Learning Experience One Name: Christine Goolsby Grade: 2nd

1. OHIO ACADEMIC CONTENT STANDARD 1. Science: a. Topic- Life Science b. Strand- Interactions within habitats c. Content Standard- Living things cause change on Earth 2. Social Studies: a. Strand- Geography b. Topic- Human Systems c. Content Standard- Human activities alter the physical environment, both positively and negatively. 2. OBJECTIVES: 1. Students will be able to explain how humans have negatively changed the Earth 2. Students will be able to explain three ways humans can positively change the environment 3. LESSON SUMMARY: 1. Read Where Does the Garbage Go? By Paul Showers. Lead class discussion based on I can Positively Change the Environment PowerPoint and have students fill in the blanks in their guided notes booklet. 4. RESOURCES/MATERIALS: 1. Where Does the Garbage Go? By Paul Showers 2. SMARTboard 3. SMARTboard document camera 4. I can Positively Change the Environment PowerPoint 5. I Can Positively Change the Environment guided notes booklet one per student 6. Modified I Can Positively Change the Environment guided notes booklet 7. I Can Positively Change the Environment master copy/answer book for teacher 8. Pencil one per student

5. ACADEMIC LANGUAGE 1. Environment- everything in the world around us 2. Extinction- the dying out of plants and animals due to their basic needs not being met 3. Reduce- cut down on waste 4. Reuse- taking an old product and using, repairing, or making something else with it 5. Recycle- making trash into something new instead of throwing it away 6. PROCEDURES: a. READINESS (ENGAGEMENT) Assemble children on the carpet. Ladies and gentlemen, I would like you to all quietly push in your chairs and meet me on the carpet. I have a story I would like

to share with you. Explain that we will be using this story to find our I Can statement in science/social studies. While Im reading this story I want you to pay close attention to what the students are learning and what theyre trying to do throughout it. Ill give you a hint the pictures might give us a clue too! Read Where Does the Garbage Go? By Paul Showers Ask the children what the students in the book were learning about. Did anybody figure out what the students were learning about in the book? o Students may answer garbage, recycling, landfills, the environment o If the students struggle getting to the answer the environment turn to page 4 or 28 and explain while you were reading you used the pictures to give you clues on what they were learning. Point out the students in the picture and their classroom bulletin boards. Explain that the students were learning about the environment and ask what they were trying to do. Thats right the students in the book were learning about their environment! Can anybody tell me what they were trying to do throughout the story? o Students may answer find out where garbage goes, recycle, help the environment o If the students struggle getting to the answer help the environment show them page 4 and 28 once again and ask what the students are saying and what the bulletin board says. Explain that our class is going to also learn about helping the environment the rest of this week and next week. Thats right the students were trying to find ways to help change the environment for the better! The rest of this week well be doing the same in our class So this week our I can statement for science and social studies is going to be I can positively change the environment. Write I can positively change the environment on the science/social studies I can board. Have the students return to their seats and get out a pencil. Now I want you to silently return to your seats and get out a pencil.

b. FOCUS OF LESSON (EXPLORE, EXPLAIN, EXTEND) Have the paper passers hand out one I Can Positively Change the Environment guided notes booklet per student to the blue and green tables while you pull up the I Can Positively Change the Environment PowerPoint on the SMARTboard, then pass out books to the purple and red tables in order to give students the modified books. Can I have my paper passer please pass out one of these to each student at the blue and green tables? Have students put their name and number on their books. Name and number, cha cha cha! Name and number, cha cha cha! Name and number, cha cha cha! Explain how were going to use the slides I made to fill out these guided notes. Today were going to use the slides I made to fill out information about helping the environment in these little books I created; kind of like we do when we use the Scholastic readers. Review each slide while the students go through their guided notes booklet filling out answers. The slides and pages of the book are very similar so pause any place

there is a blank in the book to give students a chance to fill out the blanks. Give the students prompting to be sure they dont miss any of the blanks.

c. CLOSURE Display a blank copy of the guided notes booklet on the SMARTboard and go over the answers. Have student volunteers give their answers for each blank. If there are too many volunteers pull name sticks to be fair. Have students put guided notes booklets in their writing folders and get ready for Fast ForWord d. ASSESSMENT (EVALUATE) Guided notes booklet serves as a means to assess whether students were able to explain: i. How humans have negatively changed the Earth on page four ii. Three ways humans can positively change the environment on page five 7. DIFFERENTIATION 1. The guided notes book is modified for students that struggle writing. These modifications will benefit students that struggle to write and read their own handwriting. a. Students that receive choices as an accommodation on their IEPs receive this through the modified book

8. ENRICHMENT 1. Students that are able to fill out their guided notes booklet before others are asked to go on and explain: a. Things that make up their environment on page 1 b. What a humans basic needs are on page 2 c. Another negative impact of all the pollution humans create on page 3 d. Two ways to reduce on page 5 e. A ways to reuse items on page 6 f. Two ways to recycle on page 7

Learning Experience Two 1. OHIO ACADEMIC CONTENT STANDARD 1. Science: a. Topic- Life Science b. Strand- Interactions within habitats c. Content Standard- Living things cause change on Earth 2. Social Studies: a. Strand- Geography b. Topic- Human Systems c. Content Standard- Human activities alter the physical environment, both positively and negatively. 3. Language Arts: a. Strand- Writing b. Topic- Research to Build and Present Knowledge c. Content Standard- Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 2. OBJECTIVES: 1. Students will be able to state one example of reducing 2. Students will be able to state one example of reusing 3. Students will be able to state one example of recycling 4. Students will be able to use the internet and/or informational books to collect information about recycling 3. LESSON SUMMARY: 1. Play Reduce, Reuse, Recycle! Song while students are cleaning up from math workshops. Use 3Rs definition cards to review the meanings of reduce, reuse, and recycle. Students will use books and websites to find ways of reusing and recycling objects that children can do. Students will then record three products that can be made in the classroom by either reusing or recycling goods or ways to reduce by drawing a picture and writing a sentence. 4. RESOURCES/MATERIALS: 1. SMARTboard 2. SMARTboard document camera 3. Reduce, Reuse, Recycle! song - http://www.youtube.com/watch?v=loeHhmUh-nE 4. Recycling QR codes 5. Chromebooks 6. I can reduce, reuse, and recycle worksheet booklets 7. 3Rs Definition cards 8. Recycling books a. Disneys FamilyFun Crafts by FamilyFun Magazine b. Waste and Recycling by Sally Hewitt c. Recycling Waste by Ellen Rodger d. Your Local Environment by Sally Hewitt

e. 10 Things I Can do to Help My World by Melanie Walsh 5. ACADEMIC LANGUAGE 6. Environment- everything in the world around us 7. Reduce- cut down on waste 8. Reuse- taking an old product and using, repairing, or making something else with it 9. Recycle- making trash into something new instead of throwing it away 10. Research- collecting information about a subject 6. PROCEDURES: e. READINESS (ENGAGEMENT) Play Reduce, Reuse, Recycle! song while students are cleaning up from math workshop Jog the students memories by asking about the I Can statement in science/social studies. Does anyone remember what we said our I Can statement is in science and social studies? i. Students should look to the I Can board to remind them that the statement is I can positively change the environment. If students struggle walk over and examine the I Can board. Ask them to explain why we need to positively change the environment. Hmmm so why exactly do we need to positively change the environment? What makes it so important? i. Guide the students to answer two main reasons: 1. the environment gives us air, water, food, and shelter 2. humans have wrecked the environment with all the trash and pollution theyve created Ask the students ways to help positively change the environment. Yesterday we learned about three ways to help positively change the environment, or to make good changes. Somebody jog my memory; what were one of those ways. Ill give you a hint they all started with the letter R. i. Students should answer reduce, reuse, and recycle. ii. Students will likely give examples of doing the 3Rs, but simply guide them asking what the name of that action is As the students name each 3R place the definition card up on the board and read the definition aloud. f. FOCUS OF LESSON (EXPLORE, EXPLAIN, EXTEND) Explain we will be researching using the Google Chrome books/QR codes and books. Today were going to put our research skills to work! Each of you will have a chance to use either the Google Chrome books, informational books I brought from the library, or a book a photocopied from home to collect information or find real life ways we reduce, reuse, and recycle in the classroom. Pass out the I can reduce, reuse, and recycle booklet to each student and tell them this is the organizer we will use while gathering our information. These three pages I just passed out to you will be where you will record the information you find. On each page you will find the start of a sentence; either I can reduce by, I can reuse by, or I can recycle by. You will be researching to find one

real life way that our class can do each, then finish the sentence and draw a quick picture of it. But just like when we came up with our own businesses we have to be able to do each thing in our classroom Display a copy of the booklet on the SMARTboard and model finding a real life example. For example Im looking up one way to reduce using one of the books from the library. In this book it says I can reduce by turning off the water when Im done washing my hands, and I can definitely turn off the water when Im done washing my hands in the classroom. So I will finish the sentence to make it say I can reduce by turning off water when Im done washing my hands and then draw a picture of me doing so. Partner the students up with their elbow partners. Have the paper passers pass out a photocopied book and set of QR codes to each partner group. Each partner group will be getting the photocopied book I mentioned and a set of QR codes to access websites about reducing, reusing, and recycling. While I work on getting out the Chrome Books I need our paper passer to pass these to each partner group. Once you get your materials you need to get started researching right away. Pass out one Google Chrome book to each partner group Give students time to do research and assist as needed

g. CLOSURE Once students finish they must turn in their booklet, close their Chrome Book (but leave it at their desk), put their I Can Positively Change the Environment book in their writing basket, return the books they have used, and then they may read a book from the back table Pick name sticks and ask students to share a few examples of what way they think students in our class can reduce, reuse, and recycle. (students name) would you like to share one way you think students in our class can reduce, reuse, or recycle. i. Ask three to four students depending on time Explain that we will be using the real life examples in our next class, and have students get the remaining Chrome books for FastForword. Tomorrow we will be coming back to these very examples and well actually get a chance to create some of them. But now its time for FastForword, so I would like only one student from each pair to line up by the cubbies to get a Chrome book. h. ASSESSMENT (EVALUATE) Pictures drawn and/or sentence filled out in I can reduce, reuse, and recycle booklet will be used to assess whether students were able to i. state one example of reducing ii. state one example of reusing iii. state one example of recycling While students are working a check list will be used to record the number of times students were observed using the internet and/or books to do research in order to assess whether students are able to use the internet and/or informational books to collect information about recycling.

7. DIFFERENTIATION Students that require choices or modified curriculum are asked to choose between two websites to show: o A recycled product o A reused product o An activity that is reducing

Learning Experience Three

1. OHIO ACADEMIC CONTENT STANDARD 1. Science: a. Topic- Life Science b. Strand- Interactions within habitats c. Content Standard- Living things cause change on Earth 2. Social Studies: a. Strand- Geography b. Topic- Human Systems c. Content Standard- Human activities alter the physical environment, both positively and negatively. 3. Language Arts: a. Strand- Writing b. Topic- Text Types and Purposes c. Content Standard- Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2. OBJECTIVES: 1. Students will be able to classify real world examples as reducing 2. Students will be able to classify real world examples as reusing 3. Students will be able to classify real world examples as recycling 4. Students will be able to identify three reasons students should recycle 3. LESSON SUMMARY: 1. Review what the 3Rs are and what their purpose is. Have students organize their ideas from last class based on whether it is reducing, reusing, or recycling using SMARTboard activities. Students challenge is introduced: making other students want to reduce, reuse, and recycle. Students will collectively cross off ideas on their list that cannot plausibly be made in the classroom, then choose small groups based on the products they want to create. Students will fill out graphic organizer with three reasons students should use the 3Rs. 4. RESOURCES/MATERIALS: 1. SMARTboard 2. Reduce, Reuse, Recycle! song - http://www.youtube.com/watch?v=loeHhmUh-nE 3. 3Rs definition card 4. Notebook file with student examples from previous day 5. Three recycling reasons graphic organizer 6. Student I Can Positively Change the Environment Books 5. ACADEMIC LANGUAGE 1. Environment- everything in the world around us 2. Reduce- cut down on waste 3. Reuse- taking an old product and using, repairing, or making something else with it

4. Recycle- making trash into something new instead of throwing it away 5. Research- collecting information about a subject 6. Extinction- the dying out of plants and animals due to their basic needs not being met 6. PROCEDURES: i. READINESS (ENGAGEMENT) Play the Reduce, Reuse, Recycle! song while the students are cleaning up from math workshop Ask the students to remind you what it means to reduce, reuse, and recycle. So as the song says and like weve been learning weve got to learn to reduce, reuse, and recycle in order to help positively change our environment and create less pollution. Can anybody tell me what it means to reduce, reuse, and recycle? i. Students should answer with cutting down on waste, using an object more than once to repair or make something else, and making trash into something new. If students struggle give the examples of: 1. If Im trying to reduce I might turn off all the lights in a room when I leave 2. If Im trying to reuse an empty jam jar I might use it to store pens 3. If Im trying to recycle all my old crayon pieces I might melt them down together to form new bigger crayons Place definition cards back on the board as students give the definitions j. FOCUS OF LESSON (EXPLORE, EXPLAIN, EXTEND) Pull up SMARTboard activities with the students research findings from the previous lesson and ask them to sort each example they gave by whether it is reducing, reusing, or recycling. So last night after school I took some of the ideas you guys found in your research and made a SMARTboard file, but instead of making a three files separated by reducing, reusing, and recycling I made one big page and I want you guys to sort the examples. Choose volunteers to slide the examples into the correct category. Allow students that are struggling to phone a friend to help. After the student ideas are sorted into the correct category explain the challenge of creating their very own recycled/reused good. Now that we know so much about reducing, reusing, and recycling I have a challenge for you! My challenge to you is to use the ideas we found online and in books to create a new product using mostly recycled or reused goods. We will then be using the goods we create and all the knowledge weve learned to talk other students at [schools name] into helping our environment! We will show other students how easy it can be to reuse and recycle things instead of throwing them in the garbage, and give them reasons why we should do so. Have students identify ideas that are not plausible in the classroom. So before we can start making our products we have to be sure that we can actually make these ideas in our classroom. Since we are reusing and recycling goods I will go ahead and cross off the reduce column since we wont be using any of these. Read off each idea in the reuse and recycle columns. Have students do a thumbs up if it is something we can do in the classroom and a thumbs down if we dont

have all the resources to make it in the classroom. Erase ideas that students decide are not able to be done in the classroom. After only plausible ideas are remaining pull name sticks and allow students to pick which idea they would like to use to create their reused/recycled product only allowing up to three students in a group. Have students get their guided notes booklets from their writing folders and sit with their groups. Pass out three reasons to recycle graphic organizer Using their books and knowledge gained have students fill out three reasons to recycle graphic organizer. Students may work with their group members if they are struggling. Since we want other students to try out using the 3Rs we should probably give them reasons why they should do so. I want you to use all the knowledge you have gained this week along with the book we filled out the other day to come up with three reasons why other students should reduce, reuse, and recycle. If you get stuck you can work with the members in your group, but try to come up with at least one on your own.

k. CLOSURE Ask for student volunteers to share reasons they have come up with for students to reduce, reuse, and recycle. Have students put their graphic organizers in their writing folders and get ready for Fast ForWord l. ASSESSMENT (EVALUATE) A check list will be filled out during the SMARTboard word sort activity to show if students are able to classify activities or products as reducing, reusing, or recycling Graphic organizers will be looked over to assess whether students are able to identify three reasons students should recycle 7. DIFFERENTIATION When filling our graphic organizers students that receive choices as an accommodation on their IEP will be given a list of eight reason to recycle and be asked to pick three of them.

Learning Experience Four

1. OHIO ACADEMIC CONTENT STANDARD 1. Science: d. Topic- Life Science e. Strand- Interactions within habitats f. Content Standard- Living things cause change on Earth 4. Social Studies: a. Strand- Geography b. Topic- Human Systems c. Content Standard- Human activities alter the physical environment, both positively and negatively. 5. Language Arts: a. Strand- Writing b. Topic- Text Types and Purposes c. Content Standard- Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2. OBJECTIVES: 1. Students will be able to classify a product as reusing or recycling objects 2. Students will be able to describe a way children can reuse or recycle an object 3. Students will be able to compose a topic sentence in which they introduce the importance of recycling 3. LESSON SUMMARY: Students will be working with their groups from the previous day to create a plan for their reused/recycled goods. This plan will outline what is being made, whether objects are being reused or recycled, and describe what materials are going to be used. Students will then take their three reasons to recycle from the previous day and create a text with a topic and complete sentences. 4. RESOURCES/MATERIALS: 1. SMARTboard 2. Document camera 3. Recycling/reusing plan 4. QR codes 5. Modified instructions for reused/recycled goods 6. Recycling books: a. Waste and Recycling by Sally Hewitt b. Recycling Waste by Ellen Rodger c. Your Local Environment by Sally Hewitt d. 10 Things I Can do to Help My World by Melanie Walsh 2. Chromebooks 3. Completed three reasons to recycle graphic organizer

4. Writing paper 5. ACADEMIC LANGUAGE 1. Environment- everything in the world around us 2. Reduce- cut down on waste 3. Reuse- taking an old product and using, repairing, or making something else with it 4. Recycle- making trash into something new instead of throwing it away 5. Research- collecting information about a subject 6. Topic sentence- introduces a paper or states what a writer wishes to say about a subject 7. Extinction- the dying out of plants and animals due to their basic needs not being met 6. PROCEDURES: a. READINESS (ENGAGEMENT) Bring up the SMARTboard document from yesterday and have students sit according to their self-chosen groups from the previous class. Ladies and gentlemen can you please quietly stand-up, push in your chairs, and stand in-front of your cubbies. Were going to be sitting with the group we chose yesterday, with two groups sitting at each table. Ask students if they remember the challenge from yesterday. Yesterday in science we did two different things and I also introduced a challenge to the class. Does anybody remember what the challenge was? i. Choose student volunteers to answer what the challenge was ii. If students struggle to remember the challenge remind them of the graphic organizer they filled out ask them who they are going to be providing the reasons to. Repeat the challenge and remind them of what the second part is. We are trying to talk other students into reducing, reusing, and recycling! Yesterday we started working on a writing piece that will give students reasons why they need to recycle, but now we need to start on the part of our challenge that will show students how fun and easy it is to do so. m. FOCUS OF LESSON (EXPLORE, EXPLAIN, EXTEND) Introduce the plan students will be filling out and explain the purpose of it. Today we will be filling out these product plans so we can be ready for making our products tomorrow. Just like we did when we had our class businesses we will need to explain what we are doing, say whether we are reusing or recycling, name our product, and state what materials we will be using. Pass out one product plan per group and display a product plan on the SMARTboard. Read each section of the plan to the students and allow time for students to converse and fill out each box. Model filling out a plan on a reused or recycled product students did not choose. Once reaching the materials portion of the plan pass out QR codes and books to students based on where they found their objects on research day. Provide time for each group to locate the materials they require for making their product.

Have students turn in their product plans and get our their three reasons graphic organizer from their writing journals Explain how students will be turning their three reasons into a paper that will talk students into using the 3Rs in order to positively change the environment. Yesterday we filled out these graphic organizers to help come up with reasons why other students should reduce, reuse, and recycle. But if I gave my paper to a third grader would he or she know what create less garbage, help animals from becoming extinct, and keep trees from being cut down means? i. Students should answer no Explain the need for complete sentences and proper introduction. I think those reasons need a little attention to make sense, but we first need to introduce what were talking about to our audience or people reading our paper. We need to come up with a topic sentence to explain what were going to say in our paper. Come up with an example topic sentence. Does anybody remember what our challenge was and why we are writing about these reasons? i. Students should answer were trying to talk other students into reducing, reusing, and recycling to positively help our environment ii. The reasons are reasons why it is so important to recycle Right so if we are trying to talk students into reducing, reusing, and recycling by giving them reasons it is so important what could we use to introduce our paper? i. Allow student response Use the ideas students give to create an example topic sentence. Pass out writing paper to students. Have students come up with their own topic sentence, and then turn their reasons into complete sentences

n. CLOSURE When students finish have them read a recycling book until a majority of students are done. Have volunteers read their topic sentence and one additional sentence aloud to the class. Have students put their graphic organizer and rough draft in their writers notebook and get ready for Fast Forword. o. ASSESSMENT (EVALUATE) The recycling/reusing plan will assess whether students are able to: i. Classify a product as reusing or recycling objects ii. Describe a way children can reuse or recycle an object Individual student rough drafts will be used to assess whether students are able to compose a topic sentence in which they introduce the importance of recycling 7. DIFFERENTIATION Struggling readers will be given a modified version of the website/book page that their recycled/reused object was found on with easier and larger text Students that receive modified curriculum or choices will be given two topic sentences and asked to pick the one that is most appropriate for their text

Learning Experience Five

1. OHIO ACADEMIC CONTENT STANDARD 1. Science: a. Topic- Life Science b. Strand- Interactions within habitats c. Content Standard- Living things cause change on Earth 2. Social Studies: a. Strand- Geography b. Topic- Human Systems c. Content Standard- Human activities alter the physical environment, both positively and negatively. 3. Language Arts: a. Strand- Writing b. Topic- Production and Distribution of Writing c. Content Standard- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 4. Language Arts: a. Strand- Writing b. Topic- Text Types and Purposes c. Content Standard- Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2. OBJECTIVES: 1. Students will be able to create a product using reused and/or recycled goods 2. Students will be able to explain the need for reducing, reusing, and recycling 3. Students will be able to revise their reasons to recycle text 4. Students will be able to create an informative text that introduces the importance of recycling and provides three reasons why students should recycle 3. LESSON SUMMARY: Students will use their recycling/reusing plans from the previous day along with the source they found during research to make their recycled/reused goods. Students will then peer edit their reasons to recycle writing and create a final copy. Finally students will complete a paper assessment. 4. RESOURCES/MATERIALS: 1. Group recycling/reusing plans 2. Photocopies/print outs of items found during research 3. Modified instructions for items found during research 4. Materials stated on group recycling/reusing plans (items that will be reused/recycled) 5. Student reasons to recycle texts

6. Writing paper 7. Poster board 5. ACADEMIC LANGUAGE 1. Environment- everything in the world around us 2. Reduce- cut down on waste 3. Reuse- taking an old product and using, repairing, or making something else with it 4. Recycle- making trash into something new instead of throwing it away 5. Topic sentence- states what a writer wishes to say about a subject 6. Extinction- the dying out of plants and animals due to their basic needs not being met 6. PROCEDURES: a. READINESS (ENGAGEMENT) Bring up the SMARTboard document from segment 3 and have students sit according to their self-chosen groups from the previous class. Ladies and gentlemen can you please quietly stand-up, push in your chairs, and stand in-front of your cubbies. Were going to be sitting with the group weve been working with. Ask students if they remember the challenge they have been working on. So the past few days weve been working towards a challenge. Does anybody remember what the challenge was? i. Choose student volunteers to answer what the challenge was ii. If students struggle to remember the challenge remind them of the plans they filled out the previous day and the writing piece they have been working on. Repeat the challenge. Exactly! Were trying to talk other students into wanting to reduce, reuse, and recycle. p. FOCUS OF LESSON (EXPLORE, EXPLAIN, EXTEND) Explain how today will be a work day to finish create their reused/recycled products and create a final copy of their writing. Today were actually going to be making our reused and recycled goods in our groups to show other students how fun and easy it can be to use the 3Rs. Then once your group is finished you will be working on creating a final draft of your writing. Pass out product plans and print outs from the websites/book pages where students found their products to groups while explaining directions to getting materials. Last night I looked over everyones product plans and I brought in almost all the materials from home. Im going to put all of the materials on the back table and I will dismiss quiet groups to come get their plan and all their materials. Help students to be sure they are getting the correct materials. Since materials are limited and we dont have extras of the reused/recycled goods warn the students to ask for help. Its very important that while you are all working if you have any questions you ask a teacher, and that every group member is working on this, because I want to be able to show these to Mrs. Murry and maybe possibly put them in the commons for everyone to see!

Assist students in making their products. As groups finish set their products on the shelf to dry and have students get out both their graphic organizers and rough drafts from earlier in the week. Have students peer edit or conference with a teacher to edit and revise their rough draft. Once youve finished you need to work on the other part of our challenge The reasons why its important for students to recycle! Yesterday we gave our papers an introduction or topic sentence and turned our reasons into complete thoughts, and today were going to work to fine tune our papers just to be sure things look great! I want you to re-read your paper and see if you catch any mistakes, and once that is done you need to either have another student edit it or conference with a teacher. Then you may get final copy paper to transfer it over in your nicest, neatest 2nd grade handwriting. Write the steps on the board: i. Get materials from writers journal ii. Re-read rough draft for errors iii. Peer-edit or conference with a teacher iv. NEATLY transfer writing to a final copy

q. CLOSURE Have students share their reused/recycled products and turn in their final copy. Clean up any messes made, and have students put their offices (two empty folders) up. Give final paper assessment r. ASSESSMENT (EVALUATE) Each individual craft the students create will show if students were able to create a product using reused and/or recycled goods A paper assessment given to students once they turn in their informative text will show whether students are able to explain the need for reducing, reusing, and recycling There is a rubric to assess whether students were able to: i. Revise their reasons to rough draft to create a final copy ii. Create an informative text that introduces the importance of recycling and provides three reasons why students should recycle

7. DIFFERENTIATION Struggling readers will be given a modified version of the website/book page that their recycled/reused object was found on with easier and larger text Students that receive modified curriculum will have their rough draft edited and rewritten by a teacher, then must copy the rewritten rough draft to a final copy A modified version of the paper assessment will be given to students that receive a modified curriculum or choices 8. ENRICHMENT Students done early will then create posters to go along with the theme of talking others into reducing, reusing, and recycling.