| 6. Commitment and willingness to participate in learning communities. |
| Recycling�service learning project
Date: October 2007 Grade Level: kindergarten Subject: Social Studies Content Area: Recycling, Trash, and the environment Type of Lesson: Discussion, Large group, service walk Size of Group: 24 students Michigan Curriculum Framework Standards: VII. Citizen Involvement C S 1:1. Help to determine, interpret and enforce school rules. 2. Participate in projects designed to help others in their local community INTRODUCTION Management strategy for getting students� attention: I will direct students to come to the �meeting place� right when they come in from lunch recess. Anticipatory Set: I will read Why Does Litter Cause Problems? or another story to open discussion about recycling/trash. Learning Objectives: The students will show that they value keeping the earth clean by picking up trash on a walk around the school. The students will help enforce school rules by making signs easing littering. MATERIALS: Why Does Litter Cause Problems? Asimov, Issac. Or similar book. Gloves and plastic grocery bags (enough for class), Paper/coloring sheets to make �do not litter� signs. I. DEVELOPMENT Management strategy for transitioning students to activity: To get students to calm down, we sometimes sing a song or roll our hands and then put them in our laps. When we move to go pick up the trash, I like to have them repeat directions, stick with a partner or adult. Social Studies time takes place right after recess, so it�s easy to just direct them where they need to go. Input: This lesson is in three parts. 1. Build understanding. 2. Take action. 3. Reflect. 1. I will do a guided read of a recycling story. After, we�ll talk about what the impact of common trash is. I will bring in some common items. I�ll ask what it is, why it�s bad (too much makes a place dirty, harms animals, etc) and what we can do. I�ll write ideas on the board and steer them to come up with the idea that we can pick up trash at school. Model: 2. Take action. Using their suggestions, we�ll go outside and pick up trash. I�ll model putting on gloves, carrying a bag, and picking up trash. I�ll talk about my thinking, reflecting out loud to the students (metacognition). Check for understanding: I will have the students repeat back to me what they�re supposed to do. I�ll observe on the playground to see if I need to remind students of their task. Management strategy for keeping students� attention/getting students refocused: I will use proximity, eye contact, and verbal reminders. If necessary, I may have them stand by me while we pick up trash to help them. II. GUIDED PRACTICE 2. Cont�d. We will pick up trash on the playground/around the school. We�ll talk about the effects of the trash that we picked up. Management: I will use proximity, eye contact, and verbal reminders. If necessary, I may have them stand by me while we pick up trash to help them stay on task. In the classroom, we have a �recovery� chair that�s similar to a time-out. III. INDEPENDENT PRACTICE . 3. Reflect. I will ask them what we can do to help others in the school. How can we help others remember to pick up trash? We�ll talk, I�ll repeat ideas and steer them into coming up with the idea that we can make signs. Then, we�ll use markers to color in �do not litter� signs or make our own signs. They can dictate to the teacher what they want it to say if they choose one without words. (we�ll use recycled paper, too) IV. CLOSURE I�ll have the students put their signs on a pile, or if there is enough time we�ll go on a walk and hang up the signs. (See Pictures) We may have to do that the next day. This is an intro for recycling/trash, so any future lessons can relate to this. VI. ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS Two specific ways: I will have students who have difficulty paying attention repeat directions. I will have students with fine-motor delays use a pencil gripper. VII. ENTRY LEVEL STANDARDS Upon completion of an approved teacher prep program, a person should have the ability to: 2.g. Use multiple approaches to appropriately assess student abilities and needs to plan instruction 5.b. Exercise good judgment in planning and managing time and other resources to attain goals and objectives |