Lesson+Plan+2


 * [[image:Direction.jpg align="right"]]

Deciding directions**: This is a vital step for both parents and teachers. It requires closer analysis of recycling and trying to find a focus which will guide actions. The talking over of the topic recycling between both students and teacher or even between small groups of students and the teacher is critical. This helps to make the topic which in this case is recycling a ‘legitimate class investigation’.


 * Leaning focus:** The focus of the lesson is on deciding direction as a class. Recycling will be unpackaged more as it was only surfaced in the introductory lesson. The students and teacher will decide further what the focus or direction will be on for the unit. The students need to decide what is important to them and relate recycling back to their lives and culture.


 * Learning objectives:** By the end of the lesson the students will have a greater knowledge of recycling and the steps involved in recycling. The students will also have derived questions or hypothesis’ which will also be answered either in the immediate class or may be answered in the following lessons in the unit of study. The teacher will be a guide in this process.

· Computers/Laptop · IWB if available · Pens · Integrated workbook · A3 poster paper · Markers
 * Materials: **

Using an IWB would be handy here as there are sites that can demonstrate to the students how to recycle and why. Using the IWB or Laptop projector, visit the site [|www.kidsrecyclingzone.com]. Explore the site with students. This site gives examples of different materials being recycled and contributing to the making of other products. An example is a coke bottle being recycled and being a part of a students backpack. This can also hep to answer questions that the students might have. If you have access to a computer room, it might be a good idea to allow the students to explore the site and other sites so that they can be in control of what information they access and want to absorb.
 * Introduction:** The lesson will begin with some further questions on recycling. To get the students focused again and get their minds thinking and exploring the topic of recycling. Having now introduced the topic of recycling, go one step further and examine recycling.

As a class, construct on a piece of A3 poster paper different ways you can get involved in recycling both in and out of school. After making a list of things, you can as a class decide that you will do your best to do your part in making this happen. Together as a class a mission statement can be constructed. An example might be: ‘As a class we will do our best to do our part in recycling and keeping our school and home environments clean’. The students can then sign the statement or poster paper and it can be used as a reminder that as a class there is a mission to contribute to recycling and keeping the environment clean. This will help the students find a sense of meaning into the topic and relate to recycling a lot easier and on a more personal level. The A3 poster will consist of ways the students can get involved or help our to recycle, a class mission statement, and signatures of all the students and the teacher to suggest that they will do their best to get the job done.
 * Body:** Having allowed time for students to explore recycling on different websites, divide the students into small groups. Have the groups decide what exactly they want to do or learn through out the unit and what directions or answers they want answered as a result of studying recycling. Have students using their integrated studies book write down their hypothesis. Have them list precise researchable questions that they want answered. (Allow sufficient time).




 * Conclusion: **To help students recap what has been taught, have them reflect by writing in their books what they have agreed to do by signing the poster paper. Have the students think about what this process involves and what they will need t do to contribute both at home and at school to having a cleaner environment.

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