How to be a Sustainable Superhero!

1. How to be a Sustainable Superhero! Frankie Livi Edtec 400

2. Single Lesson / Unit • This will be a single lesson taught using methods of direct instruction (model, prompt, check) where we will discuss the meaning of sustainability and brainstorm ideas about the many ways we can preserve our earth. • The lesson will include a beginning discussion, online research, and a detailed presentation of an imaginary superhero with the green fighting power of the students’ choice. • Unit: The compost assignment (explained later) will continue beyond the initial sustainability lesson.

3. Target Population • I will be teaching in a learning support classroom with 12 3rd grade students. These students qualify for special education because they have severe learning disabilities, intellectual disabilities, and 3 of them are on the Autism Spectrum. These students spend most of their day learning in inclusion classrooms in my school, but come to my classroom for extra help and one-to-one instruction opportunities. • I have 2 paraprofessionals in my classroom as well to help work with my students. • This lesson is appropriate for my students because it provides a simple explanation of the concept of sustainability, while allowing them to participate in a hands on activity to allow them to learn in more than one way. • Students with disabilities may have a more difficult time finding employment and living independently in the future so learning basic skills important to preserving life and how to making smart choices for our earth early on will help them greatly.

4. Objectives • By the end of the lesson, students will be able to demonstrate their ideas and actions on the topic of sustainability by participating fully in each activity 10 out of 10 times. • When instructed, students will be able to use technology appropriately to enhance their learning experience in the classroom 10 out of 10 times. • When asked, students will be able to appropriately identify and explain the concept of sustainability and its dimensions 10 out of 10 times.

5. ISTE “Nets” Standards • 1. Creativity and Innovation • Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. • 2. Communication and Collaboration • Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. • 3. Critical Thinking, Problem Solving, and Decision Making • Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. • 4. Technology Operations and Concepts • Students demonstrate a sound understanding of technology concepts, systems, and operations.

6. Pennsylvania State Standards • 4.1.3.E: Identify changes in the environment over time. • 4.3.3.A: Identify the natural resources used to make various products. • 4.4.3.C: Use scientific inquiry to investigate what animals and plants need to grow. • 4.4.3.D: Identify technology used in agriculture. • S3.A.2.1.2: Make predictions based on observations. • S3.A.3.1.1: Classify systems as either human-made or natural (e.g., human-made systems [balancing systems, tops, wheel and axle systems, pencil sharpeners from manual to electric]; natural systems [plants, animals, water cycle, stream]).

7. Pennsylvania State Standards Continued • S3.A.3.1.2: Identify changes in natural or human made systems. • S3.B.3.2.2: Describe how changes in the environment (e.g., fire, flood) can affect an ecosystem. • S3.B.3.2.3: Describe how human interactions with the environment impact an ecosystem (e.g., road construction, pollution, urban development, dam building). • S3.D.1.2.2: Identify and describe examples of renewable and nonrenewable resources. • 1.6.3.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.

8. Introductory Presentation • Introductory Presentation Prezi • Opening • Communicate Goal/ Establish Relevance • Verify Prerequisites • Brainstorm • Body • Model (I do) – I explain what sustainability means to me and show my superhero example • Prompt (We do) – We discuss and brainstorm what WE can do! • Outside Expert! • Check (You do) – Students make their superhero • Close • Review - Sustainability • Preview – introduce compost king and queen • Independent Work – Students present their superhero • Introduce Composting assignment

9. Outside Expert • Erin Hill • Eco Rep at Penn State University – She is a sustainable superhero! Erin!

10. Outside Expert • Erin Hill • Erin will come into the lesson during the “prompt” step in the Body • Eco Rep at Penn State University • Eco-Reps encourage responsible energy usage in the fall and emphasize recycling and composting during the spring semester. Eco-Reps work together to design activities that are informative and fun that support campus-wide sustainability focused initiatives. • She works hard to promote sustainability in her school and she could teach my students how to do the same in their school • http://www.youtube.com/watch?v=RWnVMRvO6Ek I would also encourage my students to bring in or share stories from their own “experts” (family members, friends, etc.) who have shown them how they can help preserve our environment. (My grandpa was an “expert” on organic gardening for me when I was in third grade).

11. Compost King and Queen! • One of the effective ways we will highlight while learning to promote sustainability will be composting. • On the Thursday or Friday after the sustainability lesson, I will give the students a recipe for “soil soup” compost and have them gather their ingredients over the weekend and bring them in. • Recipe found on http://www.allspecies.org/neigh/compostrecipe.pdf (with a smaller container - usually half of a large soda bottle) • We will construct our composts in class on Monday and continue to take care of them over the next few weeks and the first successful compost will be named compost king or queen!

12. Student Resources • Our class website! • Ms. Livi's Class Site Eco- Reps at Penn state • http://green.psu.edu/youCanDo/Eco_Reps.asp • Compost ingredients • http://www.allspecies.org/neigh/compostrecipe.pdf • http://sa.bsdvt.org/jsdkac • http://facingthefuture.org/GlobalIssuesResources/GlobalIssueResources/GeneralSustainability/tabid/253/Default.aspx • http://greenplanet4kids.com/rrr/why-reduce-reuse-recycle-01?gclid=CPOZhsfR3qwCFQLj7QodmB--qA • http://www.davisrise.org/resources.html • http://www.lkwdpl.org/schools/elempath/RRR/ • Outdoor School • http://www.outreach.psu.edu/shaverscreek/index-outdoor-school.html

13. Assessment • Students will be assessed on: • Participation in discussion • Effort • Creativity • Strong and appropriate use of technology to present material • Explanation of the importance of their superhero’s actions on our planet Students will not have a formal test on this material, but will be graded on the above areas as we work through the lesson together as a team.

14. Works Cited • http://green.psu.edu/youCanDo/Eco_Reps.asp • http://www.kapitikidsconnect.co.nz/wp-content/uploads/2010/03/kid-superhero.jpeg • http://www.uvm.edu/~inquiryb/webquest/fa07/klangham/Compost_Bin_cartoon_Image.jpg • http://www.benefits-of-recycling.com/importanceofconservationofwater.html • http://images.clipartof.com/thumbnails/45809-Royalty-Free-RF-Clipart-Illustration-Of-A-Proud-Hispanic-Super-Hero-Woman-In-A-Green-Suit.jpg

15. The End! • Any questions?