Assignment+4

Raft Assignment Science/Energy Conservation Grade 5 Anticipatory Set:** When the students first walk into the classroom, there will be papers and "trash" all around the classroom. Why is there garbage all around the room? Would we want to live in a place that is covered in garbage? The animals have to live in this garbage when we throw our garbage in the street. The students will be able to research energy conservation and recycling using a variety of media. The students will be able to show what they have learned or researched using a variety of formats. The students will be able to use their prior knowledge and previous learning to show what they have learned about energy conservation and recycling. The students will then be shown an online video about recycling and energy conservation. There will also be posters displayed around the school depicting recycling and energy conservation for students to look at as well. I will explain to students that they will be picking choices from each category. These categories can be next to each other, or they can be from different rows. The students will be shown a graphic organizer that they can use to plan and outline what their project will be (their selections) and what they will be including in their final project. I will model how to fill out this graphic organizer using options from the raft. However, I will be adding another row to the raft to model making my choices, and then that row will be deleted from the raft. I will then think aloud what shoud be included in my plan and why. The students will then create their plan for their project, so they know what they want to research and where they think they might find some information. Also, students will be using prior knowledge of the subject area to help them put information onto their planning template before they even begin researching. The students will share their final project plan with a partner. They must tell their partner what they could improve upon in their final project planning sheet, and what they think is interesting about their partner's plan.
 * **Role** || **Audience** || **Format** || **Topic** ||
 * Earth || People of the Earth || Persuasive Letter || Why we should recycle and save energy. ||
 * Animals of the Ocean || People on Earth || Song || How pollution is hurting the animals. ||
 * Recycling Plant || Bottles, cans and glass || Animoto video || Where and how to recycle. ||
 * Polar Bears || Other animals || Letter || What is global warming and how does it affect them? ||
 * Solar Energy Cars || Other gas cars || Poster || Reasons for gas cars to retire. ||
 * Energy Saving Lightbulbs || Store || Advertisement || Why new lightbulbs should be sold, not old ones. ||
 * Day 1
 * Objectives**:
 * Instructions/Modeling:**
 * Guided Practice:**
 * Closure:**
 * Independent Practice:**

Anticipatory Set:** The students will answer trivia questions using the smartboard to answer questions about energy conservation and recycling. To research energy conservation and recycling using a variety of media. To create a final project that shows the learning and critical thinking done by the students in an independent project. The teacher will show the students her final project that was picked and planned the day before. I will explain and show students websites where they can go to do their research for energy conservation and recycling. These websites will be saved onto a wikispace page, where students can refer back to when needed. Students will write a new fact that they learned while researching and reading that they did not know before. We will share these facts as a class. Students will be working on their final projects in the program that best fits their project. If no project is needed, students can just use microsoft word, or markers and paper. During this time, the LMS will be circulating around to offer help to individual students as needed.
 * Day 2
 * Objectives:**
 * Instructions/Modeling**:
 * Closure:**
 * Independent Practice:**