the litter that they picked up off the playground, the
‘Recyclable or No? Looking into the Graph’ sheet, their recycled piece of paper that they made
with their drawing of their perfect playground on it, and their letter to their future selves, which
will remind them about the different things that they can do to continue recycling, and why they
should continue. All of these sheets will be three-hole punched and then tied together with string
to create a book. Students will also be tasked with creating the front and back cover of the book.
Then students will have the option of sharing a page out of their book in front of the class, or
they can share a page by taking a picture of it and sharing it on the screen and having me share it
for them. Students will be graded on a rubric that they are provided ahead of time, which will
gauge if they are proficient, adequate, or developing. This will depend on their knowledge of
content, how students communicate their understanding to their classmates during the
presentation, and their neatness of their book.
Standards Used in Unit
 Common Core Standards – ELA:

o CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
o CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources
to answer a question.
o CCSS.ELA-LITERACY.W.2.2: Write informative/explanatory texts in which

they introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
o CCSS.ELA-LITERACY.L.2.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
o CCSS.ELA-LITERACY.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
o CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
 Common Core Standards – Mathematics:

o CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
o CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data
set with up to four categories. Solve simple put-together, take-apart, and compare
problems1 using information presented in a bar graph.
 Next Generation Science Standards:
o K-ESS3-3: Communicate solutions that will reduce the impact of humans on the
land, water, air, and/or other living things in the local environment.
 Michigan Department of Education – Social Studies Standards:
o 2 – G2.0.2 Describe how the local community is part of a larger region (e.g.,
county, metropolitan area, state).
 Michigan Department of Education – Physical Education Standards:
o Accepts responsibility for class protocols with behavior and performance actions.
(S4.2.2)
o Runs with a mature pattern. (S1.2.2a)
 Michigan Merit Curriculum Standards – Visual Arts, Music, Dance, and Theatre:
o ART.VA.II.2.2: Combine the use of elements of art and principles of design to
communicate ideas.
o ART .VA .I .2 .2: Demonstrate the safe use of a variety of materials, tools, and
processes with environmental awareness.
 Michigan Department of Education – Social and Emotional Learning (SEL) Standards:
o 3B. Children/Students demonstrate consideration for others and a desire to positively
contribute to the school and community; K-2: Recognize and name how they can help
others within their school, home, and community
o 3B. Children/Students demonstrate consideration for others and a desire to positively
contribute to the school and community; K-2: Identify how they help others and how
they feel about helping, e.g. feed the dog, share, clean-up when asked
o 1D. Children/Students have a sense of personal responsibility; K-2: Understand their
responsibility to meet schoolwide safety expectations knowing it promotes a safe and
productive environment.
o 4A. Children/Students use positive communication and social skills to interact
effectively with others; K-2: Effectively and appropriately communicate needs,
wants, and ideas in a respectful manner.
o 5.B. Children/Students develop, implement, and model effective decision making
skills to deal responsibly with daily academic and social situations; K-2: Demonstrate
constructive academic behaviors and self- regulation (listen, pay attention, follow
directions, ignore distractions)
 ISTE Standards – Technology:
o 1.6.a: Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.
o 1.6.b: Students create original works or responsibly repurpose or remix digital
resources into new creations.
o 1.1c: Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
Content Objectives Throughout Unit – ABCD Format and I Can…
1. Students will be able to label and describe the different communities that they are a part of
and recognize that their local community is part of a larger region with some guidance and
80% accuracy. – I can label and separate the different communities that exist within each
other.
2. Students will be able to collaborate and have discussions with peers and adults about the
communities that they belong to with little guidance and 100% accuracy. – I can talk with my
peers and my teacher about the different communities I belong in.
3. Students will be able to brainstorm and communicate ideas of how to decrease littering and
increase recycling with guidance and 90% accuracy. – I can brainstorm ideas of how to stop
littering and how to start recycling more.
4. Students will be able to write their own definition of recycling and littering with previous
instruction, some guidance, and 80% accuracy. – I can think of, create, and write my own
definition of recycling and littering.
5. Students will be able to count pieces of litter within 1000 and skip-count by 5’s or 10’s with
little to no guidance and 80% accuracy. – I can count the amount of litter gathered, up to
1000 and skip count by 5’s and 10’s.
6. Students will be able to create a bar graph to represent the about of litter gathered, in two
categories with some guidance and 80% accuracy. – I can make a bar graph that shows the
amount of and type of litter found on the playground.
7. Students will be able to use the information given in the graph to answer questions about said
graph with some guidance and 80% accuracy. – I can answer questions about my graph when
looking at my graph.
8. Students will be able to follow and accept the behavior protocols when on the playground
with little to no guidance and 90% accuracy. – I can follow the behavior rules when on the
playground.
9. Students will be able to run on the playground with a mature pattern with no guidance and
100% accuracy. – I can run around on the playground.
10. Students will be able to discover how paper is recycled and then create their own recycled
paper with guidance and 80% accuracy. – I can learn about how paper is recycled and use
that information to make my own recycled paper.
11. Students will be able to utilize the elements of art and principles of design to communicate
their idea of a perfect playground with little to no guidance and 90% accuracy. – I can use
my knowledge about the elements of art to display my idea of a perfect playground.
12. Students will be able to write a factual letter about recycling to their future selves by using
facts with some guidance and 75% accuracy. – I can write facts about recycling to remind
myself in the future of why I should keep recycling.
13. Students will be able to demonstrate the conventions of standard English (capitalization and
punctuation), with little to no guidance and 80% accuracy. – I can correctly use punctuation
and capitalize words that need to be capitalized.
14. Students will be able to apply their previously learned knowledge about language
conventions when writing with some guidance and 75% accuracy. – I can use my previously
learned skills about language conventions when writing.
15. Students will be able to identify facts that they find most important to them about recycling
with some guidance and 85% accuracy. – I can recall and choose recycling facts that I find
most useful to me for the future.
16. Students will be able to use a variety of art materials to creatively bring together their previous work
and create a new project with some guidance and 80% accuracy. – I can use different art materials to
create a book out of my previous work.
17. Students will be able to use a variety of art materials in a safe manner and be aware of their
surrounding environment with little to no guidance and 85% accuracy. – I can safely use art materials
and be cautious of surroundings.
18. Students will be able to describe the connection and series of pages of their recycling book when
sharing, with some guidance and 80% accuracy. – I can explain and describe why my recycling book
has different science concepts.
Ferris State University
Lesson Plan Template
Lesson Information
Name: Date:
Kelsey Berry April 17, 2022
Curriculum/ Course: Grade Level(s):
Social Studies Second Grade
Time/ Period: Materials:
45 Minutes Me on the Map by Joan Sweeny, Me in My Communities
worksheet, Pencil, Projector, Computer, Whiteboard,
Whiteboard Markers
Community and Classroom profile: (demographics- such as age, race, gender identification,
religious preferences, SES, disabilities, etc.)
Group of twenty-four students in an urban school district, it is a second grade classroom. Of this
classroom 10 are girls and fourteen are boys. Within my classroom there are mostly Black students,
about 80%, with about a 15% Latinx population, 4% Asian and about 2% Caucasian. Almost all of
these families are low-income families, with many of the students on free and reduced lunch. Another
factor within my classroom is about ten of my students are English Language Learners (ELL).
Standards Alignment
Create a table line for each standard Objectives (both Appropriate

ABCD with teacher Assessment(s)
language and “I (formative and/or
Can” with student summative)
language)
Content Standards: 1. Students will be 1. This will be
able to label and formatively assessed
1. 2 – G2.0.2 Describe how the describe the when checking
local community is part of a different students’ work after
larger region (e.g., county, communities that they put it in their
metropolitan area, state). they are a part of turn-in cubby. – This
will be assessed in the
and recognize summative assessment
2. CCSS.ELA-LITERACY.SL.2.1 that their local the students’ recycling
Participate in collaborative community is plan book once the
conversations with diverse part of a larger unit is over.
partners about grade 2 topics region with some 2. This will be
and texts with peers and adults in guidance and formatively assessed
small and larger groups. by observing students
80% accuracy. –
when they are
I can label and
participating in whole
separate the group and small group
different discussion.
communities that
exist within each
other.
2. Students will be
able to
collaborate and
have discussions
with peers and
adults about the
communities that
they belong to
with little
guidance and
100% accuracy.
– I can talk with
my peers and my
teacher about the
different
communities I
belong in.
Technology Standards 1. Students will be 1. This will be assessed

MiTecs/ISTE able to use in the form of a
1. 1.6.a: Students choose the appropriate formative and
appropriate platforms and tools platforms and summative assessment
for meeting the desired tools on their when the student turns
objectives of their creation or Chromebook to in materials online; IF
communication. complete their the students’ file has
2. 1.6.b: Students create original worksheet with the accommodations
works or responsibly repurpose little to no of a Chromebook
or remix digital resources into guidance and listed.
new creations. 100% accuracy. 2. This will be assessed
– I can use the in the form of a
tools on my formative and
Chromebook to summative assessment
complete and when the student turns
finish my in materials online; IF
worksheet. the students’ file has
2. Students will be the accommodations
able to create of a Chromebook
their own listed.
original work
with their own
thoughts while
using their tools
on the
Chromebook
with little to no
guidance and
100% accuracy.
SEL Competencies 1. Students will be 1. This will be
1. 3B. Children/Students able to name the formatively assessed
demonstrate consideration for communities that when students finish
others and a desire to positively they are a part of their worksheet and
contribute to the school and and what they share with their peers.
community; K-2: Recognize and contribute to that 2. This will be
name how they can help others community with formatively assessed
within their school, home, and little guidance when students finish
community and 100% their worksheet and
2. 3B. Children/Students accuracy. – I can share with their peers.
demonstrate consideration for name the
others and a desire to positively communities that
contribute to the school and I am a part of and
community; K-2: Identify how what I add to
they help others and how they those
feel about helping, e.g. feed the communities.
dog, share, clean-up when asked 2. Students will be
able to be
considerate in
identifying how
they help other in
their community
with little
guidance and
100% accuracy.
– I can see ways
that I help people
in my
community and
how I fit in.
Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up,
review of previous day’s lesson, check for understanding of previous knowledge, questions
you will ask)
 STUDENTS: Will be joining at the large group gathering space until they are dismissed to
their seats.
 TEACHER: I will begin to introduce the new unit that we are going to be working on. We get
to learn about what littering and recycling is, and what we can do in our smaller communities
to help the Earth! Before jumping straight into the new material, I would do a quick review of
the terms community and citizen for students. These terms would have been previously
learned, but it is always nice to have a refresher! But even before the refresher, I will gauge
how many students remember, kind of remember, or do not remember at all by using the
formative check of thumbs up gauge. Once I am able to survey where students are at, we will
begin the review.
Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you
be doing and what will the students be doing? Identify the core teaching practice(s) and SEL
competencies utilized)
 STUDENTS: Will still be joining me at the large group gathering space until they are
dismissed to their seats.
 TEACHER: To begin the review, ask students if someone can raise their hand and explain
what community means. Allow two students to answer. Then ask students if someone can raise
their hand and explain what a citizen is. Allow two different students to answer.
 I will then introduce the book that we will be reading; Me on the Map written by Joan Sweeny
and illustrated by Qin Leng. Explain that this book will begin to show the progression of the
different communities that we are all a part of.
 I will read the whole book through, stopping for questions if any arise. While reading I will be
asking students questions on how they relate to the book, to help ensure that students are
paying attention and look engaged.
 Once I am done reading the book, I will ask students to think back in the book to see how
many different communities that the girl is a part of. (The correct answer is 7). Then I will ask
students to think if she forgot any of the communities that she is a part of. (Answer is yes; she
did not mention her family, class, school, or the continent).
 I will then introduce the paper “Me in My Communities” that each student is going to complete
individually. I will use the document projector to display the paper on the whiteboard, where I
will begin to fill it out the first part with the students. (Teacher note: Explain to students that
the only circle that is going to be different from the rest of the class will be the family portion.
Also explain that you guys are going to refer to different communities than that were found in
the book).
 Once the two smaller circles are completed in front of the students, the students will be
dismissed to their seats after they come and grab a “Me in My Communities” paper. I will
dismiss students by calling them one by one.
 Once students are done with their paper, have them turn the sheet of paper in to their turn-in
cubby in the front of the room.
Extension Activities:
 Students could draw themselves in each of the communities that they write down! Allow them
to get creative and put themselves to scale on how big the different communities get.
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or
explicit restatement of the goals/objectives of the lesson.
 Students can share and compare their work with each other before turning them in to their
individual cubby. They will share about who is in their family, and then the different
neighborhoods that they live in.
Diversity/Equity/Inclusion/Belonging
Whole group Individual
Differentiation Accommodation Modificatio
s ns (if needed)
Instruction Student N/A
Content/Activity/Product/ Readiness/Interest/L ELL: The
Environment; earning Profile/Affect accommodation
 Students who need the  Students will be for EL students
extra assistance can be allowed to work will be made by
given an already filled with a partner to providing the
out ‘Me in My complete the students with a
Community’ worksheet worksheet if completed copy
on that is personalized to necessary. ELL of the ‘Me in My
them, or have the students will Community’
worksheet filled out for also be able to worksheet so
them by the teacher or verbally students can just
support staff available. communicate copy things onto
The students can also their their sheet. The
draw pictures of the communities, teacher can fill
different communities and draw the worksheet out
they are a part of, pictures or with the student
focusing on the message verbally tell as students are
and labeling their images. their working
 To differentiate communities independently,
processes, students will they are a part encouraging the
be able to work with a of. student to
partner filling out their  For students verbally tell the
‘Me in My Community’ with specific teacher what to
worksheet together. learning write down or
 For the students who are profiles, the include.
drawing pictures for their amount of
community labeling, people they ELL students
their product will be would like to may also draw
different. The goal is for collaborate with pictures of what
students to think throughout the they would like
abstractly about the completion of to include on
numerous different the worksheet. their worksheet if
communities that they There are also they would
are a part of. times where rather, or it
 Students will be able to teachers or makes them feel
sit on swivel seats, on the support staff more
floor of the classroom, or can check in comfortable.
in any other comfortable with the
seating in the classroom students based A final option
while they are on needs, level could be to allow
completing their of completion ELL students to
worksheet. They will and different work with a
have that privilege as learning partner, allowing
long as they are focused profiles.
and not being disruptive.  Students who the said ELL
may struggle student to work
with physically with a fluent
writing their English speaker
different to copy down and
communities, write the same
may type on things, except
their their family, as
Chromebooks. their partner.
As well as work
with a partner to
bounce ideas off
of, or work with
the teacher’s
help to produce
what they need
to, or receive
assistance in
areas that they
lack.
 Students should
respect the
classroom
environment,
follow
directions,
encourage
themselves and
their peers to be
on task, and
make
appropriate
choices when
working on
their worksheet.
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’
personal, cultural, and/or community attributes to inform instructional decisions? What did
you include in the lesson to offer your students opportunities to expand their knowledge of
personal bias, and local and/or global cultural or community attributes? Give specific
examples.
For the diverse ways that students learn as well as the varying ability levels within my classroom,
students will be given many choices throughout the lesson and will be able to work in different areas
around the room if safe and appropriate. Students who need additional assistance, help coming up with
ideas, or help with writing out or communicating their ideas will be given what they need. Students are
also tasked with identifying themselves in THEIR community, so it gives them the ability to let
themselves shine and dive deep into what they know. Then, when students are done, they get to share
and let their peers learn about who they are and where they come from.
Technology
Integration of Select the appropriate ISTE For each ISTE Educator role you selected, provide a
technology Educator role(s) you used description explaining how you played this role(s).
for designing to design digital I played the role of a facilitator by presenting the
and/or experiences: students with materials that encouraged them to learn
delivering the 1. Learner and gave them direction on how to complete their
Lesson 2. Leader project. (Slideshow).
3. Citizen
4. Collaborator
5. Designer
6. Facilitator
7. Analyst
Student Select the appropriate ISTE For each ISTE Student role you selected, provide a
technology Student role(s) students description explaining when/how the students will be in
experiences will use: this role(s).
during the 1. Empowered Learner For technology within the lesson, students are given the
lesson 2. Digital Citizen option to submit their worksheets, as well as their
3. Knowledge Constructor writing piece through Google Classroom. Allowing
4. Innovative Designer students to type and use their Chromebooks, rather than
5. Computational Thinker physical writing which can be difficult for students in
6. Creative many different ways. For ELL students, they may even
Communicator go in the hallway to use the voice to text feature which
7. Global Collaborator will take the students' spoken words, and write it out for
them in their Google Docs.
Reflection/ Teacher Notes:

These are found within the lesson.
Lesson Information
Name: Kelsey Berry Date: April 17, 2022

Science Second Grade
2 Days - 45 Minutes Each Video links, ‘What Recycling is to Me’ worksheet, ‘Five Ways I
Can Use the Three R’s’ worksheet, Anchor chart paper,
Markers, Pencil, Document camera, Projector, Computer,
Whiteboard, Whiteboard Markers
Standards Alignment

language)
Content Standards: 1. Students will be 1. Students will complete
1. K-ESS3-3: Communicate able to a list of five possible
solutions that will reduce the brainstorm and solutions that they
impact of humans on the land, communicate could implement at
water, air, and/or other living ideas of how to their home or school
things in the local environment. decrease littering to encourage
2. CCSS.ELA-LITERACY.W.2.2: and increase environmentally
Write informative/explanatory recycling with conscious decisions.
texts in which they introduce a guidance and This brainstormed list
topic, use facts and definitions to 90% accuracy. – will be turned into a
develop points, and provide a I can brainstorm page of their
concluding statement or section. ideas of how to Recycling Plan Book.
stop littering and 2. Students will be
how to start coming up with and
recycling more. writing their own
2. Students will be definitions for
able to write their recycling and littering.
own definition of They will also be
recycling and tasked with writing
littering with how recycling impacts
previous people and things
instruction, some important to them.
guidance, and These definitions and
80% accuracy. – impacts will be a page
I can think of, in their Recycling Plan
create, and write Book.
my own
definition of
recycling and
littering.
Technology Standards 1. Students will be 1. This will be

MiTecs/ISTE able to use assessed in the
1. 1.6.a: Students choose the appropriate form of a
appropriate platforms and tools platforms and formative and
for meeting the desired tools on their summative
objectives of their creation or Chromebook to assessment when
communication. complete their the student turns
2. 1.6.b: Students create original worksheet with in materials
works or responsibly repurpose little to no online; IF the
or remix digital resources into guidance and students’ file has
new creations. 80% accuracy. – the
I can use the accommodations
tools on my of a Chromebook
Chromebook to listed.
complete and 2. This will be
finish my assessed in the
worksheet. form of a
2. Students will be formative and
able to create summative
their own assessment when
original work the student turns
with their own in materials
thoughts while online; IF the
using their tools students’ file has
on the the
Chromebook accommodations
with little to no of a Chromebook
guidance and listed.
80% accuracy.

1. 3B. Children/Students able to name the formatively
demonstrate consideration for ways that they assessed when
others and a desire to positively can positively students finish
contribute to the school and impact the their worksheet
community; K-2: Recognize and Earth/environme and share with
name how they can help others nt with little their peers.
within their school, home, and guidance and
community 80% accuracy. –
I can name the
ways that I can
positively impact
the
Earth/environme
nt.
Lesson Procedures
you will ask)
DAY ONE:
 The lesson will begin by having students meet you at the large group gathering space, with an
anchor chart sitting in the front, right in front of the whiteboard. The anchor chart will have a t-
chart with the words recycling and littering on it.
 Explain to students that today they are going to learn what recycling is, what littering is, the
negative (bad) effects of littering on the Earth and animals, and how recycling and littering impacts
their everyday life.
DAY TWO:
 The lesson will begin by having students meet you at the large group gathering space, with going
over what littering and recycling is, and what it means to the students. The anchor chart that was
created the day prior will be turned around as students are describing what littering and recycling
is. – Turn the anchor chart around so it is facing students after they have defined recycling and
littering.
 Tell students that now that they know what those words mean, it is important for them to start to
think about how they can help encourage recycling and discourage littering.
DAY ONE:
 As students are still sitting at the large group gathering space, the teacher will remind students of
the classroom social contract and their behavior expectations when they are watching a video. The
teacher will go and start the video Climate Crisis - Stop Littering! Found on YouTube.
 After the video, the teacher will have students think-pair-share with their elbow partner to discuss
what they noticed and wondered about the video. (This should take a minute and a half at most). As
students are sharing with their peers, the teacher should be creating a t-chart on the whiteboard
labeled, ‘I noticed’ on one side, and ‘I wonder’ on the other side.
 Once students are done with their think-pair-share, the teacher will direct their attention to the
whiteboard. The teacher will ask students to raise their hand to share their noticing’s and
wonderings. While students share, the teacher will be writing what students say on the white board.
 After students have shared their noticing’s and wonderings, the teacher will now begin to ask
students what recycling means and what littering means. Only ask students about one thing at a
time. Once the teacher feels that the information is being repeated over and over without new ideas
being added, then move onto the next topic (either littering or recycling). All pieces of information
about recycling and littering should be written down on the anchor chart paper under the t-chart.
 Once both terms/concepts have been discussed, the teacher will write on the bottom of the anchor
the child friendly definition of recycling and the child friendly definition of littering that uses
different ideas that the students came up with.
 The teacher will then ask students to begin to think about why recycling is important and why it is
important for them to learn about recycling and littering.
 After the students begin to think about those questions, the teacher will dismiss students to their
seat as they are passing out a worksheet ‘What Recycling is to Me’. Once all students have a copy
of the worksheet, the teacher will put a copy of the worksheet on the document camera for students
to see.
 The teacher will walk through the worksheet with students, reading it aloud, and having students
follow along.
DAY TWO:
 After doing a brief review with students on what recycling and littering is with students sitting at
the large group gathering space, the teacher will play the video Reduce, Reuse, and Recycle, to
Enjoy a Better Life which is found on YouTube.
 Once the video is over, the teacher will have students think-pair-share with their elbow partner at
the large group gathering space about different ways they saw in the video on how to help the
environment. (This should take a minute and a half at most).
 After students are done sharing the different ways that they saw in the video, the teacher will regain
their attention at the whiteboard. The teacher will ask students to name some of the ways that they
saw in the video on how they can help recycle, or help the Earth. Students will be asked to raise
their hand to share, and the teacher will be writing these things down on an anchor chart.
 Once students are done sharing, the teacher will explain to students that they will be writing down
five ways that they can help the Earth by either reducing, reusing, or recycling. These ideas can
take place at school or at home.
 Students will be dismissed from the large group gathering space by the teacher calling students’
names. As students’ names are called, they will come and grab a worksheet called, ‘Five Ways I
Can Use the Three R’s’ from the front table, and go and sit at their desk to complete this
independently.
 Before students are released to complete the worksheet, the teacher will be at the document camera,
projecting the worksheet on the screen to read through and explain the directions to students.
 Students can interview their parents, guardians, or an adult in their life about recycling; if they
know what it is, what they do to do their part, what more can they do, how they think they impact
the Earth, etc. Students could then have their adult make a promise to do better for the
environment.
DAY ONE:
 Students will complete the worksheet at their seat independently.
 The teacher will be walking the room, checking in with students who look stuck, confused, or are
off task.
 Once students begin to finish the worksheet, the teacher can allow students to share with their table
group if they want, and then students will place their completed worksheet in their individual
cubby.
DAY TWO:
 Students will complete the worksheet at their seat independently.
 The teacher will be walking the room, checking in with students who look stuck, confused, or are
off task.
 Once students begin to finish the worksheet, the teacher can allow students to share their ideas with
their table group if they want, and then students will place their completed worksheet in their
individual cubby.
Differentiation Accommoda Modification
tions s (if needed)
Instruction Student N/A.
Content/Activity/Product/ Readiness/Interest/Lea ELL: The
Environment; rning Profile/Affect accommodat
 Students who need the extra  Students will be ion for EL
assistance can be given an allowed to work with students will
already filled out ‘What a partner to complete be made by
Recycling is to Me’ or the ‘Five the worksheet(s) if providing
Ways I Can Use the Three R’s’ necessary. ELL the students
worksheet, where they can students will also be with a
check off the things that they able to verbally completed
agree with, or have the communicate their copy of the
worksheet filled out for them by communities, and worksheets
the teacher or support staff draw pictures or so students
available. The students can also verbally explain their can just copy
draw pictures of what recycling answers to the things onto
means to them, focusing on the worksheet(s). their sheet.
message and labeling their  For students with The teacher
images. specific learning can fill the
 To differentiate processes, profiles, the amount worksheet
students will be able to work of people they would out with the
with a partner filling out their like to collaborate student as
‘What Recycling is to Me’ or with throughout the students are
the ‘Five Ways I Can Use the completion of the working
Three R’s’ worksheet together. worksheet(s) is able independentl
 For the students who are to be determined. y,
drawing pictures for what There are also times encouraging
recycling means to them, their where teachers or the student
product will be different. The support staff can to verbally
goal is for students to think check in with the tell the
abstractly about the numerous students based on teacher what
different ways recycling impacts needs, level of to write
their life. completion and down or
 Students will be able to sit on different learning include.
swivel seats, on the floor of the profiles.
classroom, or in any other  Students who may ELL
comfortable seating in the struggle with students may
classroom while they are physically writing also draw
completing their worksheet. their answers, may pictures of
They will have that privilege as type on their what they
long as they are focused and not Chromebooks. As
being disruptive well as work with a would like to
partner to bounce include on
ideas off of, or work their
with the teacher’s worksheet if
help to produce what they would
they need to, or rather, or it
receive assistance in makes them
areas that they lack. feel more
 Students should comfortable.
respect the classroom
environment, follow A final
directions, encourage option could
themselves and their be to allow
peers to be on task, ELL
and make appropriate students to
choices when working work with a
on their worksheet. partner,
allowing the
said ELL
student to
work with a
fluent
English
speaker to
copy down
and write the
same things
as their
partner.
Diversity
examples.
five ideas on how they can help the Earth by reducing, reusing, or recycling, or help with writing out or
communicating their ideas, will be given what they need. Students are also tasked with identifying
ways that they themselves can make a difference, whether it be at home or school, so it gives them the
ability to let themselves shine and dive deep into what they know or are familiar with.
Technology
for designing to design digital
and/or experiences: I played the role of a designer by creating the worksheets
delivering the 8. Learner that students complete during the lesson.
Lesson 9. Leader
10. Citizen I played the role of a facilitator by presenting the
11. Collaborator students with materials that encouraged them to learn
12. Designer and gave them direction on how to complete their
13. Facilitator project. (Document Camera)
14. Analyst
during the 8. Empowered Learner
lesson 9. Digital Citizen For technology within the lesson, students are given the
10. Knowledge Constructor option to submit their worksheets, as well as their
11. Innovative Designer writing piece through Google Classroom. Allowing
12. Computational Thinker students to type and use their Chromebooks, rather than
13. Creative physical writing which can be difficult for students in
Communicator many different ways. For ELL students, they may even
go in the hallway to use the voice to text feature which
14. Global Collaborator
will take the students' spoken words, and write it out for
them in their Google Docs.
These are included throughout the lesson.
Lesson Information
Curriculum/ Course: Grade Level(s): Second Grade

Math
3 Day Lesson. Day 1: 30 Minutes; Disposable Gloves (enough for each student to get two or more
Day 2: 45 Minutes; Day 3: 45 pairs), Reusable Bags (enough for each student to get one),
Minutes Access to the Playground, Whiteboard, Whiteboard Markers,
Graph Sheet (enough for each student to get a copy), Question
Sheet about Graph (enough for each student to get a copy), and
the resource from Kent County Department of Public Works.
Standards Alignment

language and “I Can” (formative and/or
with student summative)
language)
Content Standards: 1. Students will be 1. Students will sort
 CCSS.MATH.CONTENT.2.NBT. able to count and count the litter
A.2 pieces of litter that was gathered
Count within 1000; skip-count by within 1000 and on the playground.
5s, 10s, and 100s. skip-count by 5’s This will be
 CCSS.MATH.CONTENT.2.MD.D or 10’s with little formatively
.10 to no guidance and assessed as the
Draw a picture graph and a bar 80% accuracy. – I teacher roams the
graph (with single-unit scale) to can count the room to watch
represent a data set with up to four amount of litter how students skip-
categories. Solve simple put- gathered, up to count. The final
together, take-apart, and compare 1000 and skip number for each
problems1 using information count by 5’s and pile will be used
presented in a bar graph. 10’s. on their bar graph.
 CCSS.ELA-LITERACY.W.2.8 2. Students will be 2. Students will use
Recall information from able to create a bar the final number
experiences or gather information graph to represent of litter that was
from provided sources to answer a the about of litter gathered from the
question. gathered, in two playground to
 Accepts responsibility for class categories with create a bar graph
protocols with behavior and some guidance and that represents the
performance actions. 80% accuracy. – I data. This graph
(S4.2.2) can make a bar will be turned into
 Runs with a mature pattern. graph that shows a page for their
(S1.2.2a) the amount of and Recycling Plan
type of litter found Book.
on the playground. 3. The students will
3. Students will be answer the
able to use the questions about
information given the graph. This
in the graph to page will be
answer questions turned into a page
about said graph for their Recycling
with some Plan Book.
guidance and 80% 4. This will be
accuracy. – I can formatively
answer questions assessed by the
about my graph teacher when
when looking at students are out on
my graph. the playground
4. Students will be gathering the
able to follow and pieces of litter.
accept the behavior 5. This will be
protocols when on formatively
the playground assessed by the
with little to no teacher when
guidance and 90% students are out
accuracy. – I can running on the
follow the behavior playground,
rules when on the gathering pieces of
playground. litter.
5. Students will be
able to run on the
playground with a
mature pattern with
no guidance and
100% accuracy. – I
can run around on
the playground.
Technology Standards 1. N/A 1. N/A

MiTecs/ISTE
1. N/A
1. 1D. Children/Students have a sense able to follow formatively
of personal responsibility; K-2: safety expectations assessed by the
Understand their responsibility to and understand that teacher when
meet schoolwide safety they are in place to students are on the
expectations knowing it promotes encourage a safe playground
a safe and productive environment. environment for collecting litter
everyone with little and when they are
to no guidance and inside handling the
90% accuracy. – I litter in the
can follow and classroom.
understand the
safety expectations
to keep myself and
others safe.
Lesson Procedures
you will ask)
DAY 1:
 Students will begin the lesson in the back of the room at the other large group area, which is
near the calendar and where we do Number Corner (which is part of the math curriculum).
 As students are all sitting in front of the calendar, the teacher will do a recap of the previous
day’s lesson and how they graphed everyone’s favorite season yesterday.
 The teacher will then ask students what they think they could graph when it comes to litter and
recycling. (Have students think about this idea, and then do a think-pair-share with their elbow
partner).
 Once students have brainstormed and shared their ideas with the class, the teacher will begin to
explain the new activity.
DAY 2:
 To begin the second day’s lesson, the teacher will recap the previous day’s lesson. This will
happen as students are still at their desks. They will talk about the litter that they gathered from
the playground and have students tell how they felt during and after picking up the litter.
 Have students think-write-pair-share in their science notebook with their elbow partner about
the litter that they picked up and guess how much recyclable material there is within that litter.
 Once students have finished writing and sharing, the teacher will gather the students’ attention
and have them transition to meet at the large group area by the calendar.
DAY 3:
 Students will begin the lesson in the back of the room at the other large group area, which is
near the calendar. The teacher will recap the method of counting that students used to count
each pile of litter once it was sorted into recyclable and non-recyclable material.
 Once students begin to remember the number that they skip-counted by (either five or ten), the
teacher will reveal the total number that was in each pile (again).
 The teacher will go over the graphs that have previously been made in class, and the different
components of each graph. (Examples would be looking at the title of each graph, the labeled
axis’, what information is being graphed, and how they graphed it.)
 After looking into the different graphs that they have previously constructed, students will be
dismissed to pick up a piece of paper that has an empty graph on it, and to sit at their seats to
begin the graphing lesson.
DAY 1:
 The teacher will explain that the students are going to go out to the playground to run around
and pick up as much of the litter that is out there for ten minutes. Once they get back inside
from the playground, they are going to sort the litter into piles of actual trash or recyclable
material.
 Before they go out, the teacher will have students gather gloves that they have to wear at all
times, reusable bags (one per two students), and have a safety talk about going out to the
playground. The teacher should show the infographic (attached below) to help students see
what they should and should not pick up.
o This should include the teacher going through what students should and should not be
picking up. This also should include safety of staying within the playground limits, and
to be aware of their surroundings when running.
 After having students grab their gloves, trash bags, and coat (if needed), walk to the
playground, but have them meet the teacher outside the door before running to go and gather
litter.
o When gathered on the playground, the teacher should remind students of their goal (to
pick up litter on the playground, but only the litter that was on the infographic in the
classroom.
 The teacher should set a timer for ten minutes, and send students off to go and run to pick up
the litter. Students will be encouraged to run, skip, speed walk, or gallop.
o The teacher should yell out to students when there are five minutes left, three minutes
left, and one minute left.
 Once the time is up, students should line up in the designated meeting spot to then head back to
the classroom. The teacher should then lead the students back to the classroom.
 After getting back to the classroom, have students place their bags of trash in a designated area
for the next day’s lesson. Then show students the correct way to dispose of their gloves and
have all students wash their hands.
DAY 2:
 Once all students have gathered at the large group area, the teacher will begin to tell students
that they are going to be sorting the litter that they picked up. They will be sorting it into two
piles; recyclable and non-recyclable.
 Together, the teacher and the students will create an anchor chart together that shows what is
able to be recycled and not recycled. They will use the poster of information from the Kent
County Department of Public Works to guide their recyclable vs. non-recyclable.
 After students see the original poster from the Kent County Department of Public Works and
then their anchor chart, the teacher will explain that they are now going to sort the litter that
was gathered the previous day into two piles. The teacher will dismiss students by calling their
name to go get gloves on, and then grab a bag of litter from the pile. After grabbing a bag,
students will sit at their seat to wait for further direction.
 Once all students have gotten gloves on and a bag of litter, the teacher will explain that they are
going to start with making two large piles, one of recyclable material and one with non-
recyclable material. The teacher will designate each spot for the correct material. Students will
then begin to sort, as the teacher reminds them what material goes in what pile.
 After all bags of the litter has been sorted, the teacher will gather students’ attention by using a
call-back. The teacher will have students make an observation about which pile has the most in
it. Then the teacher will explain to students that they are going to count the amount materials in
each pile. Since it would take a really long time having to count the materials one by one,
suggest that the class should try to sort each pile into smaller piles of five or ten (make the
judgment by the size of the original piles). Once the skip-counting number has been decided,
have students begin to take from the large pile of either the recyclable or non-recyclable
materials and make smaller piles of that number.
 Once both piles have been sorted, have students make an estimate about how much of
recyclable and non-recyclable material there is. Then as a class, do the skip-counting for each
pile. Write the numbers on either the whiteboard, anchor chart, or piece of paper that you won’t
lose.
DAY 3:
 Once students have grabbed the paper with an empty graph on it and are at their seats, the
teacher will begin the lesson by asking students what the title should be for the graph. (It
should end up being along the lines of ‘The Types of Litter Found on Our Playground’).
 After the title has been established, the teacher will walk the students through labeling the axis’
and figure out what number to count by on the Y-Axis.
 The teacher will show what the end result should look like, and then dismiss students to finish
creating their graph. Once students are done creating their graph, they will raise their hand for
the teacher to come and give them a sheet of questions that they have to answer about the
graph.
 Students could sort the recyclable materials into the different categories rather than just one big
one. Examples: Paper, Plastic, and Glass.
 Students could sort all of the trash that they have at home into the different categories of
recyclables and then non-recyclable.
DAY 1:
 Once students have put their bag of the litter that they collected in the designated area, and
washed their hands, students will gather in the front large group area gathering area. The
teacher will do a quick recap of why they went and collected litter.
 The teacher will then ask students their thoughts so far on the activity. Was there more litter
than they thought? Was there not a lot? Where do they think the litter is coming from? What
can we do to stop the littering?
 After, the teacher will close the lesson.
DAY 2:
 After both materials have been counted, and the numbers have been recorded, have students
take all of the non-recyclable material, and dispose of it in the trash. All of the recyclable
material should be put into a box to be taken to either the recycling plant, or the teacher should
bring it home to be picked up by recycling. Gloves should be taken off the correct way (remind
students how to do so), and hands should be washed.
 Students will gather in the large group area to debrief. The teacher will explain to students that
tomorrow we will be taking these numbers and creating a bar graph to help represent the data
that we collected.
 The teacher will ask students if their estimation on the amount of each material was close or if
it was too low/high. The teacher will then ask students to begin thinking about the graph that
they are going to create, how many bars are going to be on it, what it would be titled, and how
we would have to set it up.
DAY 3:
 As students are completing their graph (labeling, putting the information in, and coloring the
bars) and questions, the teacher will be roaming the room to aid with any questions.
 Once students begin to finish the graph and worksheet of questions, the teacher can allow
students to share their ideas with their table group if they want, and then students will place
their completed worksheet in their individual cubby.
Differentiation Accommodati Modificati
ons ons (if
needed)
Environment; rning Profile/Affect accommodatio
 Students who need the extra  Students will be n for EL
assistance can be given an allowed to work with students will
already filled out graph, where a partner to complete be made by
they can analyze the the worksheet(s) if providing the
information given through the necessary. ELL students with a
graph. Students may also have students will also be completed
the questions worksheet filled able to verbally copy of the
out for them by the teacher or communicate their worksheets so
support staff available. answers to the students can
 To differentiate processes, worksheet. just copy
students will be able to work  For students with things onto
with a partner filling out their specific learning their sheet.
graph and questions worksheet profiles, the amount of The teacher
together. people they would can fill the
 Students will be able to sit on like to collaborate worksheet out
swivel seats, on the floor of the with throughout the with the
classroom, or in any other completion of the student as
comfortable seating in the worksheet is able to students are
classroom while they are be changed. There are working
completing their worksheet. also times where independently,
They will have that privilege as teachers or support encouraging
long as they are focused and not staff can check in with the student to
being disruptive the students based on verbally tell
needs, level of the teacher
completion and what to write
different learning down or
profiles. include.
 Students who may
struggle with ELL students
physically writing may also draw
their answers, may pictures of
type on their what they
Chromebooks. As would like to
well as work with a include on
partner to bounce their
ideas off of, or work worksheet if
with the teacher’s help they would
to produce what they rather, or it
makes them
need to, or receive
assistance in areas that feel more
they lack. comfortable.
 Students should
respect the classroom A final option
environment, follow could be to
directions, encourage allow ELL
themselves and their students to
peers to be on task, work with a
and make appropriate partner,
choices when working allowing the
on their worksheet. said ELL
student to
work with a
fluent English
speaker to
copy down and
write the same
things as their
partner.
Diversity
examples.
the answers, or help with writing out or communicating their ideas, will be given what they need.
Students are also asked on the questions worksheet, if they have ever littered (purposely or
accidentally) and how they will try to prevent that from happening again, which tasks students with
thinking about themselves and how they fit into the content being looked at.
Technology
technology Educator role(s) you used to description explaining how you played this role(s).
for designing design digital experiences: N/A
and/or 15. Learner
delivering the 16. Leader
Lesson 17. Citizen
18. Collaborator
19. Designer
20. Facilitator
21. Analyst
technology Student role(s) students will description explaining when/how the students will
experiences use: be in this role(s).
during the 15. Empowered Learner N/A
lesson 16. Digital Citizen
17. Knowledge Constructor
18. Innovative Designer
19. Computational Thinker
20. Creative Communicator

Resource from Kent County Department of Public Works
Lesson Information

Science
Time/ Period: Materials: Chromebooks, Science notebooks, Pencils, Variety
3 Days: Day One – 30 Minutes; of art materials (crayons, colored pencils, markers, oil pastel,
Day Two – 1 Hour; Day Three – 45 paint, dot markers, etc.), paper scraps, bowls or buckets (one per
Minutes table group), 8.5 x 11 Bordered screen (one per student),
parchment paper, pieces of cotton cloth (one per student), art
smocks (one per students), Headphones, Projector, and Smart
board.
Standards Alignment

language)
Content Standards: 1. Students will be 1. Students will be
1. K-ESS3-3: Communicate able to discover creating their own
solutions that will reduce the how paper is piece of recycled
impact of humans on the land, recycled and then paper. This paper of
water, air, and/or other living create their own paper will be the
things in the local environment. recycled paper piece of paper that
with guidance and the student will use
2. ART.VA.II.2.2: Combine the use 80% accuracy. – I to draw their idea of
of elements of art and principles can learn about the perfect
of design to communicate ideas. how paper is playground. This will
recycled and use then become a page
that information in their Recycling
to make my own Book.
recycled paper. 2. Students will be
2. Students will be creating a drawing of
able to utilize the what their perfect
elements of art playground would
and principles of look like, with
design to whatever medium
communicate that they choose.
their idea of a This drawing will be
perfect on their piece of
playground with recycled paper and
little to no will be a page in
guidance and 90% their Recycling
accuracy. – I can Book.
use my
knowledge about
the elements of art
to display my idea
of a perfect
playground.
Technology Standards 1. Students will be 1. This will be

MiTecs/ISTE able to watch a formatively assessed
1. 1.1c: Students use technology to video and recall as students share the
seek feedback that informs and the information documents with the
improves their practice and to that the video teacher. This will be
demonstrate their learning in a presented onto a a credit/no credit
variety of ways. Google Doc to assignment.
demonstrate their
learning with
some guidance
and 80%
accuracy. – I can
watch a video and
then type the facts
I learned onto a
Google Doc.

1. 1D. Children/Students have a able to follow formatively assessed
sense of personal responsibility; safety by the teacher (who
K-2: Understand their expectations and will be wandering)
responsibility to meet schoolwide understand that when students are
safety expectations knowing it they are in place creating their piece
promotes a safe and productive to encourage a of recycled paper and
environment. safe environment when students are
for everyone with working with their
little to no Chromebooks.
guidance and 90%
accuracy. – I can
follow and
understand the
safety
expectations to
keep myself and
others safe.
Lesson Procedures
you will ask)
Day One:
 To begin the lesson, the teacher will have students come and sit at the large group gathering
area with a pencil and their science notebook, where each student will be sitting on a dot. The
teacher will then explain that today they are going to look at where our recycling goes after it is
picked up from our houses or from school. Before beginning the video, the teacher will have
students brainstorm independently and then share their thinking with their elbow partner as a
think-pair-share.
 Once students have finished sharing their thoughts, the teacher will tell students that they are
expected to write down two things that they noticed or thought was interesting about the video.
The teacher will then begin the video. (Start video at 5:33). https://www.youtube.com/watch?
v=k9yuk7Me9qQ
 After the video, the teacher will call on each student to share what they found interesting or
what they noticed.
 Once all students have shared, the teacher will tell students that they are going to recycle paper
right here in the classroom, and they are going to make their own paper!
Day Two:
 Students will begin at their seat in their table group. Each student will have a pair of latex
gloves on, a screen in a 8.5x11 wooden frame, a large sheet of parchment paper on their desk,
an art smock, and a piece of cotton cloth (ex. A cut piece of an old T-shirt).
Day Three:
 Students will start by joining the teacher at the large group gathering area. The teacher will
begin to explain to students what they are going to be doing.
Day One:
 As students are still sitting on a dot, the teacher will begin to explain how they are going to
be making their own paper. Once the teacher is done explaining what students will be
doing, the teacher will turn on soft instrumental music in the background.
o They are going to going to go to the classroom paper recycling bin and each table
group is going to have a pile of papers. It does not matter the color, size, shape, or type
of paper. Each table group will also get a large bowl/bucket that will be filled with
warm water. From there, students are going to work as a table group to rip up the paper
into small pieces. These small pieces will be placed into their bowl/bucket.
o Here comes the hard part: students are going to call the teacher over when their group
is done with ripping up the paper. The teacher will move their bowl/bucket to the back
counter and the paper will soak for one day.
o Students will then make sure their table is clean and ready.
o At the end of the day, the teacher will want to stir each bowl/bucket to ensure that all
paper is being soaked.
Day Two:
 The teacher will first explain to the students that they are each going to have a chance to
get their paper pulp (what the paper turned into overnight). Then the teacher will begin the
directions. Once the teacher is done explaining what students will be doing, the teacher
will turn on soft instrumental music in the background. When the teacher says go, students
will:
o One at a time, students will put their bordered screen into the bowl/bucket
vertically. They will then slowly slide the screen to where they are holding it
horizontally.
o Then students will wait for the paper pulp to begin to settle onto the screen. Once
there is an even layer of paper pulp, the student will quickly lift the bordered
screen out of the mixture, but still hovering over the bucket to allow excess water
to drip.
o Once most of the excess water has drained, the student will move their bordered
screen onto their large piece of parchment paper with the paper pulp side DOWN
on the parchment paper. They will then use their piece of cotton to press on the
screen to soak up excess water.
o Once most of the excess water has been soaked up, the student will carefully
remove the bordered screen from the paper pulp. The student will then use a
permanent marker to write their name on the piece of parchment paper that their
paper pulp is sitting on, and then set it aside on the back counter to dry overnight.
 Once a student is done with doing this and is waiting for their table members to finish, they
are tasked with watching a virtual tour of a recycling center. They will take notes on this
video and list the different areas of a recycling center on a Google Doc that they will be
turning in by sharing the document with the teacher.
 Link to Recycling Tour video: https://www.youtube.com/watch?v=zgLW9CSvpRw
Day Three:
o When the teacher says go, students will be dismissed (one by one) to go and grab their
piece of parchment paper that has their piece of recycled paper on it. They will then
remove parchment paper and throw that away. Once the teacher is done explaining
what students will be doing, the teacher will turn on soft instrumental music in the
background.
o The student will then use whatever art materials that they would like to draw a picture
of what their perfect playground would look like. Does it have litter all over it? Are
there recycling containers there? How are they going to keep it clean?
o Remind students that they want to take their time and be neat with their coloring, and
that this picture is going to be communicating an idea of their perfect playground.
 Students can compare and contrast the ease of making recycled paper by sorting and trying out
different types of paper.
 Students can explore using other scrap paper from the recycling bin to see what else they could
repurpose it as. (New art project, create bookmarks, etc.)
 As students are finishing up their drawing, they will raise their hand and explain their drawing
to the teacher.
 Once students are finished with their drawing and they have shown their drawing on their
recycled paper, they will place it in their cubby with all of their other finished work from this
unit.
ons ons (if
needed)
Instruction Student ELL students
Content/Activity/Product/ Readiness/Interest/Lea ELL: The will not be
Environment; rning Profile/Affect accommodatio required to
n for ELL fill out a
 Students who need the extra  Students who need students will Google Doc if
assistance can be given an extra assistance will be made by it is too
already filled out Google Doc be allowed to work providing the difficult. If
where the different areas of a with a partner to students with a students do
recycling center are already watch the video and completed complete a
filled out, where they can check complete the Google copy of the Google Doc,
off the things that as they see Doc and the creation worksheets so they will not
them in the video, or have the of the recycled paper students can be graded on
worksheet filled out for them by if necessary. ELL just copy correctness.
the teacher or support staff if students will also be things onto
available. The students can also able to verbally their Doc. The
draw pictures of the different communicate their teacher can fill
recycling areas instead of typing thoughts, and draw the Google
them out. pictures or verbally Doc out with
 To differentiate processes, explain their answers the student as
students will be able to work to the video. students are
with a partner filling out their  The video will also working
Google Doc. have subtitles in the independently,
 For the students who are students’ native encouraging
drawing pictures for the language to aid with the student to
different recycling centers, their comprehension. verbally tell
product will be different. The  For students with the teacher
goal is for students to identify specific learning what to write
and understand that there are profiles, the amount of down or
multiple steps in recycling. people they would include.
 Students will be able to sit on like to collaborate
swivel seats, on the floor of the with throughout the The video will
classroom, or in any other completion of the have the
comfortable seating in the Google Doc and the students’
classroom while they are creation of the native
completing their Google Doc. recycled paper can be language
They will have that privilege as determined. There are subtitles on to
long as they are focused and not also times where aid in
being disruptive. teachers or support comprehension
 Students are able to wear noise staff can check in with .
cancelling headphones if the the students based on
needs, level of ELL students
classroom gets to be too noisy.
completion and may also draw
different learning pictures of
profiles. what they
would like to
 Students who may
struggle with include on
physically writing their Google
their answers, may Doc if they
type on their would rather,
Chromebooks. As or if it makes
well as work with a them feel more
partner to bounce comfortable.
ideas off of, or work
with the teacher’s help A final option
to produce what they could be to
need to, or receive allow ELL
assistance in areas that students to
they lack. work with a
 Students should partner,
respect the classroom allowing the
environment, follow said ELL
directions, encourage student to
themselves and their work with a
peers to be on task, fluent English
and make appropriate speaker to
choices when working copy down and
on their worksheet. write the same
things as their
partner.
Diversity
examples.
around the room if safe and appropriate. Students who need additional assistance, help identifying the
different steps in the recycling process from the video, or help with writing out or communicating their
ideas, will be given what they need. Students are also tasked with creating a piece of recycled paper
and then on that paper, drawing what a perfect playground would look like in their eyes. This gives
them the ability to let themselves shine and dive deep into what they know or are familiar with and
what they would want, no one else.
Technology
technology Educator role(s) you used description explaining how you played this role(s). 2.6b
for designing to design digital
and/or experiences: The teacher will be playing this role by supporting
delivering the 22. Learner students to learn virtually, take information from a
Lesson 23. Leader video, and recall that information individually on the
24. Citizen computer, to then share it with another person(in this
25. Collaborator case the teacher), which practices collaboration.
26. Designer
27. Facilitator
28. Analyst
technology Student role(s) students description explaining when/how the students will be
experiences will use: in this role(s). 1.1c
lesson 23. Digital Citizen The students will be in this role when they are watching
24. Knowledge Constructor the video of the tour of the recycling center. Then they
25. Innovative Designer are taking the information that they are getting from the
26. Computational Thinker video and putting it onto a Google Doc, where they will
27. Creative Communicator then share this information with the teacher.

Lesson Information
Name: Date: April 17, 2022

Kelsey Berry
Language Arts
Time/ Period: Materials: Letter template (one per student), Document camera,
Two class periods – Day One: 30 Computer, Projector, Smart Board, and Pencils
Minutes; Day Two: 45 Minutes
Standards Alignment
language)
Content Standards: 1. Students will be 1. Students will be
1. CCSS.ELA-LITERACY.W.2.2 able to write a tasked with writing
Write informative/explanatory factual letter their future selves a
texts in which they introduce a about recycling letter that reminds
topic, use facts and definitions to to their future them why recycling is
develop points, and provide a selves by using important and how to
concluding statement or section. facts with some continue recycling.
2. CCSS.ELA-LITERACY.L.2.2 guidance and This will end up in
Demonstrate command of the 75% accuracy. – their personal
conventions of standard English I can write facts Recycling Book,
capitalization, punctuation, and about recycling which is the
spelling when writing. to remind myself summative
3. CCSS.ELA-LITERACY.L.2.3 in the future of assessment.
Use knowledge of language and why I should
its conventions when writing, keep recycling.
speaking, reading, or listening. 2. Students will be
4. K-ESS3-3: Communicate able to
solutions that will reduce the demonstrate the
impact of humans on the land, conventions of
water, air, and/or other living standard English
things in the local environment. (capitalization
and punctuation),
with little to no
guidance and
80% accuracy. –
I can correctly
use punctuation
and capitalize
words that need
to be capitalized.
3. Students will be
able to apply
their previously
learned
knowledge about
language
conventions
when writing
with some
guidance and
75% accuracy. –
I can use my
previously
learned skills
about language
conventions
when writing.
4. Students will be
able to identify
facts that they
find most
important to
them about
recycling with
some guidance
and 85%
accuracy. – I can
recall and choose
recycling facts
that I find most
useful to me for
the future.
Technology Standards 1. N/A. 1. N/A.

MiTecs/ISTE
1. N/A.
SEL Competencies 1. Students will be able 1. This will be formatively

to communicate ideas in assessed when students are at
1. 4A. Children/Students use a respectful way when the large group gathering area
positive communication and brainstorming ideas and brainstorming ideas and
social skills to interact sharing their work with concepts together. This will
effectively with others; K-2: peers with little to no also be formatively assessed as
Effectively and appropriately guidance and 85% students are sharing with their
communicate needs, wants, and accuracy. – I can be table groups their final letter,
ideas in a respectful manner. respectful when sharing as the teacher is wandering the
ideas and my work with room.
my peers.
Lesson Procedures
you will ask)
 To begin the lesson, the teacher will have students come and sit at the large group gathering
area where each student will be sitting on a dot. The teacher will start to tell students that they
will be writing a letter to themselves in the future. The purpose of this letter is going to be
remind themselves to keep recycling.
o They are going to have to list Before students get to starting on writing the letter to
their future selves, the teacher is going to have students brainstorm what they are going
to want to remind themselves about recycling. This brainstorming will be a whole
group brainstorm, with students raising their hands and the teach writing down these
ideas on the whiteboard.
o Once students have gone through all of their ideas, the teacher will show students the
sheet that they will be completing.
 Students will still be sitting at the large group gathering area on their dot while the teacher goes
over and reminds students how to write a letter (this is a previously learned skill). The teacher
will pull out their old anchor chart to show students all of the components of a letter.
 Once students are reminded about how to write a letter, the teacher will dismiss students to
individually work on writing a letter to themselves. (One by one dismissal. Students will come
and grab a sheet that they will be writing their letter on). Once the teacher is done explaining
what students will be doing and dismissing students, the teacher will turn on soft instrumental
music in the background.
o The letter must include the date, their greeting, three things that they want their future
selves to remember about recycling, a closing, and their signature.
o This is an independent activity for students to show off their writing skills, but to also
think back on all that they have learned about recycling and what they find most
important.
 Students can make a poster about what they think the three most important things about
recycling are.
 Students can make a poem about recycling (Haiku, Free Form, or Acrostic poem).
 As students begin to finish writing their letters to their future selves, they can choose an
extension activity to complete while they wait for their table members to finish.
 Once all students in the table group have finished, students will share the three things that they
chose to write about.
 After sharing their letters to their future selves, students will put their finished letter in their
cubby with the rest of their sheets that they have acquired throughout the unit.
Differentiation Accommoda Modification
tions s (if needed)
Environment; rning Profile/Affect accommodat
ion for ELL
 Students who need the extra  Students who need students will
assistance can be given an extra assistance will be made by
outlined sheet that tells them be allowed to work providing
exactly what to write, or have with a partner to write the students
the letter written out for them by the letter if necessary. with a copy
the teacher or support staff if ELL students will also of all of the
available. The students can also be able to verbally possible
draw pictures of the different communicate their things they
recycling things that they want thoughts, and draw want to
to remind their future selves of pictures or verbally remind
instead of writing it out. explain their concepts themselves
 To differentiate processes, that they want to
students will be able to work remind themselves of. of, so
with a partner when writing  For students with students can
their letter. specific learning just copy
 For the students who are profiles, the amount things onto
drawing pictures for the of people they would their letter.
different recycling habits that like to collaborate The teacher
they want to remind their future with throughout the can fill the
self of, their product will be completion of their letter out
different. The goal is for letter can be with the
students to identify and determined. There are student as
understand that they are going also times where students are
to be reminding themselves of teachers or support working
this topic later in life. staff can check in independentl
 Students will be able to sit on with the students y,
swivel seats, on the floor of the based on needs, level encouraging
classroom, or in any other of completion and the student
comfortable seating in the different learning to verbally
classroom while they are profiles. tell the
writing their letter. They will  Students who may teacher what
have that privilege as long as struggle with to write
they are focused and not being physically writing down or
disruptive. their answers, may include.
 Students are able to wear noise type on their
cancelling headphones if the Chromebooks. As ELL
classroom gets to be too noisy. well as work with a students may
partner to bounce also draw
ideas off of, or work pictures of
with the teacher’s what they
help to produce what would like to
they need to, or include in
receive assistance in their letter if
areas that they lack. they would
 Students should rather, or if
respect the classroom it makes
environment, follow them feel
directions, encourage more
themselves and their comfortable.
peers to be on task,
and make appropriate A translated
choices when working list of
on their letter. possible
things that
they want to
remind
themselves
of can be
provided in
their native
language as
well.
A final
option could
be to allow
ELL
students to
work with a
partner,
allowing the
said ELL
student to
work with a
fluent
English
speaker to
copy down
and write the
same things
as their
partner.
Diversity
examples.
around the room if safe and appropriate. Students who need additional assistance with identifying
different things that they want to write in their letter, or help with writing out or communicating their
ideas, will be given what they need.. This gives them the ability to let themselves shine and dive deep
into what they know or are familiar with and what they feel they will benefit from, no one else.
Technology
for designing to design digital N/A
and/or experiences:
delivering the 29. Learner
Lesson 30. Leader
31. Citizen
32. Collaborator
33. Designer
34. Facilitator
35. Analyst
during the 29. Empowered Learner N/A
lesson 30. Digital Citizen
35.Global Collaborator

Lesson Information
Name: Date:
Kelsey Berry April 17, 2022
Recycling Unit – Culminating 2nd Grade
Activity
Whole unit will take a week or so; Collection of previous work that has been completed during the
This lesson will be one day for 45 unit (Me in my Communities sheet, What Recycling Means to
minutes. (May be pushed into two Me sheet, 5 Ways I Can Use the 3 R’s sheet, Graph sheet,
days depending on the amount of Questions about the Graph sheet, Piece of recycled paper with
detail students put into creating their drawing, and their letter to their future selves), Copy of
front and back covers). rubric (one per student), Cardstock (any color, two pieces per
student), Three hole punch, Yarn or ribbon (will be used to tie
together book, three strands per student), Coloring utensils
(crayons, colored pencils, markers, etc.), and Coloring pages for
students who finish early. Smartboard, Computer, and Projector
for teacher.
Standards Alignment

ABCD with Assessment(s)
teacher language (formative and/or
and “I Can” with summative)
student
language)
Content Standards: 1. Students will 1. This will be assessed
be able to use when students turn
1. ART .VA .II .2 .1: Demonstrate how a variety of art their recycling book
materials, techniques, and processes materials to in when finished.
can be used creatively to creatively 2. This will be assessed
communicate ideas. bring together as the teacher is
their previous wandering the room
2. ART .VA .I .2 .2: Demonstrate the work and and students are
safe use of a variety of materials, create a new working on finishing
project with their front and back
tools, and processes with some covers for their book.
environmental awareness. guidance and 3. This will be assessed
80% accuracy. when the teacher is
3. CCSS.ELA-LITERACY.RI.2.3 – I can use wandering the room
Describe the connection between a different art while students are
series of historical events, scientific materials to sharing their books.
ideas or concepts, or steps in create a book This can also be
technical procedures in a text. out of my assessed when
previous students share their
work. favorite part of their
2. Students will book, by having the
be able to use teacher question
a variety of art students.
materials in a
safe manner
and be aware
of their
surrounding
environment
with little to
no guidance
and 85%
accuracy. – I
can safely use
art materials
and be
cautious of
surroundings.
3. Students will
be able to
describe the
connection
and series of
pages of their
recycling
book when
sharing, with
some
guidance and
80% accuracy.
– I can explain
and describe
why my
recycling
book has
different
science
concepts.
Technology Standards N/A N/A
MiTecs/ISTE:
N/A
SEL Competencies: 1. Students will be 1. This will be assessed
1. 4.A. Children/Students use positive able to collaborate as the teacher is
communication and social skills to interact with peers and work in wandering the
effectively with others; K-2: Effectively and the same space in a classroom and
appropriately communicate needs, wants, and respectful manner students are working
ideas in a respectful manner. when putting their on their recycling
2. 5.B. Children/Students develop, book together with book.
implement, and model effective decision some guidance from
making skills to deal responsibly with daily their teacher with
academic and social situations; K-2: 100% success. – I can
Demonstrate constructive academic behaviors be respectful when
and self- regulation (listen, pay attention, working with my
follow directions, ignore distractions) classmates.
2. Students will be
able to use
constructive academic
behaviors and self-
regulate when working
on putting their
recycling book
together with little to
no guidance from their
teacher with 100%
success. – I can listen,
pay attention, follow
directions, and not
engage in distractions
when working in the
classroom.
Lesson Procedures
you will ask)
 To begin the lesson, the teacher will have all of the students meet in the large group gathering
area and sitting on a dot on the carpet. The teacher will begin by explaining that today is the
day that they all get to put their book together.
 Before having students start getting all of their work that they have completed out from their
cubbies the teacher should go over the order of how the book will be organized.
o Begin to pull up the slideshow that shows what each student should have in their book
and in what order. They will also learn what the title of the book should be called.
o The teacher should also have a printed copy of the rubric that students will be graded
on, for each student.
o These requirements should stay on the screen/board for the entire duration while
students are working.
 Once the teacher has gone over the required contents of the book, the teacher will show
students where they will be creating a line to get their materials three hole punched, along with
where they can choose their pieces of cardstock for their front and back cover. They will also
need to grab three pieces of yarn or ribbon (whichever they choose) to tie their book together.
 The teacher will dismiss students one by one to go and grab their completed work from their
cubbies. Once students grab these, they will need to choose their cardstock.
 After all students have grabbed their completed work and chosen their cardstock, they will
begin to organize, decorate, and create their front and back covers for their book.
o When students start working, the teacher will begin to play soft instrumental music in
the background.
o As students are working, the teacher should be wandering the classroom checking in
with students and ensuring that they are staying organized with their materials.
 Once finished decorating, creating, and organizing, students will have to line up for the teacher
to three hole punch their materials and tie them together with the yarn or ribbon that they
chose.
 There will be coloring pages for students to complete if they finish before other students.
 Students can make a list of adults either in the school or at home that they want to read this
book to.
 Students can record themselves reading their book on their Chromebooks to then share with an
adult at the school of why recycling is important.
 Once students have their finished book, they are tasked with reading through it once on their
own, and then as a table group they get to share their book and the way that they individualized
it.
 After all students have shared in their table group, the teacher will get the students’ attention to
come and meet at the large group gathering area with their book.
 Students will find a dot to sit on, the teacher will ask students if they feel accomplished after
doing all of that hard work in that unit, and how they feel now that they have the final product
in their hands.
 After having students share their feelings of accomplishment and pride, the teacher will ask if
anyone wants come up in front of the class to share their favorite page from their book.
 When all students who wanted to share, are done sharing, students will put their books in their
cubbies so the teacher can go through and grade them before they are taken home.
ons ons (if
needed)
Instruction Student If the student
Content/Activity/Product/ Readiness/Interest/Lear ELL: The is typing all
Environment; ning Profile/Affect accommodatio of their
 Students who need the extra  Students who need extra n for ELL materials,
assistance can be given an assistance will be students will they can
outlined sheet that tells them allowed to work with a be made by create a
providing the digital book
exactly what order to have their partner to put their book by utilizing
materials in, or have their together if necessary. students with Google
materials put in order for them ELL students will also a copy of all Slides, or
by the teacher or support staff be able to verbally of the possible they can have
if available. communicate their things they their
 Instead of just have the order thoughts, and draw want to materials
and title on the board, the pictures or verbally remind printed.
teacher could walk through the explain their concepts themselves of,
order with students as they are that they want to have so students
sitting at their desk with their put on their book can just copy
materials. covers. things onto
 To differentiate processes,  For students with their book
students will be able to work specific learning covers. The
with a partner when getting profiles, the amount of teacher can
materials together and people they would like write the book
organized. to collaborate with title out with
 Students will be able to sit on throughout the the student as
swivel seats, on the floor of the completion of their students are
classroom, or in any other book can be working
comfortable seating in the determined. There are independently,
classroom while they are also times where encouraging
putting their book together. teachers or support staff the student to
They will have that privilege as can check in with the verbally tell
long as they are focused and students based on the teacher
not being disruptive. needs, level of what to write
 Students are able to wear noise completion and down or
cancelling headphones if the different learning include for
classroom gets to be too noisy. profiles. decoration on
 Students who may the covers.
struggle with physically
writing the title and A translation
decorating, may type on of the title of
their Chromebooks. As the book will
well as work with a be provided in
partner to bounce ideas their native
off of, or work with the language as
teacher’s help to well.
produce what they need
to, or receive assistance A final option
in areas that they lack. could be to allow
 Students should respect ELL students to
the classroom work with a
environment, follow partner, allowing
directions, encourage the said ELL
themselves and their student to work
peers to be on task, and with a fluent
make appropriate English speaker
choices when working to copy down and
on putting their book write the same
together. things as their
partner.
Diversity
examples.
around the room if safe and appropriate. Students who need additional assistance with organizing their
materials and worksheets, or help with writing out the title on their book, will be given what they need..
This gives them the ability to let themselves shine and decorate the front and back cover with whatever
speaks to them. This book also gives students a chance to make author decisions about what they
included in their letter and on their worksheets. Students can really shine through the process of
finalizing their book.
Technology
technology for Educator role(s) you used to description explaining how you played this role(s).
designing design digital experiences: I played the role of a facilitator by presenting the
and/or 36. Learner students with materials that encouraged them to
delivering the 37. Leader learn and gave them direction on how to complete
Lesson 38. Citizen their project. (Slideshow).
39. Collaborator
40. Designer
41. Facilitator
42. Analyst
technology Student role(s) students will description explaining when/how the students will
experiences use: N/A be in this role(s).
lesson 37. Digital Citizen N/A
42.Global Collaborator

Rubric for Recycling Book

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Reduce, Reuse,

II. Scope and Sequence:

III. Audience and Environment

IV. Thematic Unit Summative Assessment

Reduce, Reuse, Recycle!

Scope and Sequence

Lesson ELA Science Mathemati Social Technolo Art/Music Physical

I have a group of twenty-four students in an urban school district, it is a second grade

Standards Used in Unit

 Common Core Standards – ELA:

o CCSS.ELA-LITERACY.W.2.2: Write informative/explanatory texts in which

 Common Core Standards – Mathematics:

Content Objectives Throughout Unit – ABCD Format and I Can…

Create a table line for each standard Objectives (both Appropriate

Technology Standards 1. Students will be 1. This will be assessed

Reflection/ Teacher Notes:

Name: Kelsey Berry Date: April 17, 2022

Curriculum/ Course: Grade Level(s):

Create a table line for each standard Objectives (both Appropriate

Technology Standards 1. Students will be 1. This will be

SEL Competencies 1. Students will be 1. This will be

Name: Kelsey Berry Date: April 17, 2022

Curriculum/ Course: Grade Level(s): Second Grade

Create a table line for each standard Objectives (both Appropriate

Technology Standards 1. N/A 1. N/A

These are found within the lesson.

Name: Kelsey Berry Date: April 17, 2022

Curriculum/ Course: Grade Level(s): Second Grade

Create a table line for each standard Objectives (both Appropriate

Technology Standards 1. Students will be 1. This will be

SEL Competencies 1. Students will be 1. This will be

Ferris State University

Name: Date: April 17, 2022

Technology Standards 1. N/A. 1. N/A.

SEL Competencies 1. Students will be able 1. This will be formatively

These are found within the lesson.

Create a table line for each standard Objectives (both Appropriate

These are found within the lesson.

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