Cleaning Your Cubby Cover Sheet

Teacher Candidate Rachel Mullen Title of Exemplar Portfolio Category ACEI Standard Recycling- Cleaning Your Cubby I x II III IV V

Cohort #

414

Curriculum

ACEI Standard Element(s) A2.2 Science, A2.3 Mathematics, A2.5 The Arts Candidates know, understand, and use fundamental concepts of physical, life, and
earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation Candidates know, understand, and useas appropriate to their own understanding and skillsthe content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students

Semester

Fall 2012

Date November 21st, 2012

1.

Description of exemplar and how it demonstrates meeting this ACEI Standard and Element(s). This exemplar was a lesson graphing the results of a cubbyrecycling lesson that I did. The students cleaned out their cubbies and sorted the items into 3 different piles (reduce, reuse, recycle). This allowed the students to gain a better understanding of the recycling concept, and how they can see recycling occurring in their every day lives. Next, the students graphed the piles onto a bar graph (with a reduce column, a reuse column, and a recycle column), finding the maximum, minimum, median, mean, and mode, allowing math to be integrated into the science part of the exemplar. After completing the graphing, students used recycled pieces of construction paper (basically paper scraps) to create a recycling circle, which showed them how they can continue to recycle items in their classroom. This allowed them to learn about abstract or different types of art, which addresses the art ACEI standard. After

finishing the sign, the exemplar now had art, science and math all integrated. 2. Reflection on my professional growth in knowledge, skills, and dispositions related to this ACEI Standard and Element(s). My knowledge of all the different curriculum subjects grew while I was creating and implementing this lesson plan. Although I had taken environmental science in high school-which had a whole section dedicated recycling- I didnt have a very clear understanding of the other terms involved with my lesson (reduce and reuse). By researching during the creation stage of this lesson, I was able to learn the difference between these two terms, and develop a deep understanding so that I could better educate my students. For math, my knowledge of how the students have been taught to find the mean, median, and mode for sets of data grew deeper. Although I assumed that the students had learned how to do this, they learned how to do it with very specific types of graphs. Since the graphs they were creating were different from what they were used to, the students struggled to find these data points. Now I have more knowledge about how to prepare for problems that might occur during my lessons due to overly specific content knowledge. I was able to develop my skills in integrating different subjects of curriculum together while I was planning for this lesson plan. I wanted this lesson to incorporate math and science, because I knew that these two subjects were easy to put together. Once I decided to integrate art as well, I had to come up with a creative way to do that. Integrating three subjects into one lesson may be difficult, but I did it, while making it fun and interesting for the students. My disposition and my belief in arts integration was shown through this lesson. Since art is a subject that most students enjoy, I think that it is important to integrate it with other subjects to help make them more enjoyable. Not only did the students enjoy participating in the hands on science/math part of the lesson, but they got to create their own art project at the end as well. This allowed for the students who may not enjoy math/science as much to find fun and excitement in the lesson that I was teaching. The students that participated in this lesson seemed to really enjoy it! Not only were they cleaning their personal space, but they also got to recycle, which was a topic that the school focused heavily on. Many of the students

recycle at home, so they all understood what needed to be done and how things can be recycled/reused. It was a fun lesson for both me as the teacher and the students.

Recycling-Cleaning Your Cubby EECE Backward Design Unit and Lesson Plan Template
From Integrating Understanding By Design & Differentiated Instruction: Connecting Content and Kids Carol Ann Tomlinson & Jay McTighe, ASCD, 2006

Candidate Title

Rachel Mullen Recycling- Cleaning Your Cubby Science, Math, Art

Cohort # Date

414

Sept. 16, 2012 4th

HCP III Content Area(s)

Grade Level

Step 1Desired Results (what I want students to learn) A. Essential Questions a. How do humans change the planet? ( Science Framework) b. How can we incorporate recycling into our every day lives? (Teacher created question) B. Standards a. Science Inquiry Standard: K-4~ abilities necessary to do scientific inquiry/Understanding of scientific inquiry. b. Standard 5: Interdependence of The Environment and Human SocietiesUnderstand the interdependence between environmental systems and human societies. i. Benchmark: SC. ENC.5.6: Explain why recycling and conservation of resources are important. c. Standard 11: Data Analysis, Statistics, and Probability: FLUENCY WITH DATA: Pose questions and collect, organize, and represent data to answer those questions i. Benchmark: MA.4.11.1: Pose questions, collect data using observations and experiments, and organize the data into tables or graphs. d. Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences i. Benchmark: FA.4.1.1: Use the elements and principles of art and design, such as emphasis, proportion, complementary colors, positive and negative space, and depth, to communicate an idea or mood

C. GLO: Community Contributor (The understanding that it is essential for human beings to work together) D. Other objectives: None E. Focus as the Teacher: Hawaii Teacher Performance Standard: Standard 7-Planning for Instruction My focus as a teacher is to see how a science lesson in a classroom actually works, and determine how this lesson can be successful. D. InTASC Standard: InTASC Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. InTASC Standard #5: Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Step 2Assessment Evidence (formative or summative checks for learning) A. To demonstrate their learning, students will clean out their cubby that is located in the classroom. They will sort the items into the following categories: Reduce, Reuse, Recycle. They will keep track of how many of each item they have, and create a graph to display the data. In addition, they will be able to tell me other things that they may find in their everyday lives that they can reduce, reuse, and recycle. Finally, they will create a recycling sign using only paper scraps that have already been used. B. The performance criteria consists of students being able to justify their reasoning for why the item was placed in the category it is. Justification can include: How they would reuse items in that pile, how they cannot reuse items in the reduce pile, and how the items in the recycle pile can be recycled. In addition, the art project must be completed by following the directions.

Rubric: Subject Math

Approaching Expectations -Graph is almost complete.

Meets Expectations -Graph is completed with most labels, data collection, and landmarks.

Exceeds Expectations -Graph has been completed with all labels, data collection, and landmarks.

Science

-Items in cubby have -Items in cubby have been placed in a been placed in category and most category. have been justified.

-All items in each category (reduce, reuse, recycle) have been justified as to their placement. -Art project has been created without using scissors. -Students can explain 2 or more ways that they can incorporate recycling tasks in their everyday lives. -Students can explain 2 or more reasons why recycling and conservation are important.

Art

-Art project is almost complete.

-Art project has been created.

Concluding Discussion

-Students can explain no ways that they can incorporate recycling tasks in their everyday lives. -Students can explain no reasons why recycling and conservation are important.

-Students can explain 1 way that they can incorporate recycling tasks in their everyday lives. -Students can explain 1 reason why recycling and conservation are important.

Step 3Active Learning Plan (detailed enough for another teacher to follow) Steps for Students INTRODUCTION- 10 minutes 1. Explore with teacher about what recycling is, why it is important, and what each category means (reduce, reuse, recycle). Have students explain their responses to the teacher and discuss why. a. Reduce: Items that are no longer needed, and can be removed from their cubby all together. b. Reuse: Items that can be reused as they currently are. c. Recycle: Items that can be used as something else. SCIENCE- 10 minutes 2. Have students clean out their cubby and sort items into different piles (a reduce, reuse, and recycle pile) 3. Record and explain, on a piece of paper, what was put in each category, and why it was placed there. Notes for Teacher -Bring in actual items that go in each category and have students explain which category they go in, and give examples, definitions, and explanations for the terms. -Engage students by having them participate hands-on by putting the items into piles. -After the students explain their explanations for each category and place the items accordingly, teacher should give actual definitions, and see if student responses/categorizing matches up. -Include questions for

MATH- 15 minutes 4. Have students create a bar graph that shows the results for each of the piles. 5. Have students find the landmarks (Mean, median, mode, maximum, minimum) for the data they collected and recorded on their bar graph. 6. Evaluate how the students understand the material by checking their bar graph, and their explanation about why they placed certain items in their category. ART- 15 minutes 7. Art Project: Have students create an art project using only recycled paper (paper scraps that have already been used). On the back of the paper, they will write a phrase/sign that talks about saving the earth and getting rid of trash. a. Tear Art: using only paper that you tear, create a recycling sign (The 3 arrows in a circle). b. Paper cannot be cut! c. See teacher example for help. CONCLUSION- 15 minutes 8. Extend this lesson by having students plan to set up their own recycling system at home, or, by encouraging another family member to get involved if they already recycle at home. 9. Conclude by evaluating student understanding by having the students discuss, based on their graphs, which category they expect to find more of in their every day lives. Also, discuss items they have seen at home (or at school) that can be reduced, reused, or recycled. 10. Have concluding discussion-See Step 4Reflection below.

students to answer, that way they are engaged/involved in the discussion. (Why did you place this in that category, How could you reuse this, etc.) -If the items are justified in their placement and the bar graph is complete (labels, filled in) then the students have completed the assignment as required.

-Create an example for the art project that the students can follow.

-Discussion can be verbal or written, depending on what students want to do, and time remaining.

Materials needed: Paper, Pencil, PowerPoint, and teacher example. Art project materials: White paper, scrap paper, glue, and teacher example, markers. Time Required: 1 hour, 10 minutes Resources:

http://www.ilovethatteachingidea.com/ideas/010416 _graphing_a_cleaned_out_desk.htm Step 4Reflection (required) Reflection/Conclusion: A. Students will share their graphed information about what they had in their cubby with the group. a. Teacher will explain the concept of a Carbon Footprint and students will figure out who had the highest and who has the lowest. B. Students will share their art piece recycling sign/message. a. Have students compliment each other on something they liked about their art piece. C. Students and teacher will discuss how they recycle at home, and if they dont, how they could begin to do so. a. How they recycle at school (lunch, classroom, etc.) D. Students will create hypotheses about what the world will be like in the future if we dont recycle/take care of the environment.