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What is recycling? What creates waste? What is the impact of waste on the environment? Ask students to name any recyclable products they are aware of, and if they have ever recycled anything. For some students, recycling may be a common practice, but for others it may be an unfamiliar concept. Allow feedback and a brief discussion.
Step 2: Watch the film together with students. Ask students to identify recycling ideas or new ideas they have learned from the video. Allow feedback and a brief discussion.
Step 3: Display the recyclable items for students to see. Ask students whether they are familiar with the items, and how often they use them. Allow feedback and a brief discussion.
Step 4: Group students into groups of four and give each group a recyclable item. Ask students to think of and discuss ways in which the provided item may be recycled. In groups, students will create a new (functional) item from the provided item.
Step 5: Explain the importance of recycling. What can we do? Explain the three R's -- reduce, reuse, recycle. Ask students whether they think recycling would be important for the environment. Allow feedback and a brief discussion.
Step 6: For homework, ask students to make a list of recyclable products in their home. If not sure whether an item is recyclable, students will conduct research on the internet to confirm whether the item can be recycled.
Evaluation
Individually, students will create a functional item from a plastic bottle, a plastic bag, a cardboard, a newspaper, or aluminium can.
Differentiation
As some students may have difficulties working alone, students will be allowed to work with a partner or in a small group.
Justification for Choice of Instructional Techniques
As can be observed, the lesson is centred on the concepts of participative learning and differentiated instruction. Though there is no universally accepted definition, participative learning generally denotes a teaching and learning environment where the student plays an active role (Keengwe & Onchwari, 2016). Traditionally, learning takes the lecture or passive style, where students play little or no role in the learning process. In essence, students are mainly expected to listen to the teacher, with little or no involvement in the learning process. Such a classroom environment has been shown…
Lesson plan analysis (Behavioral model) What will the student know or be able to do at the end of the lesson that the student did NOT know or was NOT able to do at the beginning? The children will be able to solve word problems using combinations of dollar bills, quarters, dimes, nickels, and pennies, with $ and ¢ symbols. If learning is defined as a behavior, how will the behavior be measured? The
Lesson Plan Critique -- Parts of Speech (3rd grade) Lesson Plan -- Parts of Speech Thank you for sharing your lesson plan with me. I enjoyed reviewing the plan and visualizing the lesson being taught in your enthusiastic classroom of third graders. I have provided an overall summary of what I see as the strengths and weaknesses of the lesson plan. I have also given specific suggestions about ways to change out
Lesson Plan In response to a learning needs assessment at the Samaritan Medical Center, this lesson plan focuses on an educational opportunity for the highest identified opportunity in terms of education needs among the nursing staff at the Center. Staff ranges from Nursing Assistants to Registered Nurses. A sample of 20 RNs and four LPNs were included in the assessment. The target audience for the lesson include RNs, LPNs, and Nursing
Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop
Lesson Plan Grade 5th English/Language Arts Parts of Speech To enable students to label parts of speech in their own work and in the work of others, such as when reading passages and on standardized exams Big idea: Students will be able to label nouns, verbs, adverbs, adjectives, prepositions, pronouns, interjections, and conjunctions. Essential questions: How does understanding the parts of speech make us better readers and writers? Hook: Ask students to free-associate words that come to
Lesson Plan Sub-Topic By the end of the lesson, the learners should be able to: Critically evaluate themselves and their current subject knowledge in relation to their past learning experiences in the subject matter with a view to integrate the learning goals that the lesson seeks to establish. Construct an explicit understanding of their individual identities as regards to the subject matter in which their previous experience and knowledge in the same area are