Information,+Please!+(Part+Two)

__Lesson Title:__ Information, Please! (Part Two) __Grade Level:__ 4th __Subject:__ Social Studies __TimeNeeded:__ One 1hr session and one 30 minute art special session __Materials:__
 * Notebooks
 * Writing instruments
 * Guest lecturer: Community Recycling Coordinator
 * Poster board
 * Markers/crayons

__Essential Standards:__

__SocialStudies__ __﻿__ 4.G.1.2 Explain the impact thathuman activity has on the availability of natural resources in North Carolina.

__LanguageArts__ __﻿__ SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade// //4 topics and texts//, building on others’ ideas and expressing their own clearly. SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3. Identify the reasons and evidence as peaker provides to support particular points. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

__Visual Arts__ 4.V.1.2 Apply personal choices while creating art. 4.V.3.3 Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology. 4.CX.2.2 Apply skills and concepts learned in other disciplines, such as math, science, language arts, social studies, and other arts, in the visual arts.

__Theatre Arts__ 4.AE.1.2 Understand how to use costumes, props, maks, set pieces, and lighting to support dramatic presentations. __﻿__

__Procedures:__
 * Ask students to consult their notebooks and review the questions they wanted to research prior to having. Suggest that they use a different color writing instrument with them during the visit to write answers to their questions, so they can keep the answers separate from their predictions.
 * Listen to the guest visitor share his or her knowledge, encourage students to actively participate in the discussion.
 * After the guest lecturer leaves, discuss what the students have learned (refer to the questions they listed in part one of this lesson).
 * Ask the students if what they learned surprised them.
 * Ask them what they have learned about how waste materials were processed.
 * Use this time to help the students "digest" all of the information they have learned.
 * To wrap up the lesson ask the students to choose one of the three writing prompts:
 * Create a poem that compares what "you used to think" about what happens at the recycling center to "what you know now." Start with these lines:
 * I used to think . . ..
 * But now I know . . ..
 * Repeat the lines in pairs to create poetic rhythm.
 * Write thank you letters to the community recycling coordinator. Each letter should mention one or two things thes students learned.
 * Report on what people should know to recycle waste products appropriately. (For example, products must be sorted. Containers should be rinsed clean before dropping them in a recycling bin etc.)
 * As an additional activity students will be split into groups and required to create a poster. (No more than four students per group). Each group will create a poster which will serve to heighten awareness of recycling within the school. (This activity will take place during art special.)
 * When each group has completed their posters, they will be required to present to the class. The students will be expected to explain the following:
 * Why they picked the image displayed on their poster.
 * How that image will promote recycling awareness.
 * Why recycling awareness is important.

__Assessment__ __﻿__ Written work will be assessed using Rubric for Written Work Oral presentations will be assessed using Rubric for Oral Presentations __﻿__ __Differentiation__

__﻿__ __Resources__
 * The activities in this lesson lend themselves to student choice, each utilizing different skills and interests.
 * Students who need to can type their responses.
 * Information is being presented in both auditory and visual fashions, allowing equal opportunity for all learners
 * The additional activity allows students to work together so students who have difficulty in aparticular task can participate in another way. Group work also lends itself to providing support for ELL students.

//Lesson 6: information, please!//. (2007). Retrieved from []