Project Developers: Taryn Bramel, Emily Avery, Nasreen Haman
Grade/Class/Subject: 3rd grade/Science
Student Profile: Native English speaking students, ELL students at levels 1 and 3 for English Proficiency
Unit/Theme: Resources/ What are resources? What are different kinds of resources? How can we conserve Earth’s Resources?
Time: 3 days
Standards:
Academic/core:
S3.B.3.2.3: Describe how human interactions with the environment impact an ecosystem (e.g., road construction, pollution, urban development, dam building).
ELP Standard:
#4: English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.
Performance Objectives:
Content Objective(s):
Students will be able to…
· Identify renewable, nonrenewable, and inexhaustible resources so as to make predictions about what the world would look like if we ran out of or had to much of different types of resources
· Utilize their knowledge of resource types in order to identify recyclable resources used in everyday life and create a poster using their understanding of the need for conserving and recycling resources.
· Use their understandings of resource types to Identify signs of recycling in their home and community in order to complete a short writing assignment.
Language Objective(s)
Students will be able to…
· Use the key vocabulary to describe recycling of resources using both writing and speaking while creating a conservation poster in pairs and orally explaining the chosen resources importance.
Writing
Level 1: Label the picture note cards presented to them. Write a response in journal about recycling around them with teacher assistance.
Level 3: Describe what is being displayed on picture note card. Write a response in journal about recycling around them with Native English language peers.
Speaking
Level 1: Recite key vocabulary words pertaining to recycling (i.e- recycling, conserve, inexhaustible, non-renewable, renewable).
Level 3: Practice using new vocabulary words in allocated time talking to native English language peers, and recite key vocabulary words.
Reading
Level 1: Match pictures from the textbook reading to the graphic organizer pertaining to how is aluminum recycled.
Level 3: Read pages c102 and c103 with native English language peers and discuss the reading.
Listening
Level 1: Followed one step oral directions for resources in our lives picture note card activity.
Level 3: Followed a multiple oral step-by-step instruction given by teacher for the resources in our lives activity
Activity: Recycling in Our Lives (Alternative-Assessment)
1. T will guide students in a discussion on the affect that recycling has. What would happen if we didn’t recycle? Where would all the cans go? How would that effect the environment? How about if we didn’t recycle any of the things that are recyclable? T will use pictures to illustrate the answers to the questions of the discussions.
2. Students will get into pairs,
3. T will provide instructions for a poster assessment activity on the board. T will go through them and leave them visible for the whole activity
4. Pairs will list resources they see in their lives that they think should be conserved more.
5. T will provide examples (with images) on the smart board.
6. In these pairs, students will choose one of the resources and create a poster to encourage recycling or conservation of the resource.
7. Students will present their posters and share why they think it is important to recycle or conserve the resource in particular.
8. T will assess student’s posters on differentiated project Rubrics.