Copy of STEAM 4_8th grade LP 7-13-14.docx.docx
Title: 4th-8th Grade Recycling Project STEAM Lesson Brief
Educators on the team: Jessica Poumele (Principal), Steven Traugh (Music Teacher), Holly Jenkins (General Ed. Classroom Teacher)
Students use knowledge from across the disciplines to strengthen their understanding of each subject’s content and its related careers through topic or theme oriented realistic problem-based activity-rich lessons.
Theme that this lesson would tie to: Zero Waste School
Specific Topic Concept within that theme: Recycling
Thank you for your work!
This is a great start and your theme has a lot of good components here. You have incorporated a lot of great concepts and activity ideas into each subject. I made some suggestions for how to potentially focus your project elements within the subjects. Your plan does need a little more tying together mostly in the flow of your goals, project and assessment areas. Some of your descriptions of what the kids are going to do were too vague for me to get a full picture of what you intended. In general, the Project areas should be a paragraph describing to another educator what is done in that educational subject, as it integrates into the theme. Your assessment areas need to include categorical areas for rubrics of tangible portfolio projects, the cannot just be educator observations. The overall project concept is very good, you just need to explain some things more.
Elaborating on your Summary of Essential Concepts and Basic Plan will help other educators to grasp the overall flow of your lesson when looking to potentially use this plan in their own classroom.
I put in some questions for you. Orange comments need to be addressed, green are my suggestions.
Thanks! I look forward to your revisions. -MS
|PROJECT IDEA + brief notes & supplies |BASIC CONCEPTS |
|Summary of Essential Concepts: Common Core Recycling |Science – |
|and More |Essential Concept(s) – Methods of Recycling |
|Your summary should consist of a 1-2 sentence synopsis |Standards - 5-ESS3-1. Obtain and combine information about ways individual communities|
|of your overall lesson plan. These sentences should |use science ideas to protect the Earth’s resources and environment. |
|include over-arching verbs that tie to each subject. |Careers – Materials engineers (this is E), city planners (this is E), biochemistry, |
|What you would tell a parent succinctly, clearly and |waste management, environmental engineers, environmental technicians |
|simply, that would also attract an educator of any type|Project Element – Students will separate and classify school-wide recyclables from |
|conducting a Google search? |landfill trash and composting materials. Students will visit recycling centers in the|
|Still need: S – T&E – MA – LA – SS – FA – PE – Mu |community. They will gather the composting materials and place it into a composting |
| |container, add materials (what?) needed to assist in the biological process of |
| |creating compost, set up a schedule to mix compost and measure (why?) temperature |
|Basic Plan:Using the STEAM framework to implement |during the process. Students will mix compost to enrich soil for gardens. Students |
|common core standards across the 4-8 grades curriculum |will experiment (how?) in the creation of new uses for recyclable materials. I think |
|with the integration of the 8 Character Keys of |it's a great idea for the students to visit the recycling center. Please extend this |
|Excellence. These keys were mentioned in your LA |with some more rigor to better match the MS standards |
|section, however I do not see how you plan to integrate|Assessment – Teacher anecdotal notes and observations during composting. What tangible|
|them across the subjects. Your basic plan should be a |will you assess? Your project element should include something that the students can |
|slightly more developed summary of your essential |do to demonstrate they have learned the science standard. What specifically will be |
|concepts. To most easily obtain a basic plan, copy and |assessed to align with the benchmark? How will you group these into rubric categories?|
|paste the Project areas from the subject areas on the | |
|right and put them here and steamline them to show how |Extension - Community involvement, guest speakers, local business support, community |
|they work together. This time, you will want to include|environmental projects, PTO activities |
|1-2 sentences regarding each subject are what will be |Technology & Engineering – |
|done in each subject to contribute to the overall plan.|Essential Concept(s) – |
|You will want to start with what will be done for an |1. Computer modeling and design of waste management in the community, including |
|engagement/introduction piece. Then, explain how the |transportation, recycling centers, local composting, and waste disposal centers. |
|project has a flow that integrates all of the subjects.|2. Create composting areas. |
| |3. Use compost for gardening and growth of fruits, vegetables, and herbs. |
| |4. Use of recycling materials to produce new products. |
| |5. Set up school-wide collection distribution and disposal of all wastes to create a |
| |Zero Waste school environment. There are a lot of good ideas here, however it is |
|Skill level (Grade Range): 4th-8th grades |unclear what your T&E project actually is. I suggest trying to narrow this down. |
| |Standards - CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print |
|Timing of Lesson: 12 weeks This is a little too vague. |and digital sources; assess the credibility of each source; and quote or paraphrase |
|How many days of the 12 weeks will you spend on this |the data and conclusions of others while avoiding plagiarism and providing basic |
|project? How many class sessions? Length of classes? |bibliographic information for sources. This is a LA standard. Please find ITEEA |
|You can either list as classes being in unison or the |standards for here. |
|time needed in each subject separately. |Careers – Computer programmers, recycling/environmental entrepreneurs, computer design|
|All Subjects: |specialists, materials engineers, city planners, biochemistry, waste management, |
|Weeks: |environmental engineers, environmental technicians, building design engineers, |
|Days: |landscapers, civil engineer, industrial engineers, nuclear engineers, computer |
|Times per Day: |hardware engineers, chemical engineers, agricultural engineers Wow, thank you for |
|Individual Subjects: |really considering how many careers this encompasses! |
|By subject: |Project Element - Use computer models to design waste management in the community. |
| |This is vague - what computer models? what specifically will they be designing? will |
| |they have the ability to be truly innovative? Students will also create composting |
| |areas in designated spaces on school grounds. Utilize compost by planting fruits and |
|Basic Supplies: |vegetables in garden boxes. What parameters will you give to students in their |
|All Subjects: Books (what books?), magazines (what |creation of their compost area? Will they build them based on their drawings or will |
|magazines?), iPads or computers for research; glue, |they research and agree on the best way to put one at a specific location? |
|scissors, paint, markers, tape, recycling bins, writing|Assessment – Computer models will be evaluated by teachers with what categories?. |
|materials, video and still camera |Composting will be supervised and assessed by the teacher. with what categories?. |
| |Students will be observed on their knowledge of proper composting techniques. It is |
|Individual Subjects: |expected that tangibles will be evaluated. Please provide the categories and basic |
|Science: Recyclables and landfill trash from |parameters that will be included in your rubrics. If students design and create their |
|classrooms and cafeteria; composting materials |own compost areas, you will want to assess if what they made met the specs (T). To |
| |assess the (E) component, you may PARTLY assess if their innovation worked, but MOSTLY|
|T&E: What materials will you give students to use in |whether they understand why their innovation worked or didn't work and/or how it can |
|the creation of their compost areas? |be improved. |
| |Extension - |
|Math: Measuring devices for soil, temperature, and |Math – |
|volume |Essential Concept(s) – Measurement, data collection and analysis, estimation, |
| |scheduling/time management, workload distribution, resource allocation, analysis of |
|Art: scissors, paper, glue, tape, recyclables, string,|financial resources and needs, ratios of chemical and material components, |
|etc. |computations for predictions of results. You have a lot of great concepts here that I |
| |don't specifically see addressed in your project element. For example, what will |
|Music: Drill, saw, hammer, screwdrivers, sandpaper, |students be doing to analyze the finances of their project? |
|screws, fasteners. glue, tape, measuring tape, |Standards - Mathematically proficient students start by explaining to themselves the |
|Recyclables and landfill trash from classrooms and |meaning of a problem and looking for entry points to its solution. (explaining to |
|cafeteria; composting materials, music staff paper, |themselves? – exploring?) They analyze givens, constraints, relationships, and goals. |
|computers and/or ipads, music stands, sound system. |They make conjectures about the form and meaning of the solution and plan a solution |
| |pathway rather than simply jumping into a solution attempt. They consider analogous |
| |problems, and try special cases and simpler forms of the original problem in order to |
| |gain insight into its solution. They monitor and evaluate their progress and change |
|IT Resources: Helpful websites for research |course if necessary. Older students might, depending on the context of the problem, |
| |transform algebraic expressions or change the viewing window on their graphing |
| |calculator to get the information they need. Mathematically proficient students can |
| |explain correspondences between equations, verbal descriptions, tables, and graphs or |
| |draw diagrams of important features and relationships, graph data, and search for |
| |regularity or trends. Younger students might rely on using concrete objects or |
| to help conceptualize and solve a problem. Mathematically proficient students|
|aste/thesolution/what_to_do.cfm |check their answers to problems using a different method, and they continually ask |
| |themselves, "Does this make sense?" They can understand the approaches of others to |
| complex problems and identify correspondences between different approaches. |
|r-kids/ |Careers – Statistician, mathematician, engineer, architect, math teacher, scientist, |
| |chemist, production manager, accountant, actuarial consultant, landfill site |
| |supervisor, waste management engineer While the topics covered may relate to a |
| |variety of careers, please keep careers listed here specific to the math-centric |
| California Specific |careers at hand. |
| |Project Element – Soil testing, compost distribution, tools of computational, |
| |two-dimensional and three-dimensional material measurement, including temperature, |
| |volume, and chemical devices. Please state what the students will be doing and how |
|Other Resources: Collaboration with Zero Waste |they will do it. Elaborate more on the overall picture of this project. You are |
|Coordinator to gather measurement supplies and |covering a lot of concepts and have a lot of great ideas. The project element should |
|materials needed for composting areas. |read as instructions to an educator trying to implement these activities in their |
| |classroom for the first time. Specifically, you will want to explain the math |
| |component of what students will be doing to demonstrate their learning of the |
|Misc: (extensions) |standard. |
| |Assessment – Students will keep measurement records which will be assessed for |
| |accuracy by the teacher. All of the objectives need to be assessed for with rubric |
| |topics that align. |
| |Extension - Guest speakers and presentations for classrooms from where? |
| | |
| |LA – |
| |Essential Concept(s) – research historical and current developments, write articles |
| |and speeches related to civic /global duty/responsibility |
| |Students will research and read non-fiction texts relating to the history and current |
| |developments in waste management and recycling. They will then write articles and |
|Photos: Are there any photos you can include to give an|speeches touting our need and responsibility to recycle. This is great, a lot of it |
|idea of what you would be looking for as far as a T&E |can be moved to the project area.(Aligns with the Speak with Good Purpose Key of |
|project? |Excellence) |
|This website contains potential examples of what we |Standards - ·- 1. Read closely to determine what the text says explicitly and to make |
|would like to achieve in the music portion of the |logical inferences from it; cite specific textual evidence when writing or speaking to|
|lesson plan. |support conclusions drawn from the text. 2. Determine central ideas or themes of a |
|Awesome! Could you please pull one or two pictures and |text and analyze their development; summarize the key supporting details and ideas. |
|place into this column? |·3. Analyze how and why individuals, events, and ideas develop and interact over the |
| |course of a text. Where is this from? Is this a state standard? CC? Are there writing |
|Ideas for recycled art. |standards you can include? |
|[pic] |Careers – Politician, teacher, speech writer, newspaper columnist, marketing, |
| |thespian, author, bureau of land management employee |
| Element – Research past and present trends in recycling, create reports and |
|-top-art-for-kids.jpg |articles for local news media, hold a debate. Please elaborate more. Pull in some of |
| |the ideas you described in your concepts. What parameters will you be looking for |
| |within their reports/articles? Do you have specific books that you recommend they |
| |read? Will they each write an article and a speech, or do they have a choice? |
| |Assessment – Writing samples will be evaluated by the teacher using a rubric. It is |
| |expected that every assessment be rubric-based. Please provide the categories and |
| |basic parameters that will be included in these rubrics. |
| |Extension - If giving speeches, students can present speech during WOW Assemblies |
| |each month. This is specific to your school. To generalize, students can prepare |
| |their speech to be presented over the morning loudspeaker, television show, or at a |
| |school assembly. |
| | |
| |SS – |
| |Essential Concept(s) – International Recycling Policy and the Scope of the Effect |
| |Globally |
| |Research and compare the state of recycling in countries around the world. Identify |
| |the positive and negative effects of these policies. Identify the collective |
| |international impact of waste management on global and local levels. (e.g. global |
| |warming, Pacific Garbage Patch, toxic waste disposal) Please move a lot of this to the|
| |project area to help elaborate on what the students will be doing. |
| |Standards - |
| |CCSS.ELA-LITERACY.W.4.7 |
| |Conduct short research projects that build knowledge through investigation of |
| |different aspects of a topic. |
| |CCSS.ELA-LITERACY.RH.6-8.7 |
| |Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) |
| |with other information in print and digital texts. |
| |CCSS.ELA-LITERACY.RH.6-8.10 |
| |By the end of grade 8, read and comprehend history/social studies texts in the grades |
| |6-8 text complexity band independently and proficiently. Move to LA standards. |
| |CA History-Social Sciences Content Standards Grades 6-8 |
| |Research, Evidence, and Point of View |
| |1. Students frame questions that can be answered by historical study and research |
| |Historical Interpretation |
| |2. Students understand and distinguish cause, effect, sequence, and correlation in |
| |historical events, including the long- and short-term causal relations. Your stated |
| |your plan was for grade levels to 4-6, please find SS standards for that range too. |
| |Careers – Historian, climatologist, meteorologist, geologist, marine biologist, |
| |environmental scientist, toxic waste engineer, biologist, attorney, oceanographer, |
| |sociologist Great careers, we just want to stick to the careers most directly related |
| |to SS. |
| |Project Element – Students will employ virtual and physical resources in researching |
| |the sociological aspects and effects of environmental policies as they relate to local|
| |and global conditions. Include the information described in your concepts. What will |
| |the students be doing and what tangible will be produced? How will students |
| |demonstrate they have learned the SS standards? Research notes? Do you have a packet |
| |for them to complete? Please make sure to show how this meets all of the standards you|
| |have listed. |
| |Assessment – Teacher observations and anecdotal notes during research sessions. For |
| |the tangible produced in the project, what specifically will be assessed? How will you|
| |group these into rubric categories? |
| |Extension -Work with Zero Waste program coordinator at school to present research |
| |findings to classrooms, PTO, parents, and community. |
| |Art – |
| |Essential Concept(s) – Create representational and imaginative works of art that |
| |represent and support student endeavors in the other curricular areas covered in this |
| |STEAM framework based theme. This does not give me a clear picture of what students |
| |will be doing or how it relates to the recycling theme. |
| |Standards - From California State Board of Education |
| |1.0 ARTISTIC PERCEPTION |
| |Processing, Analyzing, and Responding to Sensory Information Through the Language and |
| |Skills Unique to the Visual Arts |
| |Students perceive and respond to works of art, objects in nature, events, and the |
| |environment. They also use the vocabulary of the visual arts to express their |
| |observations. |
| |2.0 CREATIVE EXPRESSION |
| |Creating, Performing, and Participating in the Visual Arts |
| |Students apply artistic processes and skills, using a variety of media to communicate |
| |meaning and intent in original works of art. |
| |3.0 HISTORICAL AND CULTURAL CONTEXT |
| |Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts |
| |Students analyze the role and development of the visual arts in past and present |
| |cultures throughout the world, noting human diversity as it relates to the visual arts|
| |and artists. |
| |5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS |
| |Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and |
| |Subject Areas and to Careers |
| |Students apply what they learn in the visual arts across subject areas. They develop |
| |competencies and creative skills in problem solving, communication, and management of |
| |time and resources that contribute to lifelong learning and career skills. They also |
| |learn about careers in and related to the visual arts. |
| |Careers – visual artist, interior design, graphic design, illustrator, photographer, |
| |draft engineer, sculptor, author, multimedia artist, advertising |
| |Project Element – Students will use recycling and waste materials to create original |
| |works of art. Great! Please elaborate to show how students will meet all of the |
| |standards listed above. |
| |Assessment – Teacher-created rubrics will assess student performance once final art |
| |pieces are completed What are the rubrics assessing? What categories will be included |
| |in the rubrics? How will you determine if students have mastered all of the standards |
| |you have listed? |
| |Extension - Host a “Recycled Art Walk” at the school. Invite parents, community |
| |members, and district employees. |
| | |
| |PE – |
| |Essential Concept(s) – P.E. games, such as trash collection relay races including |
| |sorting into bins and placing bins in a separate location; pedometer measurements of |
| |waste material collection (what is this?), calisthenics employing the movements of |
| |picking up and placing or throwing items in a bin. Learn a line dance incorporating |
| |picking up and disposing of trash. You could move a lot of this description to your |
| |project area to elaborate on what the students will be doing. Your essential concepts |
| |can be 1-4 words describing the topics you will be covering. For example: Motor |
| |Skills and Movement Patterns |
| |Standards - |
| |CA Standard 1: Students demonstrate the motor skills and movement patterns needed to|
| |perform a variety of physical activities. |
| |CA Standard 2: Students demonstrate knowledge of movement concepts, principles, and |
| |strategies that apply to the learning and performance of physical activities. |
| |CA Standard 5: Students demonstrate and utilize knowledge of psychological and |
| |sociological concepts, principles, and strategies that apply to the learning and |
| |performance of physical activity. |
| |Careers – teacher, P.E. teacher, dance instructor, coach, waste management collector |
| |Project Element – Students will learn to coordinate and perform physical movements to |
| |develop the skill level to execute the various tasks and games in this project. |
| |Please elaborate on what students will be doing to demonstrate their learning of all |
| |the above standards. Use your description from your concepts to help! |
| |Assessment – Teachers will evaluate results of separation activity to see if materials|
| |are placed in the appropriate bins; Teacher observations and anecdotal notes will |
| |assess student abilities to perform proper physical movements. We need to make sure we|
| |are assessing students' mastery of the PE standards, not just whether they can sort |
| |objects. For instance, students will accurately demonstrate proper calisthenics while |
| |picking up a material and placing in a waste bin. |
| |Extension - Get involved with PTO community fundraising events and implement these |
| |activities to promote recycling awareness. How does this extension relate to a deeper|
| |learning of the PE standards? |
| | |
| |Music |
| |· Essential Concept(s) - |
| |1. Use discarded materials to make and perform on percussion, wind and string |
| |instruments. |
| |2. Recycle public domain melodies, by writing new lyrics to set to these melodies. |
| |Interesting concept! |
| |3. Recycle elements of music structure and style to create musical compositions for |
| |their recycled instruments. |
| |Standards – |
| |1.0 ARTISTIC PERCEPTION |
| |Processing, Analyzing, and Responding to Sensory Information Through the Language and |
| |Skills Unique to Music |
| |Students read, notate, listen to, analyze, and describe music and other aural |
| |information, using the terminology of music. |
| |Compose, Arrange, and Improvise |
| |2.3 Compose, improvise, and perform basic rhythmic, melodic, and chordal patterns |
| |independently on classroom instruments. |
| |Diversity of Music |
| |3.3 Describe distinguishing characteristics of representative musical genres and |
| |styles from two or more cultures. |
| |3.4 Listen to, describe, and perform music of various styles from a variety of |
| |cultures. |
| |·Careers – Performing Musician, Composer, Arranger, Instrument Maker, Publisher, Music|
| |Teacher, Author, Film Maker, Audio Engineer, Talent Agent, Recording Studio |
| |Owner/Employee, Conductor, Audio Technician, Music Store Owner/Employee, Live Sound |
| |Engineer |
| |·Project Element – You have a lot of great concepts and ideas here! |
| |1. Students will learn the sonic and physical properties of various materials and how |
| |to select those materials best suited for engineering and producing a percussion, wind|
| |or string instrument. |
| |2. Student will research and study the history of instrument development around the |
| |world to be better informed about their choices in the production process. |
| |3. Students will recycle the performance techniques learned to play common school |
| |instruments in learning to play their recycled instruments. |
| |4. Students will choose a topic relating to production process (in part or in whole) |
| |of producing their instruments and rewrite the lyric to a song based on their chosen |
| |topics. |
| |·Assessment – Completed recycled instruments will reflect student learning as a |
| |result of their research; Rewritten song lyrics will reflect student comprehension |
| |Please expand to align these assessment more specifically with your benchmarks. What |
| |components of their instruments or songs will be assessed to show they have mastered |
| |the benchmarks you included? |
| |·Extension – Students will perform the songs and compositions they create at various |
| |venues, including school assemblies and community concert. |
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