Hunter College MA TESOL Program

Name: Ms. Wei-Ee (Katie) Cheng Date: 7/11/15 Grades: 4-5 Subject: English as a Second Language (E.S.L.) Group Size: 4-6 students Time: about 60 minutes Unit of Study: 3 R’s (Reduce, Reuse, Recycle) and 1 C (Compost)!

Lesson Objective: Students will reduce garbage in the environment by sorting items into reuse, recycle, and compost bins.

Language Objective: Students will explain the way they sort items by using the sentence frame: I can ______the ______because ______.

Standards: NYS Science Standard 4: 7.1c. Humans, as individuals or communities, change environments in ways that can be either helpful or harmful for themselves and other organisms. CCSS.L.4.1c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. CCSS.SL.5.1d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions.

Danielson Competency 3c: Engaging students in learning.

Materials: Science notebooks, “Garbage” web in the shape of a garbage bin, clear bags for collecting litter, gloves, clear plastic container, soil, toy truck, cardboard boxes divided into 3 sections and labeled reuse, recycle, and compost with visuals, worm composting bin

Vocabulary: https://esl.brainpop.com/level2/unit6/lesson4/words/ (bottle, care, cough, Earth, environment, garbage, glass, litter, picnic, plastic, recycle, reduce, reuse, turn off, turn on); compost – soil made of plant parts, food waste, and animal waste

Activate Background Knowledge: Ask students to point to where the garbage goes in the classroom. After students point to the wastebasket, have them write, draw, define, and/or list examples of “garbage” in Science notebooks. Students will share their work with a partner before sharing out with the class and adding to each other’s ideas. Teacher will write and/or draw students’ responses on the “Garbage” web. Challenge students by asking them where they think the garbage goes. Show and explain visual of Where is ‘Away’? on SMART Board - http://www.dec.ny.gov/docs/administration_pdf/lpaway.pdf. Read lesson and language objectives.

Teach: 1. Students (teams of 2) will collect litter in and around the school. *Make sure they avoid picking up any sharp objects. 2. Demonstrate a landfill by having students come up and make a landfill (based on teacher’s instructions) with the clear plastic container, soil, toy truck, and some of the items they collected. Explain why a lot of garbage is bad for the environment. 3. Ask students if they can think of any solutions to reduce garbage. Teacher writes students’ ideas on the board. 4. Introduce/review vocabulary with Brainpop ESL flash cards https://esl.brainpop.com/level2/unit6/lesson4/words/. 5. Have students make a T-Chart in their Science notebooks and label them reuse and recycle. 6. Show BrainPOP ESL video - https://esl.brainpop.com/level2/unit6/lesson4/ and have students write and/or draw what was reused and what was recycled in the video on their T-Charts during and/or after viewing the video. Share out. 7. Teach additional vocabulary word, compost, with worm composting bin. 8. Go back to students’ ideas on board and have them label each as reuse, recycle, or compost. 9. Model student activity with a few items they collected.

Activity: Students will work in teams of 2 to sort the litter they collected into recycle, reuse, or compost bins. They will use the sentence frame, I can ______the ______because ______. to explain to their partners why they sorted certain items the way they did. When they finish, they will draw the three bins in their Science notebooks. If they have time, they can label their drawings and/or write about them.

Differentiation and Support: Heterogeneous pairs and teacher circulating the room to provide additional support and to clarify any misunderstandings (e.g., items that are confusing to sort, ensuring students understand difference between reuse and recycle).

Share: Student teams will share and explain their sorting bins with the class. Peers will respond to each other by using accountable talk. For items that are sorted correctly, the team will place them in the school recycling bins (i.e., paper, plastic, glass), the class reuse bin, and shown how to place them in the worm composting bin.

*Thinking Questions with more than one answer – 1. What did you notice about the items your team sorted? 2. Why should/must we reuse? Recycle? Compost? **We should/must reuse/recycle/compost because ______.

Closure/Exit Slip: Students give at least one example of each (i.e., reuse, recycle, compost) in their Science notebooks.

Assessment of Objective: Rubric to assess students’ pair activity and individual work in Science notebooks, students’ explanations

Homework: Tell your parents that you are learning about reducing garbage. Think of ways you can reduce the amount of garbage you create at home and at school without reusing, recycling, or composting.

Extension: 1. Students will identify ways to reduce garbage without reusing, recycling, or composting. 2. Students will continue to learn about reducing garbage by playing a game that involves reusing and recycling to change a city from Dumptown to Recycle City – http://www3.epa.gov/recyclecity/gameintro.htm 3. Students will learn about upcyclying and terracycling. Reducing Garbage Sorting Rubric

Student: ______Score: ___ / 6

Category 3 2 1 Pair Sorting Team sorted all or Team sorted Team sorted none most of their items some of their of their items in in the bins correctly. items in the bins the bins correctly. correctly. Individual Exit Student gave at Student gave a Student gave zero Slip least one correct correct example examples or one example of each for two out of the correct example category (i.e., reuse, three categories. for one of the recycle, compost). categories.