Name: Matthew McCluskey Program: Elementary Education Course: EDU450

Lesson Topic/Title: Matter Cycles - Composting

Lesson Date: 4/13/17 Lesson Length: 45 minutes Grade/Age: 4th-5th Grade

Learning Objectives (Targets):

Learning Objective: The student will develop a model to describe the movement of matter among
plants, animals, decomposers, and the environment.

Learning Target: I can develop a model to describe the movement of matter among plants, animals,
decomposers, and the environment.

Learning Objective: The student will generate and compare multiple possible solutions to a problem
based on how well each is likely to meet the criteria and constraints of the problem.

Learning Target: I can create and compare multiple possible solutions to a problem based on how
well it meets the guidelines of the problem.

Content Standards: Content Standards Alignment & Justification:

NGSS
5-LS2.B.1
Cycles of Matter and Energy Transfer in
Ecosystems: Matter cycles between the air and
soil and among plants, animals, and microbes as
these organisms live and die. Organisms obtain
gases, and water, from the environment, and
release waste matter (gas, liquid, or solid) back
into the environment.
5-LS2-1
Develop a model to describe the movement of
matter among plants, animals, decomposers, and
the environment.
5-LS2-1
Students will meet this standard by developing a
model of a compost area to present to present to
the principal. In order to meet the requirements of
the rubric, students will have to include and
address in their journal the scientific concepts that
are related to composting waste matter.
3-5-ETS1-2
Students will meet this standard by creating
solutions to the schools waste matter issue. They
will compare the student-created models and make
statements on why effective each model will be
effective, as they assess whether each model
meets the criteria and constraints of the problem.

3-5-ETS1-2
Generate and compare multiple possible solutions
to a problem based on how well each is likely to
meet the criteria and constraints of the problem.
Assessment:
Pre-assessment (group):
Kahoot (overall class understanding)
Formative:
Check for understanding (verbally and
visually, periodically throughout lesson)
Oral questioning
Model presentation (written feedback)
Journal responses (written feedback)
Self-assessment:
Exit card (Google Forms)
Integration of Other Content Areas:
English Language Arts Alignment
RI.5.7- Draw on information from multiple print or digital sources, demonstrating the ability to locate
an answer to a question quickly or to solve a problem efficiently.
Math Alignment
MP.2- Reason abstractly and quantitatively.
MP.4- Model with mathematics.
Assessment (Data & Student Feedback):
Students will be pre-assessed for their
prior knowledge during Kahoot review
quiz which will allow the teacher to
observe and take note of students who
have misconceptions about the scientific
concepts related to matter cycles and
energy transfer. Through oral questioning
after each Kahoot question, the teacher
will address any misconceptions he is
made aware of during the review.
Teacher will walk throughout the room
during student group work and monitor
student work, asking questions to check
for understanding of the scientific
concepts, criteria, and constraints of the
posed problem. Students journal notes
and models will receive feedback via
remarks on sticky notes. Students will do
a self-assessment on their Exit Card via
Google Forms, assessing themselves on
whether they met the learning targets and
what score they would give themselves
based on the student rubric for the
activity.
Instructional Strategies to Differentiate Whole Class Instruction:

Grouping: Students will be placed in small groups for stations based on teachers prior
knowledge of their ability to work effectively with specific individuals. Students who have a
difficult time with focus and tend to be easily distracted with certain peers will be separated
accordingly.
Technology: Students will use Google Classroom to access links to important and age
appropriate information in both text and video formats (YouTube). Students will use Google
Forms to fill out an Exit Card as a self-assessment on whether they feel they are in regard to the
learning targets, as well as where they feel they scored as a group on the rubric.
Motivation: Students will participate in a Kahoot review quiz. It allows students to show their
individual level of understanding of the content, while also creating highly engaged classroom
environment. Motivation leads to more engaged students, so students who appreciate
challenges will work harder to master the content.
Presentations: Students will briefly present their work to the whole group after they have
finished their design. Students will be able to compare their ideas and content knowledge with
that of other groups/students.
Journals: Students will be able to record their thoughts and knowledge in regard to what they
are observing throughout the lesson.

Modifications: Modifications are not needed/appropriate for students participating in this

lesson/activity.

Accommodations: Teacher will restate directions and/or have I. translate for B. in Portuguese.
Teacher will use a slower rate of speech when addressing B. due to language acquisition, as well as
using simplifying vocabulary. Teacher will use oral questioning and observation to check for Bs
understanding. Class volunteer will be available to help with reading and writing with I., B., G., and
K., with the teacher checking in during group work.

Extensions: If groups finish early, instruct them to try to find the area in square feet of their compost
area.

Technology Integration: Students will self-assess where they are at with the learning targets and the
score they feel their group earned on the rubric.

ISTE Teaching Standard:

2. Design and develop digital age learning experiences and assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes identified in the Standards.
d. Provide students with multiple and varied formative and summative assessments aligned with
content and technology standards, and use resulting data to inform learning and teaching
Justification:
Students are being assessed over the course of the lesson through observation, oral questioning,
demonstration, and science journal entries, as well as Exit Cards. Having students write their Exit Card
responses on Google Forms allows the use of a contemporary tool that they are familiar with to provide
a self-assessment.

Materials and Resources for Lesson Plan Development:

1 Expert Roles Information (per group)

1 Student Journal: Composting (per student)
1 Student Rubric: Composting (per group)
1 Computer (with Internet access) (per student)
1 Document camera/whiteboard

Teaching & Learning Sequence:

Introduce the learning targets (3 minutes):

Learning Target: I can develop a model to describe the movement of matter among plants,
animals, decomposers, and the environment.

Learning Target: I can create and compare multiple possible solutions to a problem based on
how well it meets the guidelines of the problem.

Ask students to identify important vocabulary in the learning targets.

Engage (5 minutes) (at seats):

Kahoot Review (address any misconceptions that are apparent based on student responses)

Explore (20 minutes) (at tables, in small groups):

Introduce the students to the problem, challenge, and constraints as a whole group, on the document
camera.

The Problem: Students in the recycling club have noticed the large amounts of trash that are produced
each day in the cafeteria. The students have asked the principal if they could start a compost heap to
help reduce the trash.
The Challenge: The principal said he would consider the idea, but the students needed to present him
with a plan and blueprint model.

Criteria and Constraints: The following criteria must be addressed.

Outdoor location and scale drawing of compost area.

Plan including: materials allowed in compost, indoor collection, and recycling club
responsibilities.

The students will be given the following constraints:

10 ft. X 10 ft. maximum

Limited to recycling club and school staff as workers.

Model
Model a sketch blueprint for students on the whiteboard.

Design
Prompt the students to list the steps of their plan and the design for the challenge. Make sure students
identify any scientific tools or other materials/technology they will need.

Build, Test, and Refine

Monitor students to make sure they are staying within their design parameters. Once students have
come up with a design prototype, they should check to make sure that their design meets all the
constraints and refine as needed.

Evaluate (15 minutes) (at rug):

Share and Critique

Students will present their design for the rest of the class to view and answer questions about the
design. Students need to explain how their solution will solve the problem. Encourage students to work
collaboratively, using respect, to provide constructive feedback and questions for other groups so the
design process can continue with more ideas.

Self-assessment (5 minutes) (at tables): Students will fill out Exit cards on Google Classroom
(Google Forms) to address where they feel they are in regard to the learning targets and the rubric
based on their own work and their groups work.

Review Learning Targets (2 minutes)

Learning Target: I can develop a model to describe the movement of matter among plants, animals,
decomposers, and the environment.

Learning Target: I can create and compare multiple possible solutions to a problem based on how
well it meets the guidelines of the problem.

Content Knowledge Notes:

What items are allowed in the compost pile? Any food items can be composted such as hot
dog buns, orange peels, leftover salad, and coffee grinds.

What items are not allowed? No meat is allowed in the compost pile. We can only add some
paper items and no plastic or metal objects.

What do you need to do to care for the compost pile? We may need to occasionally add
water to it to keep it moist. We will need to use a shovel to turn the pile every once in a while.

What could you do with the soil you gain from composting? We could plant a butterfly
garden or vegetable garden here at our school.

Common Core Teacher Standards (CCTS) Alignment & Justification:

Standard #3 Learning Environments

The teacher works with learners to create environments that support individual and collaborative
learning, encouraging positive social interaction, active engagement in learning, and self motivation.

3 (o) Values the role of learners in promoting each others learning and recognizes the importance of
peer relationships in establishing a climate of learning.

Justification:
Evidence of valuing the role of learners in promoting each others learning will be shown when
students are involved in whole group. Students will be sharing their thoughts. Evidence of recognizing
the importance of peer relationships in establishing a climate of learning will be shown by the teacher
having pre-planned partner groups, using previous knowledge of working relationships, to maximize
mentoring and efficient work, while avoiding typically highly distracted pairings.

Standard #6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to document learner progress, and to guide the teachers on-going planning and instruction.

6 (r) Takes responsibility for aligning instruction and assessment with learning goals.

Justification:
I have shown evidence of meeting this standard by aligning the instruction and assessment directly with
the learning goals for the lesson. Throughout the entire lesson, instruction will be formatively assessed
as they use models to show physical change and describe how matter can change form but keep its
chemical properties. Using observation during group work and demonstration of models will inform
the teacher of misconceptions or need to review certain content.