Cb+ Ga Lesson Plan

Green Ambassador Lesson Plan Lesson Plan: Teaching to All Ages 1. Project Description 2. Teacher Guide 3. Handouts 4. Requeriments/Grade 1. Project Description a. WHO: you and a small group of other Green Ambassadors b. WHAT: will create a lesson for elementary students c. WHEN: After your Green Ambassador Event d. WHERE: Either at the high school or at the elementary school e. WHY: to inform others, create change, be the change yourself, improve your environment and community by teaching science/environmental concepts (the best lesson plan will be sent to or delivered to the elementary students f. HOW: you must turn in all parts or you will receive a 0 for this assignment i. Lesson Plan ii. Write summary of lesson plan iii. Materials iv. Delivery your lesson v. Evaluate the process 2. Requirements for Students to create a lesson plan a) Steps to completing lesson a. Write a proposal for your lesson (Form A) b. Get approval from your Green Ambassador teacher c. Write lesson plan (Form B) d. Write summary of project (Form C) e. List Tasks for each team member (Form D) f. Standards/Values (Form E) g. Evaluation (Form F) . b) EAMPLES That CAN BE DONE AS A LESSON: Game that teaches students the problems of petroleum 2. Play/skit that shows youth how and why to get biofuels in there bus 3. Create an art project with the students that have a strong message 4. Make a song that teachers the concept 5. Make cleaning supplies and have each group focus on a different cleaning product 6. Make different hygiene projects 7. Create a shopping list of where to get healthy supplies and make it a game12. Bioplastics instead of Styrofoam for take-out 13. Farmer’s market – involve them in Earth Day c) Project must be uploaded: a. Lesson plan uploaded to www.greenambassadors.org b. 2 sentence summary written about your lesson and its effectiveness c. Upload any pictures that could be inspiring for all 1

Green Ambassador Lesson Plan Teacher Guide Objective: • To train students how to be effective communicators to a younger audience • To have students apply their knowledge of the solution in lesson plan Summary: Students will be trained to determine what an effective lesson plan by looking at ineffective and effective lesson plans. Then the students will be trained in the CB+ Green Ambassador lesson plan to teach younger students how to compost in their elementary/middle school classroom. Knowledge: • How to teach younger children • How to take advanced material, process it, and delivery it to a younger audience Skills: • Writing a lesson plan • Presenting a lesson plan to an audience Values: • Life-Long learners • Quality stewards of the Environment 6Ms: message is included into your media of a lesson plan Time: 2-3 Days Handouts: Lesson Plan Form A-F, Examples A-B, Lesson Plan Form G to be used with students Standards: NL-ENG.K-12.4 COMMUNICATION SKILLS: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. NL-ENG.K-12.6 APPLYING KNOWLEDGE: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts Day 1: Effective lesson vs. Ineffective lesson Warm up: • Who has been one of your favorite teachers and why? Through: • Lead students to understand that teachers create lesson plans to deliver a message to accomplish their mission for the day. A clear message will make the mission even stronger. 2

Green Ambassador Lesson Plan • Announce that today we will be looking at an effective lesson plan and an ineffective lesson plan it will be their job to evaluate, which is which. o Students will also be trained in how to write a lesson plan for next time that they do a Green Ambassador Project • Go through the Project description and the requirements for students to write a lesson plan o Students might get overwhelmed by everything required but tell them that you will go through it step by step for them to understand. • Walk students step by step of the evaluation form for an effective lesson • Hand out 2 differnet lesson plans and have students • Have students evaluate the two lesson plans by using Beyond: • Divide students up in a Pair-Share have them go through the Form G • Start a conversation with the entire class of what is effective about teaching younger kids Day 2-3 days: Delivering an effective lesson Warm up: • List characteristics that you like about they way I teach as a teacher? Through: • Lead students to understand that hands-on teaching is most engaging for students • Deliver the lesson plan for teaching elementary students and have them evaluate the lesson plan • Make changes to make it better • Have each table group (provide enough materials for them to do it, or have them gather the materials for their lessons) perform the lesson plan • Choose the group (in a democratic process) that will be the group that delivers the lesson to elementary students after the Green Event Beyond: • Why is hands-on more important than lecture • How can we make all of our media that we create for this project, hands on? Formative Assessment: Evaluating the students on the delivery of their lesson plan, choosing the most effective and sending them to an elementary school after the Green Event. After this training Green Ambassadors will have everything they need to deliver a lesson plan for elementary students. 3

Green Ambassador Lesson Plan 1. Project Description a. WHO: you and a small group of other Green Ambassadors b. WHAT: will create a lesson for elementary students c. WHEN: After your Green Ambassador Event d. WHERE: Either at the high school or at the elementary school e. WHY: to inform others, create change, be the change yourself, improve your environment and community by teaching science/environmental concepts (the best lesson plan will be sent to or delivered to the elementary students f. HOW: you must turn in all parts or you will receive a 0 for this assignment i. Lesson Plan ii. Write summary of lesson plan iii. Materials iv. Delivery your lesson v. Evaluate the process 3. Requirements for Students to create a lesson plan d) Steps to completing lesson h. Write a proposal for your lesson (Form A) i. Get approval from your Green Ambassador teacher j. Write lesson plan (Form B) k. Write summary of project (Form C) l. List Tasks for each team member (Form D) m. Standards/Values (Form E) n. Evaluation (Form F) . e) EAMPLES That CAN BE DONE AS A LESSON: Game that teaches students the problems of petroleum 2. Play/skit that shows youth how and why to get biofuels in there bus 3. Create an art project with the students that have a strong message 4. Make a song that teachers the concept 5. Make cleaning supplies and have each group focus on a different cleaning product 6. Make different hygiene projects 7. Create a shopping list of where to get healthy supplies and make it a game12. Bioplastics instead of Styrofoam for take-out 13. Farmer’s market – involve them in Earth Day f) Project must be uploaded: a. Lesson plan uploaded to www.greenambassadors.org b. 2 sentence summary written about your lesson and its effectiveness c. Upload any pictures that could be inspiring for all 4

Green Ambassador Lesson Plan Form A: Proposal for Lesson Plan Names:______________________ Lesson Plan must include at least standards that are located in Form D Science Standard:__________________________________________________ Values:__________________________________________________________ 1. Choose a solution you want to share? A. Give 3 strong reasons why your group wants to solve this issue? B. Who/What is being affected by this issue? C. Which Science, Environmental and Art Concepts/Standards are part of your issue? 2. What activity do you want to do? 3. How will the students be doing something hands-on 4. What message will the students learn? 5. How will you know they learned that message? Teacher Initials______ _____________________________________________________________________ Form A: Proposal for Lesson Plan Names: ___________________ Lesson Plan must include at least standards that are located in Form D Science Standard:__________________________________________________ Values:__________________________________________________________ 1. Choose a solution you want to share? A. Give 3 strong reasons why your group wants to solve this issue? B. Who/What is being affected by this issue? C. Which Science, Environmental and Art Concepts/Standards are part of your issue? 2. What activity do you want to do? 3. How will the students be doing something hands-on 4. What message will the students learn? 5. How will you know they learned that message? Teacher Initials______ 5

Green Ambassador Lesson Plan Form B: Green Ambassador Lesson Plan Team Members: Green Lesson Name: Green Solution you are Teaching: What science are they learning? Goals/Objectives (message): Write the learning goals that you would like for your lesson to meet. That after you leave the students will know the following: 1. 2. 3. Materials needed: Lesson: Hook them in: you will read to start the lesson/activity with a fun way to engage the students Game/Activity/Hands-on way of teaching the lesson: Summary of Activity: Detailed steps: Questions you will ask to make sure they got the Green Solution: Closure: Think…what do you really want the students to remember for the rest of their lives? a. What do you want them to remember about your Green Theme? Where will your lesson take place b. How at on our campus? can List the Standards you will cover the List the Values they will gain Approved by Green Ambassador Teacher students make the Green Theme part of their everyday lives? g) 6

Green Ambassador Lesson Plan Form C. Summary of your Project:  Synthesize your answers to the graphic chart with six guiding sections into paragraph form with topic sentences and supporting details using specific information from your research.  Use only your own words, or use quotes. This will be used for when it is taught around the nation. 1. Write Your Activity/Lesson Plan A. Summarize the activity you will be doing with your students C. List your materials needed 2. Personal Action A. What will you personally do to create action? B. Why is this solution important to be part of the lives of youth? C. How will you be part of the solution? D. How will you make your solution happen beyond just this day? 3. Review Plan A. Get your lesson plan/activity approved by teacher. B. Organize your materials C. Confirm the date you are going to deliver your lesson plan. Form C. Summary of your Project:  Synthesize your answers to the graphic chart with six guiding sections into paragraph form with topic sentences and supporting details using specific information from your research.  Use only your own words, or use quotes. This will be used for when it is taught around the nation. 1. Write Your Activity/Lesson Plan A. Summarize the activity you will be doing with your students C. List your materials needed 2. Personal Action A. What will you personally do to create action? B. Why is this solution important to be part of the lives of youth? C. How will you be part of the solution? D. How will you make your solution happen beyond just this day? 7

Green Ambassador Lesson Plan 3. Review Plan A. Get your lesson plan/activity approved by teacher. B. Organize your materials C. Confirm the date you are going to deliver your lesson plan. Form D: List Tasks and who needs to do it! Your issue: Your solution: Task Task Task Who will do it? Who will do it? Task Task Summarize what you want to Who will do it? accomplish: Who will do Task Task Who will do it? Task 8

Green Ambassador Lesson Plan Form E: Content Standards a. Environmental Education Concepts (choose one) i. People depend on natural systems 1. Examples: a. Students now that goods are produced by natural systems and needed for our economy to work ii. People influence natural systems. 1. Examples a. Know that natural systems are needed for the growth of humans and we rely on these process b. Students know methods of extracting natural resources for peoples culture to exist c. Students know that human communities influence our natural growth of human population iii. Natural systems change in ways that people benefit. 1. Examples a. Students know that natural cycles depend on cycles that are required b. Students know tat human practices can alter the cycles b. Science (1st-5th) (choose one) i. Students know plants are the primary source of matter and energy entering most food chains. ii. Formulate and justify predictions based on cause-and-effect relationships. iii. Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties. c. Art (choose one if you get them to create an art project) i. Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. ii. Identify and describe various reasons for making art. 4. Values a. Be a practicing and contributing member of the community. b. Manage resources responsibly. c. Think critically and collaboratively to problem-solve effectively. 9

Green Ambassador Lesson Plan Form G: Evaluating Effectiveness of a lesson plan Names: _________________________________________________________________________ Procedure: 1. Look at both lesson plans Example A and Example B 2. Using Form F (evaluation of lesson plan) 3. Go through each item and grade as if you were a teacher Why is it ineffective and effective? 1. Which example has a clear message? Give evidence. 2. Which example has a fun hands-on element to it? Give evidence. 3. Which one fulfills all the criteria? 4. Which one allows for you the teacher, to ensure that the students understood your message? 5. How would you change the example lesson plan that is the least effective to become more effective? _______________________________________________________________________________ Form G: Evaluating Effectiveness of a lesson plan Names: _________________________________________________________________________ Procedure: 1. Look at both lesson plans Example A and Example B 2. Using Form F (evaluation of lesson plan) 3. Go through each item and grade as if you were a teacher Why is it ineffective and effective? 4. Which example has a clear message? Give evidence. 5. Which example has a fun hands-on element to it? Give evidence. 6. Which one fulfills all the criteria? 7. Which one allows for you the teacher, to ensure that the students understood your message? 8. How would you change the example lesson plan that is the least effective to become more effective? Form G: Lesson plan to use in the classroom 10

Green Ambassador Lesson Plan EXAMPLE C: Green Ambassador Lesson Plan Team Members: Green Lesson Name: No Waste In Nature: How to make your “waste” save the earth! Green Solution you are Teaching: No Waste in Nature What science are they learning? The science of composting Goals/Objectives: Write the learning goals that you would like for your lesson to meet. That after you leave the students will know the following: 1. To raise awareness of how to reduce waste 2. To gain skills: hypothesizing and observing Materials needed: a tarp, gloves, In a 2 glass jars bring greens: vegetable peels and seeds, fruit peels and seeds, coffee grounds, eggs shells, nut shells, any other vegetable or fruit scraps: browns: - hay or straw, leaves, ashes, sawdust, wood chips, shredded paper, CB+ composter, soil in another glass jar, poster of browns and greens, benefits of composting poster, game directions Lesson: Hook them in: you will read to start the lesson/activity with a fun way to engage the students • Ask: Who wants to save the earth? Who wants to be magician and turn waste into a valuable product? • Discuss the term decomposition and brain storm examples of materials that decompose • Ask what is compost? Show them compost. Explain this is nature’s way to recycle; it is natural materials broken down to soil. • Explain composting is like baking a cake. Simply add the ingredients, stir, quot;bake,quot; and out comes – compost or top soil Why is this good? o Repairs our soil (recycles nutrients to grow more food and makes it possible that there is no waste) stops things  from going into landfill, allows you to garden naturally, • Today students will: Learn the recipe to compost o Learn how to compost o Change their school by composting in their own classroom to inspire others. o • Explain organic = living thing (or was) In-organic = not living things (with sings) • Hold up a water bottle and ask the same thing • Explain that only organic manner can be decomposed Game/Activity/Hands-on way of teaching the lesson: Summary of Activity: • Students will know how to compost organic matter, practice composting, and set up their composter for their own class. Detailed steps: • Show the recipe poster (material item) • Mix the browns and the greens in one pile. • Recipe to turn your waste into soil Have 5 students with the help of the whole class separate the browns from the greens o Have them put a pile of green out, then tell them for every pile of green they need 2 piles of brown of the same size have o them make the pile of brown. Show them the soil that you have and explain why it is so important: 1. To grow plants to support all living things. o Tell them to add it to the CB+ composter o Ask, “What else is missing?” Air and water (add water to the composter) o Explain to get air you have to spin the composter, get a every students to spin the composter o Review what is needed (1 part green, 2 parts brown, air, oxygen and a CB+composter) o • Have the entire class play compost game (see game section on www.greenambassadors.org)? • Closure: Think…what do you really want the students to remember for the rest of their lives? c. What do you want them to remember about your Green Theme? a. What can be composted? b. What do we do with the finished compost? (have them guess, put on plants, sell to family members, etc.) c. Leave the manual with the student schedule to take care of the compost with the teacher) d. Let them know that Green Ambassadors are a resources for the success of their compost and leave a way for them to contact you e. Ask what goes in the compost, Answer: 1 Green, 2 Browns, Oxygen (spinning) and water Where will your lesson take place at on our campus? Our Campus/ School Campus List the Standards you will cover People influence natural systems. List the Values they will gain Manage resources responsibly Approved by Green Ambassador Teacher Sara Laimon 11

Green Ambassador Lesson Plan Form F: Evaluation: Green Ambassadors’ Team Project Evaluation: Teach a Class Team Members: ___________________________________________________________________________ Checklist for Printed Marketing Material to be used with Scoring Guide Student Mark X for complex Met Teacher Mark Star if Met check Check (simple) All Lesson Plan forms filled out (A-G) Uses correct spelling, grammar and strong vocabulary words, neat, creative, and clear Specify and bring the materials you need Uses correct information science in you printed marketing material Rehearse your lesson plan before you teach it and make amendments if necessary. Includes all correct contact information You worked well in a group and was a community contributor and supporter one another You participated in the solution before you taught the solution. Incorporated science standards and values mixed into your lesson plan Lesson related the message to the determined market Lesson related the mission to the determined market Have specific goals in your lesson plan #____/_____ #____/___ Total complex Points simple Teachers, please use the scoring rubric to determine the student’s grade for this project. 12

Cb+ Ga Lesson Plan

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Cb+ Ga Lesson Plan — Document Transcript