Thursday, June 30, 2011

Sanitation District Co-teacher number 1



Module 4: Locating and Partnering with Co-Teachers Plan

Name: Ashley Olwine
Position: Environmental Education Program Manager: Sanitation District
Contact information: 1045 Eaton Drive | Fort Wright, KY 41017 |
 (859) 547-1657 | aolwine@sd1.org | www.sd1.org

Describe the plan you have made with this person.
a.      How will you bring what they have to offer to your students? After talking to Ashley, I was instantly buzzing with ideas on what I can do to make my classroom learn from the information she was giving me and what her facility had to offer. I have to say, there is so much that the Sanitation District 1 can offer. There are many programs for all age groups all the way to high school, but she informed me that my classroom, 4-5th had some of the most fun programs to utilize in the classroom. There were also field trip opportunities.  She helped me go through the various programs that they had to offer by guiding me through the website, which is located at http://www.sd1.org/default.aspx.

      As I looked at the programs on the computer website, she discussed all they had to offer. Here is a list of what we discussed: (Keep in mind that there are opportunities for all grade levels, but I am mentioning the ones that apply to my classroom)

1.      Storm Water Education: She described a unit that could be taught in the classroom. The unit includes 5 one-hour lessons, including topics such as point/nonpoint source pollution, watershed management, wetlands, and Best Management Practices (BMPs). Each student receives a water log workbook for free and can learn things such as storm and water information, pollution in our bodies of water, info on wetlands and erosion, etc. She also described a program named BMP involved in the lessons stands for Best Management Practice. You can learn about green info structures, vegetative roofs that can be used to help the environment and much more. If you have one completed workbook turned in to the center, your school can get a water discount off their bill. They are discounting it by 25%, what an incentive!
2. Field trips and tours: Ashley informed me of their headquarter facility tours. They have an outdoor environmental education center that was incorporated into the site design. They offer interactive learning along the banks of Banklick Creek.  This facility features many educational tools and Best Management Practices (BMP's). Here is a list of what their field trips include information on: 
a. Wetland classroom
b. Storm water garden
c.       Retention and detention basins
d.      Vegetated bioswales
e.      Native meadow
f.       Watershed plaza
g.      Oil/water separator
h.      Porous pavements
i.        Cistern
j.       Urban forest
k.      Environmental art sculptures
l.        Vegetated roof
m.    Native American creek walk and more!

There are many structured field trips/tours that students can go on. Their mission is to empower and educate citizens and students about the vital importance of protecting our waterways for future generations. On each field trip, students are given SD1’s national award-winning field notebook that will keep him or her focused and engaged. They are aligned with the Kentucky Core Content Standards, and the field notebook is set-up to give each student a task to perform at each featured activity.
 For more information, they say to visit this website: http://www.sd1.org/AboutSD1/PublicServicePark.aspx  or  http://www.sd1.org/Education/Storm_Water_Education.aspx 
 3. Splash McClean visit: Splash McClean is SD1’s fish mascot.  Splash helps children understand how human behavior can negatively or positively impact fish and wildlife habitats.  He visits your school, especially when you do the programs I have mentioned, or visit their facility. He is a fun way to get your students interested in what they are teaching you about. 
4. School Award! There is an award your school can win: which is apart of their “Protecting the Environment Award Program”. They recognize scouts, students and teachers who have gone above and beyond to protect Northern Kentucky’s water resources and environment. There is a cash prize that is sponsored by Wal-Mart in Ft. Wright.

What technologies will you use? (video/voice technologies, etc?)
a. Here is a link to newspaper articles that I will share with my students about the school award, “Protecting the Environment Award Program” that I will enter my school in.

“Scouts plant rain garden”, Alexandria Recorder, page 3, 7/15/10

“Ceremony Recognizes Students, Teachers”, Cincinnati Enquirer, 7/3/10

b. Here is a list of Smart Board activities:

Curriculum Compatible with SMART Board

Click the links below to access each of the five Environmental Unit lessons developed for use with SMART board technology. The lessons correspond with SD1's Environmental Unit Guide (for teachers) and Water Log Workbooks (for students).

Lesson 1 - Would You Swim Here?
Lesson 2 - Gimme a BMP! Lesson 3 - We All Live in a Watershed
Lesson 4 - Help Save the Birds
Lesson 5 - Wetlands
Additional Resources
b.      Students will view some of the following websites:
Wetlands websites
Storm Water Websites:

www.kidsgardening.com/themes/raingarden.asp
www.ocwatersheds.com/publiced/kids-corner/index.html

Websites about Vegetated Bioswales

What are the school disciplines and specific national, state, district or school standards that it will address?

This covers many standards for practical living, science and social studies. I will give you a sample of standards that will be covered.
PL-EP-3.1.4 Students will identify consumer actions (reusing, reducing, recycling) that impact the environment.

SC-04-2.3.2 The surface of the earth changes. Some changes are due to slow  processes such as erosion and weathering. Some changes are due to rapid processes such as landslides, volcanic eruptions and earthquakes.

SC-04-4.7.1 The world has many different environments. Distinct environments support  the lives of different types of organisms. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations.

SC-04-4.7.2 All organisms, including humans, cause changes in the environment where they live. Some of these changes are detrimental to the organism or to other organisms; other changes are beneficial (e.g., dams benefit some aquatic organisms but are detrimental to others).

SC-EP-3.4.1 Organisms have basic needs. For example, animals need air, water and food; plants need air, water, nutrients and light. Organisms can survive only in environments in which their needs can be met.

SS-05-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States.

SS-05-4.1.4 Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams).

SS-05-4.4.3 Students will describe how individuals/groups may have different perspectives about the use of the land (e.g., farming, industrial, residential, recreational).

SS-EP- 4.4.1 Students will describe ways people adapt to/modify the physical  environment to meet their basic needs (food, shelter, clothing).


How will you assess what your students have learned?
  1. I can assess my students by grading their completed water log workbook.
  2. I can assess my students by asking them to write about our field trip to the Sanitation District by using a rubric.
  3. I can assess my students by asking them to draw about what they have learned and making a poster.
  4. I can assess my students by asking them to do a project that includes a rubric. The students can do a project that involves PowerPoint, Photo story or a video they create that describes what they learned from the unit.
  5. I can assess my students by having them share with they younger class the experiments we did, and taking anecdotal records.
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Saturday, June 25, 2011

Reading from 40 Active Learning Strategies for the Inclusive Classroom and a strategy for all to use!

In the book I am reading, 40 Active Learning Strategies for the Inclusive Classroom, I saw something that I thought I would share with the class that is a fun strategy. It can be adapted for all age groups.

Strategy: Rainbow Ball

Explanation: The teacher creates a paper ball with a question on each layer. (I thought it would be neat to used paper that was already used on one side in order to be reusing instead of wasteful). Students take turns tossing, catching, and unwrapping the ball and answering the questions.

Instructions on how to play: Sit in a circle, tell them the content the ball has on it. Throw the ball to one student and make sure to tell them that they must throw it to a student that has not had a turn. That way you are keeping the on their toes the whole time!

Applications: Spelling words, vocabulary, science, social studies, math, etc. There are so many variations that could be used, be creative! I hope everyone finds the strategy useful!
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Monday, June 20, 2011

Service Learning Project

Title of Project: Recycling Service Project
Grade level: K-5th grade
Number of Students Participating:
Contributed by: Jennifer McCrann- EDG 693
School: Main Street C.E.C.
                   County: Campbell County
                   Date: 6/20/2011

Description of plan:
Students will be learning about the planet and recycling. Students will research, discuss and identify ways in which they can keep our Earth clean. Students will be called to action to help reduce the amount of recyclable products thrown away in the school trash and become more actively involved in getting recyclables ready to be taken to the recycling center. Recycled objects will be taken to the Can Dew Recycling Facility where it will be weighed and money will be given based on the price of the materials. The money gained from the project will be used on beautification projects around the community that the students will be involved in. 
Who will be involved in the plan?
1.     All teachers/ administration at the school: All teachers and administrators will be asked to work on this service learning project and to encourage its success for the school. Teachers will teach various lessons about recycling and discuss the importance of recycling with their class. Teachers will be responsible for individual class projects that involve technology.
(Jennifer McCrann will take other recyclables, such as paper, and plastic to be recycled in her neighborhood where it is free once a month/ when needed)
2.     Parents/ Guardians: A letter will be sent home about the recycling service learning project that we will be doing at our school, asking the parents/guardians to help be involved in this project at home as well, and to discuss its importance with their children. Parents will also be asked to be volunteers in order to help the students separate the recyclables, take recyclables to the recycling center, and to help with the plans the students have for beautifying/ carrying out the plans to support our community. Many people in the Alexandria/ outlying areas have no recycling pick up. We will let parents know that we are collecting aluminum cans so that we can earn money for the community. Parents may drop off their aluminum cans at the school.
3.     Can Dew Recycling : The center will be contacted in order to set up a schedule of when to drop of the aluminum cans as well as how much will be given for each item. This website will also be used in order to determine this: http://candewrecycling.com/
Can Dew contact info
1510 Russell St
Covington, KY 41011
Phone: (859) 261-8264
Fax: (859) 261-6500
Business Hours:
M-F 8-5 Sat 8-2
Email: phil@candewrecycling.com

4.     The City of Alexandria: The City of Alexandria will be contacted to discuss ways that the money collected from the project can be used to help beautify or support our community. The students will be involved in helping to carry out these plans.
Contact info:
8236 West Main Street
Alexandria, KY 41001
Phone: (859) 635-4125
Fax: (859) 635-4127
School Disciplines/ standards addressed: I have provided a collection of Academic Expectations, Program of Studies and Core Content standards that this Service Learning Project addresses. This is just a tip of the ice berg of what will be addressed. The possibilities are really limitless and more standards than suggested can be addressed.

Academic Expectations

1.11      Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.16      Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

2.1        Students understand scientific ways of thinking and working and use those methods to solve real-life problems
4.4        Students demonstrate the ability to accept the rights and responsibilities for self and others.

5.4         Students use a decision-making process to make informed decisions among options. 
Program of Studies and Core Content
Writing:
    EL-5-WC-S-3   Students will write for a variety of authentic purposes and audiences
WR-E-1.1.0 Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience

WR-05-1.1.3
In Transactive Writing,
·       Students will communicate a purpose through informing, persuading, or analyzing.

    WR-04-1.1.3 Students will communicate a purpose through informing or persuading.
    WR-04-1.2.3 Students will incorporate persuasive techniques when appropriate (e.g.,          bandwagon, emotional appeal, testimonial, expert opinion)
Arts and Humanities:
     AH-04-3.4.1 Students will identify how art fulfills a variety of purposes. (Narrative-     communicate ideas and information).
Practical Living:
PL-P-PW-S-PPH1
Students will demonstrate awareness of the concept of responsibility to oneself and others


PL- EP-3.1.4
Students will identify consumer actions (reusing, reducing, recycling) that impact the environment.
DOK 1

PL-04-3.1.4

Students will identify and describe consumer actions (reusing, reducing, recycling) that impact the environment.

DOK 2
PL-05-3.1.4
Students will describe consumer actions (reusing, reducing, recycling) and identify ways these actions impact the environment (e.g., conserving resources, reducing pollution, reducing solid waste)
DOK 2
Vocational Studies:

VS-5-CD-U-4
Students will understand that consumer actions (e.g., reusing, reducing, recycling) influence the use of resources and impact the environment
VS-5-CD-S-4
Students will describe how consumer actions (e.g., reusing, reducing, recycling) influence the use of resources and impact the environment by: describing some community activities that promote healthy environments

VS-P-CD-U-3
Students will understand that consumer actions (e.g., reusing, reducing, recycling) influence the use of resources and impact the environment
VS-P-CD-S-4
Students will describe how consumer actions (e.g., reusing, reducing, recycling) influence
the use of resources and impact the environment by: describing some community activities that promote healthy environments

VS-4-CD-U-4
Students will understand that consumer actions (e.g., reusing, reducing, recycling) influence the use of resources and impact the environment.

VS-4-CD-S-4
Students will evaluate consumer actions (e.g., reusing, reducing, recycling) and how they influence the use of resources and impact the environment by:
a)  describing how consumption, conservation, and waste management practices are related
b) identifying ways the physical environment is related to individual and community health


VS-5-CD-U-5
Students will understand that an individual has multiple life roles that impact responsibility to be a valuable family and community member.


Technology:

T-P-ICP-S-P2
Students will create a variety of tasks using technology devices and systems to support authentic learning
T-P-RIPSI-S-I2
Students will express creativity both individually and collaboratively using technology
T-P-RIPSI-S-I1
Students will use technology for original creations/innovation in classroom
T-I-RIPSI-S-I1
Students will use technology to organize and develop creative solutions, ideas or products
T-I-RIPSI-S-I2
Students will use technology to express creativity both individually and collaboratively

     How will I address diverse learners/ student needs?
 Students will be put into teams throughout the school with various abilities. Students will work in groups and have the support of their “team mates.” Students will have the opportunity to showcase what they are good at, whether it be art, such as making a poster, writing, such as our newspaper and reflection papers, math, such as our graphs and charts, or help with interviewing. The multiple intelligences will be addressed in order to reach all students. Students that have a harder focusing will be monitored closely. Visual representations will be given in order to help some students. Students will also be given models when needed of what we are learning about. Students that need reading assistance or writing assistance for various projects will be given it. Students that do better independently will also have ample opportunities during this unit. When needed, students that need extra time for writing/ art projects etc. will be given. Some assignments will be shortened depending on the student’s ability.

What technology will I use?
INTERNET and OTHER RESOURCES
Conservation
www.epa.gov
Recycling for Children
  http://recyclingweek.planetark.org/kids-teachers/
http://dpw.dc.gov/DC/DPW/Education+and+Outreach/Awareness/Recycling+Resources+for+Kids+and+Teachers
http://www.kidsrecycle.org/recycling.php
http://recycle.meridian.mi.us/children.htm
http://www.scire.com/recycle/bmes_recycles/
http://recycling.stanford.edu/facstaff/kids.html
http://www.dnr.state.wi.us/org/caer/ce/eek/earth/recycle/
Recycling Survey
http://www.dnr.state.wi.us/org/caer/ce/eek/earth/recycle/recyquiz.htm
Environmental Kids Club
http://www.epa.gov/kids/garbage.htm

Videos used in the classroom: Teacher Tube videos on recycling
What other benefits do I see for my students personally?
1. Students will be meeting a community need.
2.  Students will be able to reflect throughout the project about their service learning project and develop an interest in helping out their community.
3. Students will develop civic responsibility.
4. Students will learn life skills.
5. Students will be able to showcase their creativity.
6. Students will learn that when multiple people collaborate, great things can be done.
7. Students will have more awareness about the earth.
8. Students will be able to keep trash down in the classroom/in the school by recycling.
9. Students will have fun doing something that is beneficial for not only themselves, but the world.
10. Hopefully this sparks an interest in future service learning projects that the school can do.

Activities and time line: (Here are some suggested activities, time permitting, some of these activities might need to be cut.)


When:
Activity:
Time length:
Beginning of the year
Students will be able to learn about why recycling is important. Older grades can work with polymers and plastic to learn that plastic doesn’t break down easily. Students will learn what can and can’t be recycled.
1-2 days
Beginning of the year
Students will be placed into “green teams” throughout the school. Students will make posters to promote advocacy about recycling
1-2 days
More if needed
Beginning of the year
Students can make posters of what can be recycled and make markings on the receptacles around the school.
2-4 days
Throughout the year
Students can view recycling videos, PowerPoint’s and websites
Throughout year
?
Guest speakers to talk about recycling centers
?
Beginning/ Middle/ and end of the year
Have various students’ interview teachers, staff, parents/guardians and community members about recycling. Have students analyze data and compare to earlier data.
3 times a year/ 2-3 days
Middle of the year
Have students create photo stories/ PowerPoint’s about recycling and what they have learned. Allow them to take pictures with a camera of the progress that is being made during the year.
2-3 weeks
Beginning of the year to end
Have students write in a reflection journal about the project.
Throughout year
Beginning of the year
Make school wide shirts to support recycling students can wear around the community.
1-2 days
Throughout the year
Collect plastic bottles, aluminum cans, paper etc. and sort into containers
Throughout the year
3rd week of school
Make a school wide video
2-3 weeks for writing scripts, editing, etc.


How will we measure success for this project?
·        Student, parent, and teacher surveys will be sent out and collected.
·        Interviews will be given to various people to collect a consensus of how the service project is going.
·        We will take into consideration how much money was raised.
·        Students will be tested on recycling topics discussed to see if they are learning from the project.
·        Students writing and reflection journal about the project will be collected.
What celebration will the class enjoy?
Students will have an end of the year party to celebrate all the money they raised from the project and with the money that was raised over the year, suggestions will be taken on what we can do for the Alexandria community. The city of Alexandria will also be contacted about how we wish to help the city. Students will view their video made during the year, do crafts that have them reuse old objects and discuss the project. Students will have the opportunity to visit a recycling center.
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