Lesson 1

Litter
 Lesson
 Plan
 
 –
 Where
 does
 trash
 go?
 

 

 
Goals
 /
 Objectives
 
SWBAT
 identify
 where
 trash
 goes
 
 

 
Standards
 (and
 Assessment
 Anchors,
 if
 applicable)
 
CC.1.5.1.A:
 Participate
 in
 collaborative
 conversations
 with
 peers
 and
 adults
 in
 small
 and
 
larger
 groups.
 
4.5.1.D:
 Identify
 where
 waste
 from
 the
 home,
 school
 and
 community
 goes
 for
 disposal.
 

 
NCSS
 –
 3:
 People
 Places,
 and
 Environments
 
During
 their
 studies,
 learners
 develop
 an
 understanding
 of
 spatial
 perspectives,
 and
 
examine
 changes
 in
 the
 relationship
 between
 peoples,
 places
 and
 environments.
 

 
Materials
 and
 preparation
 
Materials
 
• Here
 Comes
 the
 Garbage
 Barge!
 By
 Jonah
 Winter
 
• Chart
 paper
 
• World
 
• White
 board/marker
 

 
Preparation
 
 
1. Utilize
 the
 white
 board
 for
 the
 overarching
 question
 
2. Put
 up
 the
 map
 to
 refer
 to
 as
 I
 read
 

 
Learning
 environment
 and
 management
 issues
 
I
 will
 be
 using
 the
 Responsive
 classroom
 management
 system
 set
 in
 place.
 Removal
 from
 
group
 instruction,
 Take-­‐a-­‐break,
 Buddy
 teacher
 will
 all
 be
 utilized
 if
 necessary.
 Directives
 
will
 be
 short
 and
 clear
 (I.e.,
 “Jake,
 warning,
 voices
 off”)
 

 

 
Plan
 
 
1)
 The
 “Hook”
 (5~7
 minutes)
 
• Remind
 them
 how
 we
 are
 now
 investigating
 litter
 as
 our
 class
 project
 
• Talk
 about
 our
 trip
 to
 Fairmount
 Water
 Works
 and
 how
 the
 trash
 effects
 the
 water
 
• Ask
 students
 the
 question,
 “What
 do
 you
 think
 happens
 to
 our
 trash?”
 
• Record
 some
 responses
 

 
 
2)
 The
 Body
 of
 the
 Lesson
 (15
 minutes)
 
o Read
 aloud
 the
 book
 
 
o Before
 I
 begin
 I
 will
 introduce
 the
 book
 explain
 what
 a
 “barge
 is”
 
o I
 will
 preface
 it
 by
 saying
 that
 it
 is
 a
 true
 story
 and
 this
 is
 what
 people
 did
 
with
 their
 trash
 

o I
 will
 have
 to
 make
 3,168
 tons
 of
 garbage
 more
 concrete
 for
 them
 to
 
understand
 how
 much
 garbage
 was
 created
 
o Have
 them
 draw
 on
 prior
 connections
 by
 asking
 questions
 like:
 “What
 do
 you
 
predict
 will
 happen
 next.”
 “Why
 do
 you
 think
 burning
 garbage
 is
 a
 bad
 idea?”
 
o As
 I
 read
 I
 will
 stop
 at
 various
 point
 to
 map
 the
 location
 of
 the
 barge
 to
 show
 where
 
it
 went
 
 
o We
 will
 conclude
 by
 ending
 with
 a
 think-­‐pair-­‐share
 on
 how
 it
 makes
 them
 feel
 
knowing
 that
 there
 is
 garbage
 buried
 and
 floating
 around
 EVERYWHERE
 

 

 
3)
 Closure
 (if
 appropriate)
 (~2
 min)
 
• Remind
 them
 of
 the
 enduring
 problem
 that
 is
 litter
 

 
 
Assessment
 of
 the
 goals/objectives
 listed
 above
 
• Observations
 on
 how
 they
 are
 responding
 to
 the
 story
 
• Recording
 down
 their
 ideas
 of
 what
 they
 thought
 would
 happen
 to
 the
 trash
 

 
Anticipating
 students’
 responses
 and
 your
 possible
 responses
 
• I
 expect
 student
 may
 struggle
 a
 bit
 with
 why
 “burning
 garbage
 is
 a
 bad
 idea”
 
 
o I
 can
 scaffold
 to
 help
 connect
 it
 back
 to
 our
 study
 on
 clouds
 and
 the
 weather
 
and
 getting
 them
 to
 the
 place
 where
 they
 realize
 that
 the
 harmful
 chemicals
 
will
 go
 up
 into
 the
 air
 

 
Accommodations
 
• Z
 will
 be
 in
 his
 special
 chair
 
• I
 will
 be
 wearing
 the
 hearing
 aid
 transmitter
 for
 T
 
• A
 and
 I
 will
 be
 allowed
 to
 remain
 in
 their
 seats
 
 
• S
 will
 receive
 a
 follow
 along
 version
 of
 the
 book
 if
 she
 still
 has
 trouble
 seeing
 it