Major Teaching Strategies

Throughout this unit the students have a variety of experiences activating prior
knowledge, applying new knowledge to real life and working with concrete objects both
independently and with their peers. Each day, the students are working in their table groups and
must rely on others contributions and different ideas in order to come to a conclusion. The
students are able to experience a deeper level of understanding when they are listening to other
ideas and thought processes. The classroom is extremely diverse; therefore it is extremely
important to incorporate that variety of backgrounds into the learning process where students are
able to access that knowledge and experience how it will take on different forms for different
people. By using problem-based learning, the students can experience the connection between
what we do and how it impacts the environment. When the students are given a scenario in
which they can reduce, reuse or recycle, they are able to immediately explain how that will
positively impact the environment. On the very first day the students are presented with the
problem of figuring out how long different items of trash will last in a landfill. This activity
really opens the students eyes to understand why it is so important to recycle and they reach that
realization on their own by creating a timeline of how long those items will take to decompose.
After this activity the students came up with their own idea to start recycling their plastic milk
cartons they drink each day to reduce the amount of trash they produce! This strategy became the
model for the rest of the unit in order for the learning to be in the students hands and for the
teacher to become the facilitator. The students are actively participating, discussing, presenting
and making real world applications. In this unit the students are learning through real world
examples applying what they learn to their daily lives, which develops an ownership and
responsibility for their learning.

Summary of Assessments
Throughout this unit there are a variety of formative assessments given each day. Formal
and summative assessments are both necessary in order to monitor student conceptualization and
progress. This unit is designed for students to not feel as though they are being assessed, but
rather partaking in a daily activity that they can connect to and engage in. each day the
assessment is aligned directly with the learning goals and objectives for that day. The
assessments are a clear depiction of what the students have learned that day and are aligned with
that lessons opportunity for practice. Aligning the assessment with the opportunity for practice
ensures that the students are being fairly assessed and are familiar with the content that is put
before them. Throughout this unit the students will: work in groups to collaborate on and apply
their knowledge and ideas, use chrome books to write vocabulary definitions when given a word
bank, use Plicker application to answer multiple choice questions aligned with the summative
assessment, complete an exit slip, use Kahoot application online to identify recyclable
materials, and complete a Venn diagram comparing and contrasting two recycling processes. The
variety of these assessments is sure to reach and appeal to students with all different learning
styles. The mixture of assessments also keeps the students engaged each day as they take part in
a new activity. The assessments also build in difficulty as the unit progresses and the students
begin to build more knowledge, experience and vocabulary. Each of the formative assessments
are directly aligned with the summative assessment to prepare the students for the end goal.
Accommodations for Diverse Learning Population
It is common to have a diverse learning population in the classroom. The purpose of
differentiated instruction is to ensure that each of these different level learners will have equal
opportunity to understand and apply the content on a deeper level. Below is a chart that lists all

of the different learning styles. This unit accommodates for each type of learner. For the bodilykinesthetic learners the students will get out of their seats to recycle their milk cartons each day
making the connection between what they are learning and what they can do about it! Each day
the students are presented with concrete objects that are made of recyclable materials. The
students have the opportunity to manipulate and work with real life objects, which allows them
to connect their hands to the concept. These motor activities will deepen their knowledge of
recycling and improve their ability to identify the properties of recyclable material that they see
and use each day. For the culminating activity the students will also have the opportunity use
their hands to construct and create an item to be reuse made from objects that would normally be
thrown away. The interpersonal learners will learn best through the think-pair-share, and group
work activities that are used each day. The verbal learning students will thrive during group work
and the opportunities to present their knowledge and thinking process to the class. These students
will also enjoy the written activities such as, creating a Venn diagram, reflecting on the solution
to a given scenario through writing. The students who learn through nature will benefit from the
field trip the class will take to the Birmingham Southern Environmental Center where the class
will be led through a their gardens where all of the natural resources are. Another learning
experience designed specifically for the natural learners is exploring our natural resources. Selfsmart students have the opportunity to work individually and process information on their own
during explicit instruction. Throughout each days lesson the students are facilitating their own
learning as the teacher guides them with discussion questions and prompts. Visuals are provided
throughout the unit through pictures, videos, concrete objects, charts, graphic organizers, and
visual presentations. The auditory learners will benefit from the videos, read aloud, class
discussion, explicit instruction/lecture and think-pair-share. The logic smart students will use

Problem Based Learning to help deepen their understanding of the content by developing
solutions to the real life scenarios they are given. Each day connections are made to real life and
how we have a role in reducing, reusing and recycling which appeals to all learners, as they
become active participants in society. Extension activity will be posted on the board each day.
Multiple Intelligences Chart
Cross Curricular Implementation
Reduce, reuse and recycle is a topic that
curriculum. Throughout
a variety of writing and
opportunities

can be easily implemented across the

this unit we incorporate
reading
and strategies.

For

specifically, we
three out of the five
students are receiving

reading

read an article
days to ensure the
that basic level of

understanding from reading and questioning as they read. To achieve the reading standard
specifically the students will read an article based on the effects of deprivation of trees and be

able to explain the cause and effect of humans actions. This activity allows for the students to
deepen their understanding as they develop a response to what they read that involves cause and
effect. Writing is very fun to incorporate into this unit! The main activity used to reach the
writing standard is to write a letter to the principal about why we should recycle as school. The
students will apply their knowledge of the writing process by stating their opinion, brainstorming
ideas, developing reasons and supporting details. The students will write a final draft letter and
hand deliver it to the principal. This writing activity deepens the students appreciation of the
content by connecting what they know and their personal opinions about the issue. Students
develop responsibility and make a direct connection between writing and real world; we use
writing to present our thoughts, ideas, research and arguments to others. Social studies directly
relates to the science standard as the students need to be able to determine and state the impact
humans have on the environment. The students will have multiple opportunities to explain how
humans impact the environment as we explore what it means to reduce, reuse and recycle and
how we can achieve these tasks. After reading time magazine and discussing the importance of
conserving our natural resources, specifically trees, the students will be bale to identify at least
three out of the five main way humans impact the environment. Students will be able to
synthesize the information from the text to state why and how humans impact the environment.
Math is always a fun way to tie in the content of recycling. The students will take a poll to
determine the amount of trash they produce. The students will mark on the board with a sticky
note representing one item of trash they threw away for that day. The students data will be
displayed as a bar graph on the board and the class will discuss the results and interpret the data.
For an assessment the students will determine who produces the most trash in one day, and
compare at least two people explain who produces more trash and who produced less trash. This

bar graph helps the students to visualize and mathematically understand the amount of trash we
produce each day. Interpreting the data will deepen their understanding of the severity of the
problem, as well as help them make a personal connection to the data and the content.
Resources and Materials
Consistently each day I present the students with an article to read that will further
explain the material and help the students relate to the topic. It is vital that students are reading at
least 30 minutes to an hour everyday and providing the students with time during instruction to
read is a major strategy used to implement explicit instruction as students apply their knowledge
of reading a text, determining importance and synthesizing information. The paper products,
glass jars, plastic bottles and other recyclable materials are used to show the students that what
we are learning about applies directly to what we use and do each day in our own lives. Visual
representations using YouTube is the best way to engage the students especially when they are
watching for a purpose, as they are answering questions while they watch. The word wall is used
for students to see the words they have learned throughout the week and makes it easier for the
teacher to refer back to when needed. The frayer model vocabulary sheet is another resource that
extends the students thinking to help them better understand the vocabulary words. The students
are presented with scenario cards to facilitate group discussion. I believe students fully
comprehend the curriculum, not by taking a test, but being able to discuss and use the vocabulary
and facts learned in class, will determine whether a child comprehends the subject matter or not.
I believe student learning is a process, and the main learning goal across the board is for students
to become independent learners; understanding how to problem solve and communicate with
others.
Rationale

My cooperating teacher and I chose the topic for this unit based on the requirements of
the third grade curriculum. The third grade science standards includes: Describe ways to sustain
natural resources, including recycling, reusing, conserving, and protecting the environment.
Recycling is a hands on concept that can be easily presented to students, as it is applicable to
everyday life. In this unit the main instructional strategy used is turn and talk, class discussion
and table group work. My philosophy of how students learn best is through conversation and
working with others. Collaborative learning keeps students accountable, engaged and motivated.
An example of collaboration would be to facilitate group projects and discussions where students
learn to cooperate with their peers and have to work independently as well as collaboratively to
form a solution. Students will work with people for the rest of their lives, and need to learn how
to work with and talk to their peers about ideas, issues and information. Each time we work in
groups we must first review the correct way to work together as a team. One goal for my
students is to be inclusive and nondiscriminatory towards others. In my classroom, students will
understand that each individual deserves the same respect. A part of being a life-long
independent learner means cooperating with all kinds of people.
During the first three days of the unit, the students are using concrete objects to help them
make the connection between what we are learning and how to apply that information in real life.
It is vital that students are reading at least 30 minutes to an hour everyday and providing the
students with time during instruction to read is a major strategy used to implement explicit
instruction as students apply their knowledge of reading a text, determining importance and
synthesizing information. Class discussion and group work allows students the opportunity to
hear others opinions and thoughts as well as the chance to share their own understanding of the
topic. When students take responsibility of their learning and are able to communicate that in a

casual conversation amongst their peers tells me they are processing and applying their
knowledge. I believe students fully comprehend the curriculum, not by taking a test, but being
able to discuss and use the vocabulary and facts learned in class, will determine whether a child
comprehends the subject matter or not. I believe student learning is a process, and the main
learning goal across the board is for students to become independent learners; understanding how
to problem solve and communicate with others. Throughout the lessons the teacher will circulate
the room prompting students as they begin discussions, question the students, facilitate
conversations and work one on one with the students who seem to withdraw. When the students
can apply what they have learned to their own lives, I know they are connecting to the content on
a deeper level and are able to synthesize and apply what they know. The persuasive letter,
proposals for how the class can begin to recycle, the culminating project, addressing solutions to
real life scenarios and issues, using real life materials to manipulate and work with; all of these
areas and so many more within this unit allow the students to not only learn about reducing,
reusing and recycling but also taking what they learn and applying it to their own lives!