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= __LESSON PLANS Using the ASSURE plan __ =

 **A- I have 5th grade students who come from lower middle to middle class families, therefore it is imperative that most of the work is done in the classroom to ensure the fairness in completing the assignments. They are very visual/hands on learners so having links to video clips and very colorful pages are important to capture their interest and imagination. Their background knowledge is up to a 4th grade understanding of science, math, language arts, and social studies. Therefore, they should already have a basic understanding of these topics, I will build on that knowledge and help mold their social awareness about keeping the earth clean, while also incorporating other academic subjects.** **S 1 –State instructional objectives in ABCD format

Monday: Given the PowerPoint information on Arbor Day, as well as the two resource pages, my 5th grade students will be able to combine their knowledge and design a 5 slide PowerPoint (1 slide/idea per student) that accurately includes ways to make a town eco-friendly. Tuesday:

After reading about the importance of trees (both on the assignment page and the link discussing the anatomy of trees), as well as correctly identifying their leaves, my 5th grade students will be able to correctly identify the role of a leaf to a tree and a tree to the earth by giving at least 2 examples of each. (2 examples of role of a leaf to a tree, and 2 examples of role of a tree to the earth) Wednesday:** ** 1)  After reading the PowerPoint about Arbor Day on Monday, my 5th grade students should be able to correctly repeat: where Morton was from, what day Arbor Day is, and how many trees were planted on the first Arbor Day.  2)    ****After reading the paragraph about the difference between climate and weather, my 5th grade students should be able to explain what Mark Twain’s quote means.  3)   ****After reviewing the website provided about our climate and global warming, my 5th grade students should be able to correctly locate and identify: the 5 items that make up our climate system, that humans live in the biosphere, that global warming affects temperature and the climate system, that the earth’s average temperature has raised 1 degree F over the past 100 years, and two appropriate things to help fight global warming. Thursday:  1)   After seeing the list of landfill items and seeing the amount of time it takes for each of them to break down, my 5th grade students should be able to infer that there will not be enough room for all our trash in landfills for the garbage we produce, as well as the importance of recycling in the equation of landfills and garbage.  2)   ****<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: 'Arial','sans-serif';">After reviewing the instructions of the GRAPH assignment, my 5th grade students should be able to accurately construct a graph (appropriate axes labeled as well as an appropriate graph title) comparing the amount of time it takes for four specific garbage items to break down. Friday: <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> 1)   <span style="font-family: 'Arial','sans-serif';">After creating a PowerPoint about ways to make a fictional town more eco-friendly, my 5th grade students should be able to accurately (include their method, as well as how to implement it in their town) report about their PowerPoint in front of the class. <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> 2)  <span style="font-family: 'Arial','sans-serif';">After watching the video, my 5th grade students should be able to select 3 items from the video and generate ways in which they can implement these 3 tools in their own community. <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> 3)   <span style="font-family: 'Arial','sans-serif';">After being asked about any topic they have learned about this past week, my 5th graders should be able to correctly identify the topic as well as the specifics that go along with it. <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> 4)   ** <span style="font-family: 'Arial','sans-serif';"><span style="font-family: Arial, Helvetica, sans-serif;"> **After being asked why they chose their topic, my 5th graders should be able to describe why they chose that topic, as well as assess the myriad of ways in which they learned to help the earth and devise a new way to help the earth.**

**<span style="font-family: Arial, Helvetica, sans-serif;">S2- ** ** <span style="font-family: Arial, Helvetica, sans-serif;">1) <span style="font-family: 'Arial','sans-serif';">Benchmark <span style="color: #008000; font-family: Arial, Helvetica, sans-serif; msolist: IgnoremsoFareastFontFamily;">MA.5.S.7.1 (Data Analysis: Construct and analyze line graphs and double bar graphs) is covered when students create a graph on Thursday comparing the time it takes for different pieces of garbage to deteriorate. <span style="color: #008000; font-family: Arial, Helvetica, sans-serif; msolist: IgnoremsoFareastFontFamily;">2)  <span style="font-family: 'Arial','sans-serif';">Benchmark <span style="color: #008000; font-family: Arial, Helvetica, sans-serif; msolist: IgnoremsoFareastFontFamily;">SC.5.L.17.1 (Interdependence: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs; Both human activities and natural events can have major impacts on the environment..) is covered Tuesday when students have to look at a website and find out what leaves do for trees, as well as what trees do for humans. 3) NETS-S standard 1A and 1B (apply existing knowledge to generate new ideas, products, or processes; create original works as a means of personal or group expression) is covered by the PowerPoint presentation they have to do. **<span style="font-family: 'Arial','sans-serif';"> S3-  ** <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> 2)   <span style="font-family: 'Arial','sans-serif';">I’ve utilized a GRAPH creator in order to “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning or creativity.” (NETS-T 2A) <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> 3)   ****<span style="font-family: Arial, Helvetica, sans-serif;"> <span style="font-family: 'Arial','sans-serif';">I’ve utilized different websites to convey information to students in order to, “model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.” (NETS-T 3D) U- <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> 1)   <span style="font-family: 'Arial','sans-serif';">On Monday I will use the link to the Arbor Day history in order to help my kids see how Arbor Day was started, as well as how to navigate a PowerPoint. Also, this technology will help my students learn about Nebraskan history. <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> 2)  <span style="font-family: 'Arial','sans-serif';">On Tuesday I will utilize the link to the leaf identifier in order to help my kids identify their leaves. I will utilize another link about the anatomy of a tree in order to help my kids understand the different layers of a tree as well as the role a leaf plays to a tree.  <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> 3)    ** <span style="font-family: 'Arial','sans-serif';"><span style="font-family: Arial, Helvetica, sans-serif;">**    I will utilize another link about Climate on Wednesday that will help kids learn about the components of our Climate as well as information about the greenhouse effect and global warming. **
 * <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial;"> 1)  <span style="font-family: 'Arial','sans-serif';">I’ve utilized Youtube and Teachertube, in order to “engage students in exploring real-world issues and solving authentic problems using digital tools and sources.” (NETS-T 1B)

**R- By placing students into groups of 5 for their PowerPoint construction and presentation, I am allowing for collaborative learning with technology as the central catalyst**.

**<span style="font-family: Arial, Helvetica, sans-serif;">E1- Monday: I will grade students on their PowerPoints on Friday, but will use this Rubric 1) Students must have at least 1 graphic on every slide 2) Students need to demonstrate that they grasp the concept of their “Eco-friendly” method. They must use one of the ideas listed on the websites and be able to place it in a relevant position in their imaginary town. Tuesday: I will grade students on: the correct identification of their leaf, as well as a correct identification that leaves make food for a tree, and that lobes, leaflets, and jagged edges help evaporate the water used in food building, reduce wind resistance –and provide “drip tips.” Wednesday: I will grade students on the correctness of their answers on the quiz. Students must be able to give the correct answers ( 1-Detroit, April 22, and over 1 million). Also, for the paragraphs they will be writing, I will grade them on their understanding of the difference between climate and weather. They must be able to identify that climate is a long-term average and weather is a short-term view on earth’s processes. And last, they must be able to correctly verify the information from the link about climate. (1-Atmosphere, oceans, land, ice, biosphere. 2- biosphere. 3- True. 4. By 1 degree F. 5- 2 of the facts about greenhouse effect.6-2 of the ways we can help against global warming) Thursday: I will grade students based upon their realization that landfills are NOT the long-term solution, and that recycling is the only way to help lessen the affect we have on the environment. I will also grade students on the completion of the graphs as well as the appropriateness of their titles and labels of their axes. Friday: I will grade students on the 3 ways (out of 10 they saw in the video) in which they chose to implement tools in their environment. These tools must be placed in appropriate environments. I will also grade students on their comprehension and synthesis of material for their last question. Students must be able to demonstrate at least 2 specific details about what they learned that week and how it has affected them. **
 * E2- Can be seen throughout the rest of the lesson plan**