Title of Lesson: Learning about Recent Eco-friendly Changes and Inventions Enduring Understanding and Question: Recent changes

and inventions that have been made to help the environment; What are some environment-friendly changes and inventions that have been made recently? Teacher Candidates: Amanda Inks and Jessica Cummings Subject(s): Science, Language Arts Grade Level: 3rd Grade Materials Required: Green clothes for the teacher to wear during lesson Vocabulary posters for inventions and eco-friendly (see last page of materials from Kapok Tree lesson for directions on how to make these)* Computer with digital projector PowerPoint entitled Recent Eco-Friendly Changes and Inventions* Pencils PowerPoint note sheets (one per student, plus a copy for the teacher)* Compact fluorescent (swirly) light bulb Water bottle and pop bottle Cell phone charger (normal kind) 6 different-colored, heavy-duty markers 6 invention/change posters (one for each invention/change mentioned during the presentation)* Directions for 2 opinion journal entries, with rubric included (one per student, plus a copy for the teacher) Notebook paper for journals for students who dont have any Green inkpad We <3 The Environment poster 93 Time Allotted: 75 minutes

*The teacher will have to gather/make these items him/herself; they are not included in this unit. _____________________________________________________________________________________ GLCEs/Common Core Standards: (Number and narrative) Science: E.ES.03.43 Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal). Language Arts: Writing Standards K-5 Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. Objective(s): Science: The student will describe characteristics, advantages, and disadvantages of recent changes and inventions that have been made to help the environment (Comprehension). E.ES.03.52 Language Arts: The student will express opposing viewpoints about recent changes and inventions that have been made to help the environment, providing reasoning behind the opinions (Comprehension). Writing Standards K-5, Text Types and Purposes, Standard 1 Purpose of the lesson: To help students learn about new changes and inventions that are having a significant impact on the environment and peoples everyday lives. While it should be emphasized to the students that these innovations are, overall, positive developments that are making our world a better place to live, students also need to be aware that all solutions have drawbacks, and these are no exception. _____________________________________________________________________________________ Instructional Procedure:

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Time Allotted 8 min.

Essential Elements

1. Anticipatory Set: a. Have students seated on the carpet area. Third-graders, we are just about at the end of our thematic unit about the environment! This is going to be our last lesson, and then later on today your parents will come in and well all watch The Lorax together! I hope youve enjoyed reading the book with your parents over the week and that youve enjoyed and learned a lot from all the lessons weve done this week. At the very beginning of the unit, we learned from the Lorax about all the different ways that we can take care of the environment. During our lessons, we learned specifically about conservation and putting the four Rs into practice. You made posters about the four Rs yesterday; who remembers what the four Rs are? (Allow a student or two to respond.) Thats rightRecycle, Reduce, Reuse, Renew. Many methods of conservation and putting the four Rs into practice have been around for years and years, before you were bornlike saving trees and recycling paper, plastic, glass, and metal. But during your lifetime especially, people have become very much aware of how important it is to take care of the environment. The 21st century has become known as the Green Age. The color green is often associated with things that are environmentfriendly. Thats why Im wearing all green today; I want to show everyone that Im a friend to the environment! This new green attitude has produced many new and exciting changes and inventions designed to help the environment. b. Inventionthats a big word. Has anyone heard this word before? Who can tell me what it means? (Allow a couple students to share responses and expand upon them; hold up poster of the word and read the definition.) An invention is A

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newly discovered idea or object that is created to serve a specific purpose. Most inventions are designed to make something easier or to improve something. Not all inventions are good inventions, but the best ones are usually studied and tested many times by many different people to make sure that they are good enough to introduce to the public. An invention can be just about anythinga new game, a new kitchen appliance, a new hairstyle.What are some of your favorite inventions? (Allow a few students to share responses and expand upon them.) Well today, were going to learn about some new changes and inventions that are eco-friendly. This is another one of our vocabulary terms for the day. Eco- is a prefix relating to the environment, and we all know what friendly means. (Hold up poster of the term and read the definition.) So, eco-friendly means Earthfriendly or not harmful to the environment. The best types of changes and inventions are ones that are eco-friendly! Post both posters up in the classroom in a spot where they can easily be seen by the whole class. c. Before we move on, lets go over the behavior expectations for today. Im going to be presenting lots of important information to you, and youll be doing a couple different activities afterward to show me that youve learned it. So, its very important that you pay attention and stay at voice level zero while Im talking. When its time for group participation, I expect everyone to cooperate with each other and be very involved. And when its time to work on your own, I expect you all to be very quiet and focused on what youre doing. 2 min. 2. State Purpose and Objective(s) of Lesson: a. Direct: Now that we know what our vocabulary words mean, we can start learning about recent, exciting changes and inventions that are eco-friendly. Im going to present a slideshow thats divided up into a few different parts.

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Each part will talk about a recent eco-friendly change or invention. After the slideshow, were going to do a Gallery Walk. Well be working in groups to come up with some information for these posters Ive put around the room, based on what you learned from the slideshow. (Point out posters, which should be spread out and posted on the walls around the room.) Each poster is for one of the changes/inventions we talked about. Once all the posters are written on, well start brainstorming ideas, individually, for a couple journal entries, which will be your homework for the night. Youll be journaling about one of the changes/inventions from the lesson. If you have extra time, you may start writing them during class. At the very end well have a little discussion to wrap things up, and then were all going to participate in a simple activity to show how green we are! b. Explicit: Todays lesson is very important because the changes and inventions were going to learn about are having a big impact on the environment and peoples everyday livesincluding yours! Overall, these things are positive developments that are solving lots of problems and making our world a better place to live. But we must remember that no solution is perfect; all solutions have drawbacks, and these changes and inventions are no exception to this rule. After we talk about each change/invention and its pros and consthe good things and bad things about ityou can decide for yourself how much you like it and whether or not you want to make it a big part of your life. 3. Instructional Input Plan: 20 min. a. Modeling: Have students return to their desks as you pull up the PowerPoint presentation. Pass out note sheets that go along with the PowerPoint as you read off the title 97

slide: Recent Eco-Friendly Changes and Inventions. Then tell them to follow along with you as you read the directions for the note sheet. This is not a fill-inthe-blank sheetits a little different. Remember, no change/invention is perfect, so When you hear/see something that seems like an advantage of the change/invention, write an A next to that word/bullet point. When you hear/see something that seems like a disadvantage of the change/invention, write a D next to that word/bullet point. A = Advantage (good); D = Disadvantage (bad). Just like we give As as good grades and Ds as bad grades. If you do a good job marking your As and Ds on your sheet, it will make your work for the next part of the lesson much easier. (Hold up the light bulb for all to see.) How many of you have this kind of light bulb in your house? (Allow students to raise hands.) They look different from regular light bulbs, dont they? Thats because they are eco-friendly. (Switch to slide #2: Eco-friendly Light Bulbs, and present/expand upon the points on this slide, reminding students to mark their As and Ds along the way. Then hold up the water bottle in one hand and the pop bottle in the other.) This water bottle is different from this pop bottle. Pass them around and see if you can figure out a couple big differences between them. (Allow students to pass around the two bottles until everyone has had a turn to feel them, then collect them and hold them up again. Allow a few students to share what they think the differences are and expand upon their responses.) The biggest difference between the two of them is that the water bottle uses less plastic than the pop bottle. You can tell because the water bottles cap is shorter and its easier to crumple than the pop bottle, because the plastic is thinner. (Demonstrate these differences with the bottles.) Water bottles used to be more like pop bottles, with thicker plastic and taller caps. The new water bottles are much more eco-friendly. (Switch to slide #3: Eco-friendly Water Bottles, and present/expand upon the 98

points on this slide, reminding students to mark their As and Ds along the way.) Water bottles are something that can be recycled in a public recycling bin. Public trash cans arent alone anymorethey have some buddies now! Public recycling bins are popping up in more and more public places, and we know all about how important recycling is to the environment. (Switch to slide #4: More Public Recycling Bins, and present/expand upon the points on this slide, reminding students to mark their As and Ds along the way. Then hold up the cell phone charger for all to see.) I know youve seen one of these before; your parents probably have at least one of them lying around the house. Who can tell me what it is? (Allow a student to respond.) Yesits a cell phone charger! This is not the new kind of cell phone charger well be learning about today, thoughthe eco-friendly kind. This one is a normal electrical phone charger. Lets learn the difference between the two. (Switch to slide #5: Solar-powered Cell Phone Chargers, and present/expand upon the points on this slide, reminding students to mark their As and Ds along the way.) How many of your parents drive a hybrid car? (Have students raise hands.) Maybe some of your parents drive one, and you dont even know it! Hybrid cars are very popular right now for a number of reasons, one of them being that they are eco-friendly. (Switch to slide #6: Hybrid Cars, and present/expand upon the points on this slide, reminding students to mark their As and Ds along the way.) Alright classlast one. How many of you have ever seen a windmill before? (Have students raise hands.) Theyre pretty neatlooking, arent they? Did you know that wind can be an eco-friendly source of power or energy? The new windmills theyve recently come out with are a little different looking than the windmill youre probably picturing right now. (Switch to slide #7: Wind Power, and present/expand upon the points on this slide, reminding students to mark their As and Ds along the way. Wrap up the 99

presentation.) So those are six new changes or inventions that have been recently designed with our environment in mind. Like I said before, no solution is perfectall of these things which have been made to fix environmental problems have disadvantage. But overall, these new changes and inventions are a positive thing because they do so much to help our environment! 30 min. b.

Guided Practice:

I hope youve done a good job marking up your note sheets with As and Ds because thats going to be a big help to you during this next part of our lesson. See all these posters Ive put up around the room? (Point them out.) Each one of the new changes/inventions we just talked about is on one of the posters. Youll notice that theres a thumbs-up sign on the left side of all of them, and a thumbs-down sign on the right side. On the left side of each poster, youre going to be working as a group to come up with one advantage of that change/invention. This could be one of the As that you marked on your note sheet, or something new that your group comes up with. I put a thumbs-up sign on this side because its going to represent the opinions of people who like the change/inventionpeople who give it a thumbs-up. On the left side of each poster, your group is going come up with one disadvantage of that change/invention. This could be one of the Ds that you marked on your sheet, or something new that your group thinks up. I put a thumbs-down sign on this side because its going to represent the opinions of people who dont like the change/inventionpeople who give it a thumbs-down. Some of these new changes/inventions do not have very many disadvantages; you might
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not have even been able to mark any Ds for one or two of them. These will be the hardest to come up with points for under the thumbs-down column, but youll just have to get creative. You might even have to come up with a disadvantage that is hypothetical, meaning that you dont know for sure that it is true, but theres a fair chance that it could be. For example, I know that Sally doesnt like carrots, but I dont know why. I could take a couple of guesses, though: maybe she doesnt like how they taste, or they hurt her teeth, or she doesnt like the color orange! The point is not to come up with answers that can be proven true without a doubt, but to come up with as many possible pros and cons for each change/invention as we can, so that we can start forming our own opinions about them. So now Im going to divide you up into your groups. When I finish calling all the people in your group, take one of these different-colored markers (hold them up) and pick a poster to start out at. Every group needs to start out at a different poster. (Name off groups and hand out a marker to each group.) Alright, now that youre all at a poster, listen carefully for your final instructions. Were going to do a Gallery Walk. When I start the timer, youll all have 4 minutes to come up with 1 pointan advantagefor your thumbs-up column, and 1 pointa disadvantagefor your thumbs-down column. Thats about 2 minutes for each point, which isnt a lot of time, so work together! When four minutes is up, youll switcheach group will rotate clockwise, one poster to the right, and youll have to come up with an advantage and disadvantage for the change/invention on that poster. Youll

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have four minutes again, and the process will continue until were back at the beginning, and each group has visited all the posters. This will be pretty easy at first, but the closer we get to the end of the Gallery Walk, the harder it will be for all of you to come up with points for the posters because you are not allowed to repeat any points that have already been written on the poster; after a while, it will be a little difficult to come up with new points because so many have already been written down. But dont get discourageduse your note sheets to help you, work together, and be creative with your answers if they are hard to come up with. Just do your best. Also please make sure you take turns writing within your group. After weve finished our Gallery Walk, well look at our posters which we all helped to make. It will be easy to see how each group has contributed because youre using different-colored markers. Are you ready, teams? Start your enginesreadysetgo! Set the timer for 4 minutes. Walk around the room and monitor students, making sure they are cooperating, staying on task, and following directions; offer help for groups that are struggling to come with points. When 4 minutes is up, say Switch! and have students rotate one poster to the right, clockwise. Repeat the process until groups are back at the starting point and all posters have been visited by every group. After the activity, congratulate the students on all their hard work and tell them that their posters look great. Read an advantage and disadvantage from each poster and briefly expand upon them, relating them back to what was learned during the PowerPoint.

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c. 10 min.

Independent Practice:

Have students return to their desks and pass out the directions/rubric for the journal entries. Now that weve examined many positive and negative opinions about each one of these changes/inventions, Id like each of you to write a couple journal entries related to what weve learned. For this assignment, you will be allowed to choose one of these 6 changes/inventions to write about, and both journal entries will be about that one thing. In both of your journals, you are going to have to pretend to be someone else. In the first journal, you will be writing from the point of view of someone who gives your change/invention a thumbs-up. So this journal entry will include lots of advantages of the change/invention and lots of positive opinions about it. In the second journal, you will be writing from the point of view of someone who gives your change/invention a thumbs-down. So this journal will include lots of disadvantages of the change/invention and lots of negative opinions about it. You may include your own opinions about the change/invention as welljust make sure they fit into whichever entry you want to put them in. Remember, some of these things have more disadvantages than others, which will make them easier to write about for the second entry, so choose your change/invention wisely! Read directions for the journal entries aloud to the students, having them follow along with you on their copies. Allow them some time to pick which change/invention they will journal about and to start brainstorming ideas for writing; they may use the posters and/or their note sheets as a reference. If any students have extra time, they may start composing their first entry on a piece of notebook paper. When time is up, have students wrap up and remind them that this assignment will be part of their homework for the weekend; also remind them to take home their note

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sheets from the PowerPoint as a reference. 0 minutes 4. Differentiation Considerations (accommodations): a. Students who finish brainstorming ideas for their journals early may start composing their first entry. b. Working as groups during the Gallery Walk will make the activity less overwhelming for struggling. They are also allowed to refer to their PowerPoint note sheets to help them. c. Students are allowed to pick which change/invention (out of the 6) they will write about for their journals. They are also allowed to refer to the PowerPoint note sheets during the writing process. d. The length of each journal is page to 1 page, so students who struggle dont have to write as much as more advanced students may choose to do so. 5. Assessment: 0 min. a. Gallery Walk Posters The teacher will use this as an informal assessment to make sure that each group of students has understood the information presented from the PowerPoint. It will be easy to distinguish each groups work because they are using different-colored markers. b. Journal Entries The teacher will use this as a formal assessment to make sure that each student has understood the information presented in the lessonhow each change/invention works and its advantages and disadvantages. It will also be used to evaluate each students writing ability. c. Informal assessments The teacher will also make various informal assessments throughout the lesson.

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(Asking students questions to measure their background knowledge, monitoring them during Gallery Walk. Making sure that they are taking away the enduring understandings and objectives of the lesson.) 5 min. 6. Closure: a. Student summarization of learning Alright class, please stop working on your journal entries; youll have plenty of time to work on them over the weekend. I want to see what youve learned from todays lesson. I need to hear from 3 different people something new that they learned today. Have 3 students share responses and briefly expand upon them. b. Reinforce the objectives Guess what, third-gradersweve just about reached the end of our unit about the environment! Today we learned about the latest eco-friendly changes and inventions that are helping make the Earth a better place to live. We explored how each of these things works and also their advantages and disadvantages. You did a great job of expressing both positive and negative opinions about all the changes/inventions during our Gallery Walk, and Im looking forward to reading more opinions in your journal entries. We have learned so much about the environment this week and how very important it is to our way of life. I hope that all of you have truly grown to care about the environment over the course of our unit. Can you do something for me? Can you make a pledge to me that you will always try your very best to make everyday decisions that are good for the environment? I would be so honored to be your teacher if you were willing to do thatnot just for me, but for all the living things around you. (Hold up the We <3 The Environment Poster for all to see; the teachers thumbprint should be stamped in the middle of the heart shape.) Thats my thumbprint in the middle of

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the heart. Its green because, as I mentioned before, that color symbolizes how I am a friend to the environment. The heart symbolizes how much I care about the environment. When I stamped my thumbprint inside that heart, I made a pledge: a pledge that everyday, I will do my very best to take care of the environment, for as long as I live. I think it would be wonderful if all of you chose to do the same. Will you please join me in making this pledge to the environment? While keeping the poster on a flat surface, have students come up one by one to press their thumb into the inkpad and stamp their thumbprint inside of the heart. After all students have made the pledge, display the poster in the classroom where everyone can see it.

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PowerPoint Content

Title Slide Recent Eco-Friendly Changes and Inventions Slide #2: Eco-friendly Light Bulbs - Use 2/3 less electric energy than normal light bulbs to produce same amount of light - Produce 70% less heat than normal light bulbs (safer, less energy used on cooling) - Less energy used = less pollution (coal plants used to produce energy, coal fumes bad for environment) - Last up to 10x longer than normal light bulbs - Contain a small amount of mercury (toxic) - Give off a minimal amount of ultraviolet rays (harmful) - Cost more Slide #3: Eco-friendly Water Bottles - Use about 50% less plastic than old water bottles - Shorter lid, flimsier bottle - Different shapeusually more curvy Slide #4: More Public Recycling Bins - Recent increase in number of public recycling binspresent in more areas (parks, museums, schools, etc.) - Can be placed outside or inside - Often divided up into 3, 4, or 5 parts: paper, plastic, cans, cardboard, glass - Renewable materials dont get mixed in with the trash - Money to make and distribute them comes from taxpayers Slide #5: Solar-powered Cell Phone Chargers - Use the suns energy to charge phone instead of electrical energy - Less energy used = less pollution (coal plants used to produce energy, coal fumes bad for environment) - Easy to take and use anywhere - Take less time to charge than normal chargers - Cost more - May be hard to find one that adapts to current phone Slide #6: Hybrid Cars - Give you 20-30 more miles per gallon than normal cars - Uses less gasoline, so pollutes the air less - Saves money on gas - Original price costs more - Not all cars come in the hybrid variety Slide #7: Wind Power - Wind turbines instead of wind mills - Use propeller-like blades to reign in the winds energy - Produces energy, which produces electricity, without polluting (coal plants used to produce energy, coal fumes bad for environment) - Not able to be built everywhere (mostly in fields) - Costs taxpayers money to build more of them

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2 Opinion Journal Entries

Directions: Pick one change/invention that you learned about from todays lesson. Then write 2 journal entries about that change/invention. Write the first one on the front of a piece of notebook paper, and write the second one on the back. Each entry should be no shorter than page and no longer than 1 page. - In the first entry, write as if you are someone who likes the change/invention; this entry will include advantages of the change/invention. - In the second entry, write as if you are someone who does not like the change/invention; this entry will include disadvantages of the change/invention.

Each journal entry should include these elements: (1) Opening sentence which provides a basic definition of the change/invention and your opinion about it (2) 3 or more valid reasons, directly related to the advantages/disadvantages of the change/invention, for why you hold this opinion (3 separate elements) (3) Concluding statement which restates (not repeats) your opinion about the change/invention Rubric 5 points 4 points All 5 4 out of 5 elements elements included included 3 points 3 out of 5 elements included 2 points 2 out of 5 elements included 1 point 1 out of 5 elements included 0 points No elements included

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WE

THE ENVIRONMENT!!!
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