Information,+Please!+(Part+One)

__Lesson Title:__ Information, Please! (Part One) __Grade Level:__ 4th __Subject:__ Social Studies __Time Needed:__ 30 minutes __Materials:__
 * Flipchart for planning guest visit
 * Notebooks
 * Writing instruments
 * Blank paper
 * Markers/Crayons

__Essential Standards:__ 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina. 4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment. W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task,purpose, and audience. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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, mixedmedia, 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.
 * __Social Studies__
 * __Language Arts (Common Core Standards)__
 * __Visual Arts__

__Procedures:__ //Day prior to guest visit://
 * Encourage students to think about what happens to waste products at the recycling center by utilizing the following prompts:
 * Does all the trash go in one place?
 * What happens after it gets there?
 * What do they think happens to cans, paper, glass, etc. at the recycling center?
 * Discuss the above question as a class, brainstorming the various possibilities.
 * Ask the students to choose one of the three previously discussed prompts to write on. Student work should be no more than two paragraphs and should be done independently.
 * Once students have completed their work, explain that tomorow a special guest will be coming into the classroom. Inform them that the community's recycling coordinator will be coming in to both share information on recycling and answer any questions.
 * Involve the students in planning for their classroom guest. What do they want to find out? List their questions on the board or flipchart. (Save this list for the post-visit wrap up.)
 * Have students write in their notebooks the questions for which they especially want answers. Have them leave at least a half page between questions. Then have them guess what the answers might be//. (They can jot down what they think in parentheses or label their guesses with a "P" for "prediction.")//
 * For homework, ask students to draw their idea of what the inside of a recycling center looks like and what machinery or sorting mechanisms might be present.

__Assessment__ Students’ written response to the provided prompts will be assessed using the Rubric for Written Work. Teacher should be making frequent rounds throughout the room - making sure students are displaying appropriate on task behavior.

__Differentiation__
 * An option for differentiation could be allowing students to depict their idea of what the inside of a recycling center looks like in a variety of ways. This could be a drawing, collage, digital mediaproject, etc.
 * An extension on the writing prompt could include requiring students to further explain their thinking – describing why they thought the recycling process is carried out in that way.
 * Students who need to may type of their responses on the computer.
 * Working in groups will help provide support for those students who need it.

__Resources__ //Lesson 6: information, please!//. (2007). Retrieved from http://www.cancentral.com/canc/nontext/lesson6.htm