ASSURE INSTRUCTIONAL PLAN

“The nonrenewable and reusable objects of life”

Grade 6 Science

Lesson Length: two class periods (90 minutes altogether)

Analyze Learners

• Total number of students: 20

• Students with learning accommodations: 5
• Students with IEP: 4
• Verbal learners: ½ of the class
• Kinetic learners: ¼ of the class
• Auditory learners: ¼ of the class
• Students who are extroverts: 15
• Students who are introverts: 5
• Prefer to work alone: 8.
• Prefer to work in a group: 12.

State Objectives

6.9 The student will investigate and understand that humans impact the
environment and individuals can influence public policy decisions related to
energy and the environment. Key ideas include:

a) natural resources are important to protect and maintain.

b) renewable and nonrenewable resources can be managed
c) major health and safety issues are associated with air and water quality
d) major health and safety issues are related to different forms of energy
e) preventive measures can protect land use and reduce environmental hazards and
f) there are cost/benefit tradeoffs in conversation policies

Select Media, Materials, and Methods

Media: Mimio projector attached to desktop computer, 5 Chrome books (both with
internet access)

Materials: different nonreusable and reusable resources

Reusable resources: water bottle, plastic bags, cereal boxes, containers
Nonreusable resources: bubble wrap, can, straws
Other materials: paper (construction and college ruled), crayons, glue, pencils,
colored pencils, markers, scissors, string, tape, rulers.

Methods: Whole group participation with discussion on what reusable and

nonreusable items and what they might entail
. Discuss within whole group different ways to conserve energy and how we can
keep the earth clean and safe for not only us as humans but animals as well.

Small groups
. make new things with reusable items.
. write out ways they could help the environment.
. identify natural resources using chromebooks.

Utilize Media, Materials, and Methods

Media: Desktop attached to the Mimio with internet access will be used to watch
an educational video on what natural resources are, what ways
nonreusable/reusable items are used and how they can affect the planet, and how
we can help out our community even the animals.

2) Explain on a MS document what the groups are and who will be assigned to
each group and the number of minutes for each station, as well as having
directions.

3) show on Mimio different pictures on things people have created using the
reusable resources

Materials:
. reusable resources will be used to create something new (water bottle, plastic bag,
cereal boxes, containers, etc)
• . Paper (Construction) – Used on their new creation.
• Paper (college ruled) – to write ways they could help the environment
• Crayons / colored pencils/ markers- used to add color to their creation
• Glue/scissors – cut and paste the paper or object that they used (object =
reusable resource)

• String – to connect pieces • Tape – used as an alternative to the glue.

Methods:

• Whole group discussion on what reusable and nonreusable items and what
they might entail. The students will name some things that they might see at
home or school that could be identified as reusable/ nonreusable items.

• Discuss within whole group different ways to conserve energy and how we
can keep the earth clean and safe for not only us as humans but animals as
well. Here the student will elaborate on ways to conserve energy in their
home/ school.

• TSW will talk about pollution and pollution affects the planet.

Small Groups

• Each group will doing a different activity based on what was discussed as a
class in the whole group session.
• The sessions include making a “new creation” with the reusable resources
that were provided.
• Another group will be writing about how they can help the environment.
• Another group will be researching different natural resources and how they
are used. This will be done by using the Chrome books.

Require Learner Participation

• Whole Group: At the beginning of this project, the teacher will open the
lesson/ activity with asking the students what their prior knowledge is about
natural resources, reusable/ nonreusable resources, as well as talking about
 ways to conserve energy and how to help out the environment. The teacher
will also discuss what pollution is and how it affects the planet.

• Whole group: The teacher will then give examples to the students about the
activity they will be doing and show examples of other new creations. The
teacher will ask the students to brainstorm some ideas on what they could
create based on the supplies provided.
• The teacher will remind the students that this is for a project grade so the
students need to give their best effort and it will be demonstrated in the class
for part of their final grade.

• Small group Activities:

• - “New Creation”: The student will make a “new creation” based on their
knowledge of what was taught in the lesson and based on the supplies that
are provided to them. The students will be allowed to collaborate with the
other students within their group to discuss and help each other. At end of
the class period, the students will share their “new creation”.

• “What can I do to help?”: TSW will write a short proposition on what they
can to help the environment. It can be in regard to the present, if they’ve
done something in the past, or if it’s something they desire to do in the
future. They can share their stories amongst their group while they are
working.

• “What are natural resources”: TSW will utilize the chrome books to research
the definition of natural resources and the different types of natural
resources and how they are used in the earth. The students will be able to
discuss the information that they found and discuss it among their group and
then it will be discuss when it is time to present.
 • The students’ “new creations” will be displayed amongst the classroom and
then the students will be allowed to take them home if they desire.

Evaluate and Revise

Student Performance: The students will be evaluated based on each activity that
was done and put into one project grade. Each portion will be assessed on
information, overall presentation, and creativity, name, date, etc.
Instructor performance: The teacher will be asking students questions while they
are working in their groups to see if the material is understood. This will also be a
time for the teacher to assess each student/group to see who will need more time
with the lesson and who understands the lesson. The project grade will help
identify this as well. If there are more students who need more time with the
lesson, then a different approach will be made, and other activity will be given.
Media Performance: The videos that would be used for the purpose of informing
the students on the materials that is being taught. Based on the information from
the videos and brainstorming ideas that was done as a class, that will be on of the
determining factors if material was tell taught and understood.