Where Does the Garbage Go? Written by: Paul Shower Illustrated by: Randy Chewning Cyberlesson prepared by: Mrs. Miller Let’s Begin
Introduction Have you ever wondered where your garbage goes? How about what the garbage men do with it once it leaves your house? In this story, you will learn where your garbage goes, how your garbage affects our world and what YOU can do to help!
Materials Click each picture to see what materials you need! A copy of Where Does the Garbage Go? By Paul Showers Computer with the Internet Printer Response Journal Pencil
Before Reading Look at this picture! If you were standing in this picture, what would you see, smell, and feel? 1.Think about what you would see, smell, and feel if you were in the picture. If you would like a challenge, think about all 5 senses. (see, smell, feel, hear, and taste.) Use the finger checklist to help you! 2. Quick-Write -What you think of when you see this picture in your journal. How does it make you feel? Click the clock to start the timer. You’ll have 5 minutes.
During Reading Using what you wrote about how you feel when you saw the picture of a landfill. As you read, circle the harmful effects that garbage has on our environment. Click on the piece of paper to open your activity sheet and print it. After you finish the worksheet, click on the picture to the left if you want to learn more information about landfills.
After Reading Recycling is important to help save our environment. Can you think of some ways to help? Write a paragraph to Mrs. Miller telling her what you will do to help save the environment. Go back into the story to remember ideas. Click on the envelope to open the form to use.
Beyond Reading You’ve learned so much in this learning activity! Click on the picture of the recycle bin to play a game to practice your newly learned recycling skills.
Beyond Reading Part II Now that you are a recycling expert, link up with a partner to discuss your new learning. You will create 3 new thoughts and 3 new questions that you have created about your new learning and how you will apply that to the rest of the unit.
How Did YOU Do? WOW! On My Way!Oops! Before ReadingI gave EXTRA details to describe how I felt, by using EXTRA evidence from the picture to explain my thoughts. I gave few details to describe how I felt, I used some evidence from the picture to explain my thoughts. I said how I felt, but did not describe my feeling. I did not use evidence from the picture to explain my thoughts. During ReadingI read to track the effects that garbage has on our earth. I wrote 2 thoughtful and complete sentences to describe what I learned so far from the story. I read some of the book to track the effects that garbage has on our earth. I wrote 2 basic/somewhat complete sentences to describe what I learned. I didn’t read the story to track the effects of garbage. I wrote some words (not complete sentences) to describe what I learned. After ReadingThe letter I wrote to Mrs. Miller has 3 STRONG things I can do to help save our planet, which included examples from the story I read. I demonstrated my learning. The letter I wrote to Mrs. Miller has 3 basic things I can do to help save our planet, which included some examples from the story I read. I partially demonstrated my learning. The letter I wrote to Mrs. Miller had some things, but not all to help save the planet. I did not give examples from the story. I did not demonstrate my learning.
Credits Where Does the Garbage Go? By Paul Showers Images from images.google.com and amazon.com Website for timer- http://www.timeme.com/timer-stopwatch.htmhttp://www.timeme.com/timer-stopwatch.htm Website for during reading video to build background knowledge- http://www.youtube.com/wath?v=Nm2TX6Gm0fY Website for beyond reading game-http://www.funschool.kaboose.com/globe- rider/earth-day/games/game-clean_up_your_world.htmlhttp://www.funschool.kaboose.com/globe- rider/earth-day/games/game-clean_up_your_world.html
Teacher Page Given that this cyberlesson has been prepared for the Speech/Language Impaired student, specifically, ELL students, it is important that pacing be related to students’ understanding and progress within sections. The following pacing guide is recommended. Day 1-Complete the Introduction and before reading activities. Preview the book and discuss any vocabulary relative to what the students might be confused by to prevent further confusion. Activating the students’ prior knowledge is important to build background knowledge and gain interest and understanding with future reading. Day 2- Read the book and complete the during reading task, as well as the after reading task while the information is fresh in their mind. It is important to view the video; however, please utilize the option of viewing the video before or after completing the activity. Day 3- Complete the Beyond Reading activity, including a think-pair-share, to discuss how students can take the information they learned from the entire cyberlesson, the text, and the online interactive game they participated in. Listening to the discussion that students have with their peers, will be a true identification of what the students comprehended from the lesson. As mentioned in the beginning of this page, it is imperative that you assess understanding of presented material before preceding with this cyberlesson. Students should acquire new knowledge while maintaining their original understandings or building upon them.