Collaborative Planning Session
Grade Level:
K
1
2
3
4
5
Date: Sept. 2-5
Subject:
R
M
S
Administrator Present:
Members in Attendance: Arredondo, Baker, Carter, Graves, Hastings and Roberts
IPC Steps 1 & 2: Identify and Deconstruct TEKS
TEKS
K.1C
RS/SS
Scientific
investigation and
reasoning. The
student conducts
classroom and
outdoor
investigations
following home and
school safety
procedures and uses
environmentally
appropriate and
responsible
practices. The
student is expected
to:
K.3A
Student Expectations
Knowledge
Statements
Strand
Verb
Content
Context
Demonstrate how
to use,
conserve, and
dispose of natural
resources and
materials such
as conserving water
and reusing or
recycling paper,
plastic, and metal.
Demonstrate,
use,
conserve,
reuse, recycle
Natural
resources
Paper,
plastic
and metal
Identify and explain
a problem such as
the impact of
littering on the
playground and
propose a solution
in his/her own
words.
Identify,
explain,
propose
Problem
and
solution
Impact of
littering
IPC Step 3: Create Common Mini-Assessment
What Do Students Need to Know, Understand, and
Be Able to Do?
HOW TO USE, CONSERVE NATURAL
RESOURCES AND MATERIALS
Including, but not limited to:
Natural resources and materials
Reusing or recycling: Paper, Plastic, and Metals
Fig.
19
Process Skills
Problem Scientific
Solving
Process
Draft Mini-Assessment – 4 to 10 questions (M/C), Rubric, Product,
etc.
1.
2.
3.
TSW give an example of what can be recycled
TSW sort items that can be recycled into paper, plastic and
metal
TSW show one way to conserve water and electricity
Identify, explain a problem Including, but not limited to: Impact
of littering on the playground
Propose a solution in his or her own words
Including, but not limited to: Possible solution - Picking up or
recycling trash on the playground
Vocabulary: Problem, design, solve, litter, recycle, reuse,
plastic, paper, metal, conserve
Date to Administer:
RPM Date to Review Data:
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Collaborative Planning Session
IPC Step 4 & 5 (in brief): Identify Instructional Activities/Strategies/ Methods
Day
NOTES
NO SCHOOL
MON.
After reading a book on “Where does the Trash Go”, TSW brainstorm places where trash is found. TTW
explain the recycling symbol. TSW decorate the recycling box for the classroom (TE page 61). TSW create
the symbol in their science journals.
I can identify the symbol for recycling.
TUES.
After showing a United Streaming “Recycling”, TSW brainstorm objects that are recyclable and divide them
into paper, plastic and metal . TTW have objects that are examples of things that can be recycled and cannot
be recycled. TSW sort the items in the two groups. TSW create an interactive t chart to show the examples.
TSW draw pictures of items in their journals that are recyclable and non recyclable.
I can differentiate items that are recyclable and non recyclable by sorting different items.
WED.
After reading a book on “Recycling”, TSW continue to brainstorm places where trash is found. TSW go on a
litter hunt on the playground to find trash that can be thrown in our recycling container.
TSW illustrate two pictures of trash that can be recycled.
I can collect recycling items by going on a litter hunt.
THURS.
TTW explain what conserve means such as conserving water and electricity. Discuss reasons why it is
important to conserve these items. TSW compile a list of how we can conserve water and electricity at home
and at school. TSW illustrate one way in which they will help the earth by conserving water or electricity.
I can demonstrate ways to conserve natural resources and materials by drawing a picture of
conserving water and electricity.
FRI.
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