Cb+ Ga Lesson Plan

Green Ambassador Lesson Plan
Lesson Plan: Teaching to All Ages
1. Project Description
2. Teacher Guide
3. Handouts
4. Requeriments/Grade
a. WHO: you and a small group of other Green Ambassadors
b. WHAT: will create a lesson for elementary students
c. WHEN: After your Green Ambassador Event
d. WHERE: Either at the high school or at the elementary school
e. WHY: to inform others, create change, be the change yourself, improve your environment and community by
teaching science/environmental concepts (the best lesson plan will be sent to or delivered to the elementary
students
f. HOW: you must turn in all parts or you will receive a 0 for this assignment
i. Lesson Plan
ii. Write summary of lesson plan
iii. Materials
iv. Delivery your lesson
v. Evaluate the process
2. Requirements for Students to create a lesson plan
a) Steps to completing lesson
a. Write a proposal for your lesson (Form A)
b. Get approval from your Green Ambassador teacher
c. Write lesson plan (Form B)
d. Write summary of project (Form C)
e. List Tasks for each team member (Form D)
f. Standards/Values (Form E)
g. Evaluation (Form F)
.
b) EAMPLES That CAN BE DONE AS A LESSON: Game that teaches students the problems of petroleum 2.
Play/skit that shows youth how and why to get biofuels in there bus 3. Create an art project with the students that
have a strong message 4. Make a song that teachers the concept 5. Make cleaning supplies and have each
group focus on a different cleaning product 6. Make different hygiene projects 7. Create a shopping list of where
to get healthy supplies and make it a game12. Bioplastics instead of Styrofoam for take-out 13. Farmer’s market –
involve them in Earth Day
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c) Project must be uploaded:
a. Lesson plan uploaded to www.greenambassadors.org
b. 2 sentence summary written about your lesson and its effectiveness
c. Upload any pictures that could be inspiring for all
Teacher Guide
Objective:
• To train students how to be effective communicators to a younger audience
• To have students apply their knowledge of the solution in lesson plan
Summary: Students will be trained to determine what an effective lesson plan by looking at ineffective
and effective lesson plans. Then the students will be trained in the CB+ Green Ambassador lesson plan to
teach younger students how to compost in their elementary/middle school classroom.
Knowledge:
• How to teach younger children
• How to take advanced material, process it, and delivery it to a younger audience
Skills:
• Writing a lesson plan
• Presenting a lesson plan to an audience
Values:
• Life-Long learners
• Quality stewards of the Environment
6Ms: message is included into your media of a lesson plan
Time: 2-3 Days
Handouts: Lesson Plan Form A-F, Examples A-B, Lesson Plan Form G to be used with students
Standards:
NL-ENG.K-12.4 COMMUNICATION SKILLS: Students adjust their use of spoken, written, and visual language (e.g.,
conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
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NL-ENG.K-12.6 APPLYING KNOWLEDGE: Students apply knowledge of language structure, language conventions
(e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print
and nonprint texts
Day 1: Effective lesson vs. Ineffective lesson
Warm up:
• Who has been one of your favorite teachers and why?
Through:
• Lead students to understand that teachers create lesson plans to deliver a message to accomplish their
mission for the day. A clear message will make the mission even stronger.
• Announce that today we will be looking at an effective lesson plan and an ineffective lesson plan it will be their
job to evaluate, which is which.
o Students will also be trained in how to write a lesson plan for next time that they do a Green
Ambassador Project
• Go through the Project description and the requirements for students to write a lesson plan
o Students might get overwhelmed by everything required but tell them that you will go through it step
by step for them to understand.
• Walk students step by step of the evaluation form for an effective lesson
• Hand out 2 differnet lesson plans and have students
• Have students evaluate the two lesson plans by using
Beyond:
• Divide students up in a Pair-Share have them go through the Form G
• Start a conversation with the entire class of what is effective about teaching younger kids
Day 2-3 days: Delivering an effective lesson
Warm up:
• List characteristics that you like about they way I teach as a teacher?
Through:
• Lead students to understand that hands-on teaching is most engaging for students
• Deliver the lesson plan for teaching elementary students and have them evaluate the lesson plan
• Make changes to make it better
• Have each table group (provide enough materials for them to do it, or have them gather the materials for their
lessons) perform the lesson plan
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• Choose the group (in a democratic process) that will be the group that delivers the lesson to elementary
students after the Green Event
Beyond:
• Why is hands-on more important than lecture
• How can we make all of our media that we create for this project, hands on?
Formative Assessment: Evaluating the students on the delivery of their lesson plan, choosing the most effective and
sending them to an elementary school after the Green Event.
After this training Green Ambassadors will have everything they need to deliver a lesson plan for elementary students.
a. WHO: you and a small group of other Green Ambassadors
b. WHAT: will create a lesson for elementary students
c. WHEN: After your Green Ambassador Event
d. WHERE: Either at the high school or at the elementary school
4

e. WHY: to inform others, create change, be the change yourself, improve your environment and community by
teaching science/environmental concepts (the best lesson plan will be sent to or delivered to the elementary
students
f. HOW: you must turn in all parts or you will receive a 0 for this assignment
i. Lesson Plan
ii. Write summary of lesson plan
iii. Materials
iv. Delivery your lesson
v. Evaluate the process
3. Requirements for Students to create a lesson plan
d) Steps to completing lesson
h. Write a proposal for your lesson (Form A)
i. Get approval from your Green Ambassador teacher
j. Write lesson plan (Form B)
k. Write summary of project (Form C)
l. List Tasks for each team member (Form D)
m. Standards/Values (Form E)
n. Evaluation (Form F)
.
e) EAMPLES That CAN BE DONE AS A LESSON: Game that teaches students the problems of petroleum 2.
Play/skit that shows youth how and why to get biofuels in there bus 3. Create an art project with the students that
have a strong message 4. Make a song that teachers the concept 5. Make cleaning supplies and have each
group focus on a different cleaning product 6. Make different hygiene projects 7. Create a shopping list of where
to get healthy supplies and make it a game12. Bioplastics instead of Styrofoam for take-out 13. Farmer’s market –
involve them in Earth Day
f) Project must be uploaded:
a. Lesson plan uploaded to www.greenambassadors.org
b. 2 sentence summary written about your lesson and its effectiveness
c. Upload any pictures that could be inspiring for all
5

Form A: Proposal for Lesson Plan Names:______________________
Lesson Plan must include at least standards that are located in Form D
Science Standard:__________________________________________________
Values:__________________________________________________________
1. Choose a solution you want to share?
A. Give 3 strong reasons why your group wants to solve this issue?
B. Who/What is being affected by this issue?
C. Which Science, Environmental and Art Concepts/Standards are part of your issue?
2. What activity do you want to do?
3. How will the students be doing something hands-on
4. What message will the students learn?
5. How will you know they learned that message? Teacher Initials______
_____________________________________________________________________
Form A: Proposal for Lesson Plan Names: ___________________
Lesson Plan must include at least standards that are located in Form D
Science Standard:__________________________________________________
Values:__________________________________________________________
1. Choose a solution you want to share?
A. Give 3 strong reasons why your group wants to solve this issue?
B. Who/What is being affected by this issue?
C. Which Science, Environmental and Art Concepts/Standards are part of your issue?
2. What activity do you want to do?
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3. How will the students be doing something hands-on
4. What message will the students learn?
5. How will you know they learned that message? Teacher Initials______
Form B: Green Ambassador Lesson Plan
Team Members:
Green Lesson Name:
Green Solution you are Teaching:
What science are they learning?
Goals/Objectives (message): Write the learning goals that you would like for your lesson to meet. That after you leave
the students will know the following:
1.
2.
3.
Materials needed:
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Lesson:
Hook them in: you will read to start the lesson/activity with a fun way to engage the students
Game/Activity/Hands-on way of teaching the lesson:
Summary of Activity:
Detailed steps:
Questions you will ask to make sure they got the Green Solution:
Closure: Think…what do you really want the students to remember for the rest of their lives?
a. What do you want them to remember about your Green Theme?
b. How can the students make the Green Theme part of their everyday lives?
g)
Form C. Summary of your Project:  Synthesize your answers to the graphic chart with six guiding sections into
paragraph form with topic sentences and supporting details using specific information from your research.
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Where will your lesson take place at
on our campus?
List the Standards you will cover
List the Values they will gain
Approved by Green Ambassador
Teacher

 Use only your own words, or use quotes. This will be used for when it is taught around the nation.
1. Write Your Activity/Lesson Plan
A. Summarize the activity you will be doing with your students
C. List your materials needed
2. Personal Action
A. What will you personally do to create action?
B. Why is this solution important to be part of the lives of youth?
C. How will you be part of the solution?
D. How will you make your solution happen beyond just this day?
3. Review Plan
A. Get your lesson plan/activity approved by teacher.
B. Organize your materials
C. Confirm the date you are going to deliver your lesson plan.
Form C. Summary of your Project:  Synthesize your answers to the graphic chart with six guiding sections into
paragraph form with topic sentences and supporting details using specific information from your research.
 Use only your own words, or use quotes. This will be used for when it is taught around the nation.
1. Write Your Activity/Lesson Plan
A. Summarize the activity you will be doing with your students
C. List your materials needed
2. Personal Action
A. What will you personally do to create action?
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B. Why is this solution important to be part of the lives of youth?
C. How will you be part of the solution?
D. How will you make your solution happen beyond just this day?
3. Review Plan
A. Get your lesson plan/activity approved by teacher.
B. Organize your materials
C. Confirm the date you are going to deliver your lesson plan.
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Task
Who will do
it?
Task
Who will do
it?
Task
Who will do it?
Task
Who will do it?
Task
Who will do
it?
Task
Who will do
it?
Summarize what you want to
accomplish:
Summarize what you want to
accomplish:
Task
Who will do it?
Task
Who will do it?
Task
Who will do
it?
Task
Who will do
it?
Task
Who will do
it?
Task
Who will do
it?
Task
Who will do it?
Task
Who will do it?
Task
Who will do
it?
Task
Who will do
it?
Form D: List Tasks and who needs to do it!
Your issue:
Your solution:

Form E: Content Standards
a. Environmental Education Concepts (choose one)
i. People depend on natural systems
1. Examples:
a. Students now that goods are produced by natural systems and needed for our
economy to work
ii. People influence natural systems.
1. Examples
a. Know that natural systems are needed for the growth of humans and we rely on
these process
b. Students know methods of extracting natural resources for peoples culture to exist
c. Students know that human communities influence our natural growth of human
population
iii. Natural systems change in ways that people benefit.
1. Examples
a. Students know that natural cycles depend on cycles that are required
b. Students know tat human practices can alter the cycles
b. Science (1
st
-5
th
) (choose one)
i. Students know plants are the primary source of matter and energy entering most food chains.
ii. Formulate and justify predictions based on cause-and-effect relationships.
iii. Students know that during chemical reactions the atoms in the reactants rearrange to form products
with different properties.
c. Art (choose one if you get them to create an art project)
i. Students apply artistic processes and skills, using a variety of media to communicate meaning and
intent in original works of art.
ii. Identify and describe various reasons for making art.
4. Values
a. Be a practicing and contributing member of the community.
b. Manage resources responsibly.
c. Think critically and collaboratively to problem-solve effectively.
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Form G: Evaluating Effectiveness of a lesson plan
Names: _________________________________________________________________________
Procedure:
1. Look at both lesson plans Example A and Example B
2. Using Form F (evaluation of lesson plan)
3. Go through each item and grade as if you were a teacher
Why is it ineffective and effective?
1. Which example has a clear message? Give evidence.
2. Which example has a fun hands-on element to it? Give evidence.
3. Which one fulfills all the criteria?
4. Which one allows for you the teacher, to ensure that the students understood your message?
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5. How would you change the example lesson plan that is the least effective to become more effective?
_______________________________________________________________________________
Form G: Evaluating Effectiveness of a lesson plan
Names: _________________________________________________________________________
Procedure:
1. Look at both lesson plans Example A and Example B
2. Using Form F (evaluation of lesson plan)
3. Go through each item and grade as if you were a teacher
Why is it ineffective and effective?
4. Which example has a clear message? Give evidence.
5. Which example has a fun hands-on element to it? Give evidence.
6. Which one fulfills all the criteria?
7. Which one allows for you the teacher, to ensure that the students understood your message?
8. How would you change the example lesson plan that is the least effective to become more effective? Form G: Lesson plan to use
in the classroom
EXAMPLE C: Green Ambassador Lesson Plan
Team Members:
Green Lesson Name: No Waste In Nature: How to make your “waste” save the earth!
Green Solution you are Teaching: No Waste in Nature
What science are they learning? The science of composting
Goals/Objectives: Write the learning goals that you would like for your lesson to meet. That after you leave the students will know the following:
1. To raise awareness of how to reduce waste 2. To gain skills: hypothesizing and observing
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Materials needed: a tarp, gloves, In a 2 glass jars bring greens: vegetable peels and seeds, fruit peels and seeds, coffee grounds, eggs shells,
nut shells, any other vegetable or fruit scraps: browns: - hay or straw, leaves, ashes, sawdust, wood chips, shredded paper, CB+ composter, soil in
another glass jar, poster of browns and greens, benefits of composting poster, game directions
Lesson:
Hook them in: you will read to start the lesson/activity with a fun way to engage the students
• Ask: Who wants to save the earth? Who wants to be magician and turn waste into a valuable product?
• Discuss the term decomposition and brain storm examples of materials that decompose
• Ask what is compost? Show them compost. Explain this is nature’s way to recycle; it is natural materials broken down to soil.
• Explain composting is like baking a cake. Simply add the ingredients, stir, "bake," and out comes – compost or top soil
o Why is this good?
 Repairs our soil (recycles nutrients to grow more food and makes it possible that there is no waste) stops things from
going into landfill, allows you to garden naturally,
• Today students will:
o Learn the recipe to compost
o Learn how to compost
o Change their school by composting in their own classroom to inspire others.
• Explain organic = living thing (or was) In-organic = not living things (with sings)
• Hold up a water bottle and ask the same thing
• Explain that only organic manner can be decomposed
Game/Activity/Hands-on way of teaching the lesson:
Summary of Activity:
• Students will know how to compost organic matter, practice composting, and set up their composter for their own class.
Detailed steps:
• Show the recipe poster (material item)
• Mix the browns and the greens in one pile.
• Recipe to turn your waste into soil
o Have 5 students with the help of the whole class separate the browns from the greens
o Have them put a pile of green out, then tell them for every pile of green they need 2 piles of brown of the same size have them
make the pile of brown.
o Show them the soil that you have and explain why it is so important: 1. To grow plants to support all living things.
o Tell them to add it to the CB+ composter
o Ask, “What else is missing?” Air and water (add water to the composter)
o Explain to get air you have to spin the composter, get a every students to spin the composter
o Review what is needed (1 part green, 2 parts brown, air, oxygen and a CB+composter)
•
Have the entire class play compost game (see game section on www.greenambassadors.org)?
•
Closure: Think…what do you really want the students to remember for the rest of their lives?
c. What do you want them to remember about your Green Theme?
a. What can be composted?
b. What do we do with the finished compost? (have them guess, put on plants, sell to family members, etc.)
c. Leave the manual with the student schedule to take care of the compost with the teacher)
d. Let them know that Green Ambassadors are a resources for the success of their compost and leave a way for them to contact you
e. Ask what goes in the compost, Answer: 1 Green, 2 Browns, Oxygen (spinning) and water
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Where will your lesson take place at on our campus? Our Campus/ School Campus
List the Standards you will cover People influence natural systems.
List the Values they will gain Manage resources responsibly
Approved by Green Ambassador Teacher Sara Laimon

Form F: Evaluation:
Green Ambassadors’ Team Project Evaluation: Teach a Class
Team Members: ___________________________________________________________________________
Checklist for Printed Marketing Material to be used with Scoring Guide
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Student
check
Mark X for complex Met Teacher
Check
Mark Star if Met
(simple)
All Lesson Plan forms filled
out (A-G)
Uses correct spelling,
grammar and strong
vocabulary words, neat,
creative, and clear
Specify and bring the
materials you need
Uses correct information
science in you printed
marketing material
Rehearse your lesson plan
before you teach it and make
amendments if necessary.
Includes all correct contact
information
You worked well in a group
and was a community
contributor and supporter one
another
You participated in the
solution before you taught the
solution.
Incorporated science standards and
values mixed into your lesson plan
Lesson related the message to the
determined market
Lesson related the mission to the
determined market
Have specific goals in your lesson plan
#____/___
complex
Total
Points
#____/_____
simple

Teachers, please use the scoring rubric to determine the student’s grade for this project.
17

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