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Integrated Understanding by Design (Ubd) Lesson Plan 1
Integrated Understanding by Design (Ubd) Lesson Plan 1
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
The government helps people in different ways.
Essential Questions:
What questions highlight the big ideas?
How do you determine key details and the main topic of a multiparagraph text?
Who is responsible for environmental issues and concerns?
What new technologies caused changes in society?
What changes have occurred in society as a result of new
technologies?
Other Evidence:
What other things can students do to
show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets
Self-Assessments:
What ways can students check understandings to set future goals?
-
Students will complete pretest and gain understanding of what concepts they know and what
concepts they need to learn.
Students will fill out natural resource worksheet.
Students, in groups, will identify and list examples of natural resources and synthetic resources,
renewable resources and non-renewable resources.
Reflections:
What did you identify during selfevaluation?
- N/a
Assessment Rubric:
Responsibility
Participation
Attitude
Participates in discussions
and group activities and
maintains positive peer
relations.
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
Participates in discussions
and activities when
requested and is working to
develop positive peer
relations.
Demonstrates effort,
curiosity, and enthusiasm
during class activities most
of the time.
WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
Struggles to participate in
discussions and activities
and is challenged in
maintaining positive peer
relations.
Struggles to demonstrate
effort, curiosity, and
enthusiasm: requires a lot
of prompting and
encouragement.
Developmental:
Teacher will read along with students pages 100 101 in Social Studies Textbook covering the key natural resources, synthetic resources,
renewable, and non-renewable resources.
- Resources: A supply of something that we, people, can use to fulfill a need.
Conclusion:
Students will share in groups 1 thing they already knew and 1 thing they learned.
Students will write out reflection in their science journals about one natural resource that they use everyday.
Students will complete key terms worksheet for homework.
Extension:
Students will watch the following videos as another means to anchor their learning.
This short clip shows a song that defines and shows examples of key terms: https://www.youtube.com/watch?v=s5gD35seucs
Modification/Accommodation:
Students with difficulty:
Students will be given guided notes to fill in the blanks.
Students will be given more time to read the necessary information.
Students will be allowed to take breaks when necessary.
Students that are more advanced:
Students will identify 20 resources that they use at home or at school. They will identify if they are natural or synthetic resource and if they are
renewable or non-renewable.
Resource(s):
Kyle, William C., Joseph H. Rubinstein, and Carolyn J. Vega. SRA Real Science. Columbus, OH: SRA/McGraw-Hill, 2000. Print.
Viola, Herman J., and Sarah Bednarz. Houghton Mifflin History-social Science. Neighborhoods. Boston, MA: Houghton Mifflin, 2007. N. Print.
Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
setting, or plot.
CCSS.ELA- 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA- 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA- 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support
the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA- 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Hawaii Content & Performance Standards III:
http://standardstoolkit.k12.hi.us/
Social Studies:
Benchmark SS.2.5.1 Rights and Responsibilities: Demonstrate own roles and responsibilities in caring for others and the environment.
Science:
Benchmark SC.2.2.1 Unifying Concepts and Themes: Describe changes that have occurred in society as a result of new technologies.
Benchmark SC.2.8.2 Earth Materials: Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and
recycling
General Learner Outcome (GLO):
GLO #1: Self-Directed Learner - The ability to be responsible for one's own learning.
GLO #3: Complex Thinker - The ability to demonstrate critical thinking and problem solving.
GLO#5: Effective Communicator - The ability to communicate effectively.
Understandings:
Students will understand that
Essential Questions:
What questions highlight the big ideas?
How do you determine key details and the main topic of a multiparagraph text?
What is the importance of supporting details?
Who is responsible for environmental issues and concerns?
What role and responsibilities do we have in caring for others and the
environment?
What new technologies caused changes in society?
What changes have occurred in society as a result of new
technologies?
What are our limited supplies of natural resources?
10
Performance Tasks:
What tasks will students be able to do to demonstrate understanding?
- Students will define key terms: natural resource, synthetic, renewable resources, and non-renewable
resources.
- Students will identify natural resources and synthetic resources.
Other Evidence:
What other things can students do to
show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets
Self-Assessments:
What ways can students check understandings to set future goals?
Reflections:
What did you identify during selfevaluation?
- N/a
Students will identify the beginning, middle, and the end and provide two supporting details from
the text.
Student will identify the natural resources and synthetic resources in the text.
Students will apply knowledge of natural resources and synthetic resources from the text to real life
situations.
11
Assessment Rubric:
Responsibility
Participates in discussions
and group activities and
maintains positive peer
relations.
Attitude
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
Participation
Participates in discussions
and activities when
requested and is working to
develop positive peer
relations.
Demonstrates effort,
curiosity, and enthusiasm
during class activities most
of the time.
Usually practices selfdiscipline, stays on task
most the time, uses time
well with some prompting.
WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
Struggles to participate in
discussions and activities
and is challenged in
maintaining positive peer
relations.
Struggles to demonstrate
effort, curiosity, and
enthusiasm: requires a lot
of prompting and
encouragement.
Practices some selfdiscipline, but requires a lot
of prompting; struggles to
use class time well.
12
Ask Yourself:
ME
MP
DP
WB
13
Review with the class the key terms: Resources, Natural Resources, Synthetic Resources, Renewable Resources, and Non-Renewable Resources.
Read A Loud: The Lorax by Dr.Suess
o During read a loud discuss:
Natural resources depicted in the book (i.e. pond water, truffula trees, clouds (air), humming fish, etc.)
Synthetic resources depicted in the book (i.e. thneed, super-axe-hacker, factories)
Developmental:
Using key details students will retell the story using Sequence Graphic Organizers focusing on Beginning, Middle, and End.
Beginning:
Middle:
End:
o Beginning:
Students will identify who the main characters of the story are: Once-ler, the Lorax
Students will identify where the story is taking place: Street of the Lifted Lorax
o Middle:
14
o End:
Students will identify what the problem in the story is: Once-ler is using up all of the natural resources (truffula trees) to make
thneeds, but is creating pollution and making it difficult for the other creatures to live in their natural habitats.
Students will identify how the problem was solved: The boy receives the last Truffula seed in order to restore the natural resource of
the truffula trees, thus cleaning up the pollution that the Once-ler created.
After determining the main points in the Beginning, Middle, and End students will then support each main point with at least two supporting
details from the book.
Beginning:
Middle:
End:
15
Using their graphic organizer students will write a narrative writing piece retelling The Lorax.
o Students will utilize the writing process in order to strengthen their narrative writing:
Prewrite graphic organizer
Draft Write 1st draft using graphic organizer.
Revise Add details and transitional words. Do my sentences make sense? Are my sentences on topic? Do I need to rearrange
any of my sentences?
Edit Check for errors: spelling, capitalization, punctuation, and grammar mistakes.
Publish Write final draft neatly.
Conclusion:
Students will then reflect on the writing process and which strategies worked best for them. Students will also share at least one thing that they
need to work on.
Extension:
Students will watch the following videos as another means to anchor their learning.
16
Students will identify 20 resources that they use at home or at school. They will identify if they are natural or synthetic resource and if they are
renewable or non-renewable.
If resources are synthetic, what natural resources do they come from?
Resource(s):
Kyle, William C., Joseph H. Rubinstein, and Carolyn J. Vega. SRA Real Science. Columbus, OH: SRA/McGraw-Hill, 2000. Print.
Seuss. The Lorax. New York: Random House, 1971. Print.
Viola, Herman J., and Sarah Bednarz. Houghton Mifflin History-social Science. Neighborhoods. Boston, MA: Houghton Mifflin, 2007. N. Print.
17
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
18
setting, or plot.
CCSS.ELA- 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA- 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Hawaii Content & Performance Standards III:
http://standardstoolkit.k12.hi.us/
Social Studies:
Benchmark SS.2.5.1 Rights and Responsibilities: Demonstrate own roles and responsibilities in caring for others and the environment
Science:
Benchmark SC.2.1.1 Scientific Inquiry: Develop predictions based on observations
Benchmark SC.2.1.2 Scientific Inquiry: Conduct a simple investigation using a systematic process safely to test a prediction
Benchmark SC.2.2.1 Unifying Concepts and Themes: Describe changes that have occurred in society as a result of new technologies
Benchmark SC.2.8.2 Earth Materials: Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and
recycling
General Learner Outcome (GLO):
GLO #2: Community Contributor - The understanding that it is essential for human beings to work together.
GLO #3: Complex Thinker - The ability to demonstrate critical thinking and problem solving.
GLO#5: Effective Communicator - The ability to communicate effectively.
19
Understandings:
Students will understand that
Essential Questions:
What questions highlight the big ideas?
How do you determine key details and the main topic of a multiparagraph text?
Who is responsible for environmental issues and concerns?
What role and responsibilities do we have in caring for others and the
environment?
What new technologies caused changes in society?
What changes have occurred in society as a result of new
technologies?
What are our limited supplies of natural resources?
20
Other Evidence:
What other things can students do to
show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets
Self-Assessments:
What ways can students check understandings to set future goals?
Reflections:
What did you identify during selfevaluation?
- N/a
Assessment Rubric:
Responsibility
Participation
Participates in discussions
and group activities and
maintains positive peer
Participates in discussions
and activities when
requested and is working to
WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
Struggles to participate in
discussions and activities
and is challenged in
21
Attitude
relations.
relations.
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
Experimental/Hypothesis
Conclusion
Question/Purpose
WB
The purpose of the lab or
the question to be answered
during the lab is irrelevant.
No conclusion was
included in the report or
shows little effort and
reflection.
22
Spelling, Punctuation,
and Grammar.
the experiment.
Two or three errors in
spelling, punctuation, and
grammar in the report.
Developmental:
Students will conduct experiment using the scientific method focusing on industrial pollution (pollution created by factories/ businesses) i.e. oil
spills, smog, toxic waste, etc.
23
Pollution in a Box
o Set up:
Clear bin filled with clean water.
Recreate pollution with vegetable oil (oil spill), coffee grinds (chemical toxins), food coloring (smog introduced into the water
cycle)
o Scientific Method Approach:
Step 1 Ask a question or make an observation:
(What are you curious about, or what have you seen that makes you wonder?)
Observation: The water is dirty. It changed colors. Etc.
Question: How will the pollution be cleaned up? Will it be easy to clean up the pollution?
Step 2 Hypothesis:
(What do you think is the answer to your question or the reason for your observation?)
The pollution will be easy/hard to clean up.
Step 3 Make Predictions:
(What are some if/then statements that explain and confirm your hypothesis?)
If we remove the pollution, then the water will be clean.
Step 4 Perform Tests or Experiments:
(What will you do to test your predictions? Your hypothesis may not have been correct. Thats ok!)
Students will use strainers, tongs, and other tools to remove all of the toxins.
Step 5 State your Conclusions:
(What did your experiment show? Did the experiment confirm your hypothesis?)
Students will find that it is easier to create pollution, but difficult to remove/ fix pollution.
Conclusion:
Students will come to the conclusion that industrial pollution is easy to make, but difficult to clean up. Sometimes the methods we have for
cleaning pollution can also harm the environment.
Extension:
24
Students will watch the following videos as another means to anchor their learning.
This short shows a recent oil spill and how it is cleaned. : https://www.youtube.com/watch?v=3DbSlAg3F3A
Modification/Accommodation:
Students with difficulty:
Students will be given guided notes to fill in the blanks.
Students will be given more time to read the necessary information.
Students will be allowed to take breaks when necessary.
Students that are more advanced:
Students will apply activity to everyday life by making a connection between the experiment and current events.
Resource(s):
Berger, Melvin, and Paul Mirocha. Oil Spill! New York: HarperCollins, 1994. Print.
Kyle, William C., Joseph H. Rubinstein, and Carolyn J. Vega. SRA Real Science. Columbus, OH: SRA/McGraw-Hill, 2000. Print.
Viola, Herman J., and Sarah Bednarz. Houghton Mifflin History-social Science. Neighborhoods. Boston, MA: Houghton Mifflin, 2007. N. Print.
Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)
25
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
26
CCSS.ELA- 2.RL.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.
CCSS.ELA- 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA- 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA- 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support
the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA- 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA- 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.
27
GLO #3: Complex Thinker - The ability to demonstrate critical thinking and problem solving.
GLO#5: Effective Communicator - The ability to communicate effectively.
Understandings:
Students will understand that
Essential Questions:
What questions highlight the big ideas?
How do you determine key details and the main topic of a multiparagraph text?
How do you write an opinion piece in which they introduce?
What is the importance of supporting details?
Who is responsible for environmental issues and concerns?
What role and responsibilities do we have in caring for others and the
environment?
What new technologies caused changes in society?
What changes have occurred in society as a result of new
technologies?
What are our limited supplies of natural resources?
Reflections:
What did you identify during selfevaluation?
- N/a
Assessment Rubric:
Responsibility
WB
Not very self-directed,
29
Participation
Attitude
Participates in discussions
and group activities and
maintains positive peer
relations.
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
Participates in discussions
and activities when
requested and is working to
develop positive peer
relations.
Demonstrates effort,
curiosity, and enthusiasm
during class activities most
of the time.
ME
Yes, I introduced the topic
in a very creative way!
Yes, I clearly stated my
opinion in a very creative
way!
Yes, I supplied three or
DP
Well, I somewhat
introduced my topic.
WB
No, I didnt introduce my
topic at all.
30
to support my opinion.
to support my opinion.
reason to support my
opinion.
Yes, I provided a
concluding statement or
section.
31
Group discussion:
o Based on what we read and garbage monster activity what does pollution mean? What is pollution?
o What are the sources of pollution? Where does pollution come from?
o How do we fix pollution?
o What are your thoughts on how we affect the environment?
o What are your thoughts about pollution?
Developmental:
Students will form their own personal opinion regarding pollution and writing a paper utilizing the writing process and graphic organizers.
First,
Then,
In conclusion,
32
Step 2 Draft Students will write their 1st draft using graphic organizer.
Step 3 Revise Students will add details and transitional words. (Do my sentences make sense? Are my sentences on topic? Do I
need to rearrange any of my sentences?)
Step 4 Edit Students will heck for errors: spelling, capitalization, punctuation, and grammar mistakes using their quick word
books, word wall, and peer and teacher conferencing.
Step 5 Publish Students will, with assistance, type their final product and publish there writing in standard format.
Conclusion:
Students will then reflect on the writing process and which strategies worked best for them. Students will also share at least one thing that they
need to work on.
Extension:
Students will watch the following videos as another means to anchor their learning.
This clip is brief video of the affects pollution has on our environment: https://www.youtube.com/watch?v=laIjdCJ2328
Modification/Accommodation:
Students with difficulty:
Students will be given guided notes to fill in the blanks.
Students will be given more time to read the necessary information.
33
34
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
The government helps people in different ways.
35
setting, or plot.
CCSS.ELA- 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA- 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Hawaii Content & Performance Standards III:
http://standardstoolkit.k12.hi.us/
Social Studies:
Benchmark SS.2.5.1 Rights and Responsibilities: Demonstrate own roles and responsibilities in caring for others and the environment
Science:
Benchmark SC.2.2.1 Unifying Concepts and Themes: Describe changes that have occurred in society as a result of new technologies
Benchmark SC.2.8.2 Earth Materials: Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and
recycling
General Learner Outcome (GLO):
GLO #1: Self-Directed Learner - The ability to be responsible for one's own learning.
GLO #2: Community Contributor - The understanding that it is essential for human beings to work together.
GLO #3: Complex Thinker - The ability to demonstrate critical thinking and problem solving.
Understandings:
Students will understand that
Essential Questions:
What questions highlight the big ideas?
How do you determine key details and the main topic of a multiparagraph text?
36
37
Performance Tasks:
What tasks will students be able to do to demonstrate understanding?
- Students will define key terms: conservation, natural resource, synthetic, renewable resources, nonrenewable resources, pollution, reduce, reuse, and recycle.
- Students will identify different items that can or cannot be recycled.
- Students will identify natural resources and synthetic resources.
- Students will describe the affects of pollution on the environment.
- Students will write an opinion paper in a form of a letter regarding conservation.
Other Evidence:
What other things can students do to
show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets
Self-Assessments:
What ways can students check understandings to set future goals?
Reflections:
What did you identify during selfevaluation?
- N/a
Students will complete pretest and gain understanding of what concepts they know and what
concepts they need to learn.
Students will complete post-test and compare what they did or did not know in the beginning of the
unit to their posttest.
Students will create conservation mobile that requires them to define key terms and analyze them in
real life settings.
Students will write opinion papers regarding conservation concepts.
Assessment Rubric:
Responsibility
WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
38
Participation
Attitude
Participates in discussions
and group activities and
maintains positive peer
relations.
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
Participates in discussions
and activities when
requested and is working to
develop positive peer
relations.
Demonstrates effort,
curiosity, and enthusiasm
during class activities most
of the time.
Usually practices selfdiscipline, stays on task
most the time, uses time
well with some prompting.
Struggles to participate in
discussions and activities
and is challenged in
maintaining positive peer
relations.
Struggles to demonstrate
effort, curiosity, and
enthusiasm: requires a lot
of prompting and
encouragement.
Practices some selfdiscipline, but requires a lot
of prompting; struggles to
use class time well.
39
Teacher will read along with students pages B16 B19 in Science Textbook in Social Studies Textbook covering the key terms: conservation,
reduce, reuse, and recycle.
o Conservation to use resources wisely
o Reduce to use resources
o Reuse to use resource/something again
o Recycle the process of breaking down an old/used resource into its raw materials, reforming it, and using it again in its new form.
Conservation: Reduce Examples
o Group discussion:
How would we reduce the resources in school?
How would we reduce the resources we use at home?
How would reducing the resources we use affect/ save the environment?
What other sources energy do we have?
Solar power, hydro power, and wind turbines
Students will fill out guided notes worksheet focusing on the key terms: conservation, reduce, reuse, and recycle.
Conclusion:
Students will share in groups 1 thing they already knew and 1 thing they learned.
Students will write out reflection in their science journals about three ways that they can reduce the amount of resources they use everyday.
Students will complete key terms worksheet for homework.
Extension:
Students will watch the following videos as another means to anchor their learning.
This clip is a fun song that defines the terms reduce, reuse, and recycle: https://www.youtube.com/watch?v=wtoeZ9Nkeqk
40
Modification/Accommodation:
Students with difficulty:
Students will be given guided notes to fill in the blanks.
Students will be given more time to read the necessary information.
Students will be allowed to take breaks when necessary.
Students will have access to computers in order to watch videos that explain the key terms and process of recycling.
Students that are more advanced:
Students will identify the different alterative forms of energy and how they are applied in everyday life.
Resource(s):
Kyle, William C., Joseph H. Rubinstein, and Carolyn J. Vega. SRA Real Science. Columbus, OH: SRA/McGraw-Hill, 2000. Print.
Showers, Paul, and Randy Chewning. Where Does the Garbage Go? New York, NY: HarperCollins, 1994. Print.
Viola, Herman J., and Sarah Bednarz. Houghton Mifflin History-social Science. Neighborhoods. Boston, MA: Houghton Mifflin, 2007. N. Print.
41
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
The government helps people in different ways.
42
setting, or plot.
CCSS.ELA- 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA- 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Hawaii Content & Performance Standards III:
http://standardstoolkit.k12.hi.us/
Social Studies:
Benchmark SS.2.3.1 Stewardship: Describe ways in which specific government agencies are responsible for environmental issues and concerns
Benchmark SS.2.5.1 Rights and Responsibilities: Demonstrate own roles and responsibilities in caring for others and the environment
Science:
Benchmark SC.2.8.2 Earth Materials: Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and
recycling
General Learner Outcome (GLO):
GLO #1: Self-Directed Learner - The ability to be responsible for one's own learning.
GLO #2: Community Contributor - The understanding that it is essential for human beings to work together.
GLO #4: Quality Producer - The ability to recognize and produce quality performances and quality products.
Understandings:
Students will understand that
Essential Questions:
What questions highlight the big ideas?
How do you determine key details and the main topic of a multi-
43
paragraph text?
Who is responsible for environmental issues and concerns?
What role and responsibilities do we have in caring for others and the
environment?
What new technologies caused changes in society?
What changes have occurred in society as a result of new
technologies?
What are our limited supplies of natural resources?
How can they be extended through conservation, reuse, and
recycling?
44
Performance Tasks:
What tasks will students be able to do to demonstrate understanding?
- Students will define key terms: conservation, natural resource, synthetic, renewable resources, nonrenewable resources, pollution, reduce, reuse, and recycle.
- Students will identify different items that can or cannot be recycled.
- Students will identify natural resources and synthetic resources.
- Students will describe the affects of pollution on the environment.
- Students will write an opinion paper in a form of a letter regarding conservation.
Other Evidence:
What other things can students do to
show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets
Self-Assessments:
What ways can students check understandings to set future goals?
Reflections:
What did you identify during selfevaluation?
- N/a
Students will successfully identify which resources can be recycled and which resources cannot.
Students will explain the purpose and importance of conserving natural resources.
Students will explain the process in which resources are recycled.
Assessment Rubric:
Responsibility
Participation
Participates in discussions
and group activities and
Participates in discussions
and activities when
WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
Struggles to participate in
discussions and activities
45
Attitude
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
and is challenged in
maintaining positive peer
relations.
Struggles to demonstrate
effort, curiosity, and
enthusiasm: requires a lot
of prompting and
encouragement.
Practices some selfdiscipline, but requires a lot
of prompting; struggles to
use class time well.
Review key terms: resources, natural resources, synthetic resources, renewable resources, non-renewable resources, conservation, reduce, reuse,
and recycle.
Teacher will read Brother Eagle, Sister Sky: A Message from Chief Seattle
o Group Discussion:
According to Chief Seattle how should we be treating the earth and our environment?
Why should we treat it that way?
What are some of the consequences he talks about if we dont take care of the land?
46
Students will watch video giving a brief introduction to what reusing resources is and what recycling is and how to do it:
https://www.youtube.com/watch?v=Il1RX6_h9Xc
Developmental:
Students will use a graphic organizer to show the similarities and differences between reusing a resource and recycling a resource.
Reuse
Recycle
Conclusion:
47
Students will share in groups 1 thing they already knew and 1 thing they learned.
Students will write out reflection in their science journals about the differences and similarities of reusing and recycling.
Extension:
Students will watch the following videos as another means to anchor their learning.
This clip shows the students a more in depth explanation of the process of how items are recycled: https://www.youtube.com/watch?v=w1l8HXa3HLk
Modification/Accommodation:
Students with difficulty:
Students will be given guided notes to fill in the blanks.
Students will be given more time to read the necessary information.
Students will be allowed to take breaks when necessary.
Students will have access to the computer in order to re-watch/ listen to videos that will explain the similarities and differences between reusing
resources versus recycling them. The video will also explain the process in which resources are recycled.
Students that are more advanced:
Students will be able to explain the process in which items are recycled and how they can implement this knowledge in everyday life either school
at home.
Resource(s):
Kyle, William C., Joseph H. Rubinstein, and Carolyn J. Vega. SRA Real Science. Columbus, OH: SRA/McGraw-Hill, 2000. Print.
Seattle, Susan Jeffers, and Athae Tehon. Brother Eagle, Sister Sky: A Message from Chief Seattle. New York: Dial, 1991. Print.
Viola, Herman J., and Sarah Bednarz. Houghton Mifflin History-social Science. Neighborhoods. Boston, MA: Houghton Mifflin, 2007. N. Print.
48
49
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
The government helps people in different ways.
50
CCSS.ELA- 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA- 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.
Hawaii Content & Performance Standards III:
http://standardstoolkit.k12.hi.us/
Social Studies:
Benchmark SS.2.3.1 Stewardship: Describe ways in which specific government agencies are responsible for environmental issues and concerns
Benchmark SS.2.5.1 Rights and Responsibilities: Demonstrate own roles and responsibilities in caring for others and the environment
Fine Arts:
Benchmark FA.2.1.1 How the Arts are Organized: Use the element of space and the principles of repetition and variety, with a variety of art media.
Science:
Benchmark SC.2.2.1 Unifying Concepts and Themes: Describe changes that have occurred in society as a result of new technologies
Benchmark SC.2.8.2 Earth Materials: Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and
recycling
General Learner Outcome (GLO):
GLO #1: Self-Directed Learner - The ability to be responsible for one's own learning.
GLO #3: Complex Thinker - The ability to demonstrate critical thinking and problem solving.
51
GLO #4: Quality Producer - The ability to recognize and produce quality performances and quality products.
GLO#5: Effective Communicator - The ability to communicate effectively.
GLO #6: Effective and Ethical Users of Technology - The ability to use a variety of technologies effectively and ethically.
Understandings:
Students will understand that
Essential Questions:
What questions highlight the big ideas?
52
Other Evidence:
What other things can students do to
show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets
Self-Assessments:
What ways can students check understandings to set future goals?
Reflections:
What did you identify during selfevaluation?
- N/a
53
o Students will create at least 3 different ways they can apply their knowledge of conservation
in their own personal lives.
Assessment Rubric:
Responsibility
Participation
Attitude
Participates in discussions
and group activities and
maintains positive peer
relations.
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
Participates in discussions
and activities when
requested and is working to
develop positive peer
relations.
Demonstrates effort,
curiosity, and enthusiasm
during class activities most
of the time.
WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
Struggles to participate in
discussions and activities
and is challenged in
maintaining positive peer
relations.
Struggles to demonstrate
effort, curiosity, and
enthusiasm: requires a lot
of prompting and
encouragement.
54
Title
Attractiveness
Element of Space
Ideas
WB
Title cannot be read or
missing.
The poster is distractingly
messy or very poorly
designed. It is not
attractive.
Rarely uses the element of
space and the principles of
repetition and variety, with
a variety of art media.
The letter seemed to be a
collection of unrelated
sentences. It was very
difficult to figure out what
55
was about.
Students will create banner mobile, which encompasses all that they have learned regarding conservation.
Banner Mobile Project:
o Describe It Students will define, give at least one example per term, and draw corresponding pictures for the key terms: reduce, reuse, and
recycle.
o Compare It Students will draw two pictures and write at least one or two comparative sentences explaining each picture. One picture will
convey a world that does not conserve resources and the other a world in which conservation is practiced.
o Associate It Students, using the knowledge they have gained form this unit, will associate that knowledge to things they see everyday.
They will draw and label resources that they know that can either be recycled or are biodegradable.
o Analyze It Students will write at least one paragraph analyzing the purpose and the effectiveness of conserving resources.
o Apply It Students will write at least three examples as to how they can apply the knowledge they have gained and apply that information
into their own personal lives outside of the classroom.
Conclusion:
56
Students will share in groups 1 thing they already knew and 1 thing they learned.
Students will write out reflection in their science journals about one natural resource that they use everyday.
Students will complete key terms worksheet for homework.
Extension:
Students will research other methods of conservation that were not covered in this unit.
Modification/Accommodation:
Students with difficulty:
Students will be given guided notes to fill in the blanks.
Students will be given more time to read the necessary information.
Students will be allowed to take breaks when necessary.
Resource(s):
Kyle, William C., Joseph H. Rubinstein, and Carolyn J. Vega. SRA Real Science. Columbus, OH: SRA/McGraw-Hill, 2000. Print.
Viola, Herman J., and Sarah Bednarz. Houghton Mifflin History-social Science. Neighborhoods. Boston, MA: Houghton Mifflin, 2007. N. Print.
Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)
57
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
The government helps people in different ways.
58
CCSS.ELA- 2.RL.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA- 2.RL.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.
CCSS.ELA- 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA- 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA- 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support
the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA- 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA- 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.
Hawaii Content & Performance Standards III:
http://standardstoolkit.k12.hi.us/
Social Studies:
Benchmark SS.2.3.1 Stewardship: Describe ways in which specific government agencies are responsible for environmental issues and concerns
Benchmark SS.2.5.1 Rights and Responsibilities: Demonstrate own roles and responsibilities in caring for others and the environment
Science:
Benchmark SC.2.2.1 Unifying Concepts and Themes: Describe changes that have occurred in society as a result of new technologies
Benchmark SC.2.8.2 Earth Materials: Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and
recycling
59
Essential Questions:
What questions highlight the big ideas?
How do you determine key details and the main topic of a multiparagraph text?
How do you write an opinion piece in which they introduce?
What is the importance of supporting details?
Who is responsible for environmental issues and concerns?
What role and responsibilities do we have in caring for others and the
environment?
What new technologies caused changes in society?
What changes have occurred in society as a result of new
technologies?
What are our limited supplies of natural resources?
How can they be extended through conservation, reuse, and
recycling?
60
Other Evidence:
What other things can students do to
show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets
61
Self-Assessments:
What ways can students check understandings to set future goals?
-
Students will write opinion paper regarding conservation concepts that have been pre-approved by
teacher.
Students will know their own personal responsibility in taking care of the earth.
Reflections:
What did you identify during selfevaluation?
- N/a
Assessment Rubric:
Responsibility
Participation
Participates in discussions
and group activities and
maintains positive peer
relations.
Participates in discussions
and activities when
requested and is working to
develop positive peer
WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
Struggles to participate in
discussions and activities
and is challenged in
maintaining positive peer
62
Attitude
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
ME
Yes, I introduced the topic
in a very creative way!
Yes, I clearly stated my
opinion in a very creative
way!
Yes, I supplied three or
more reasons to support my
opinion in a very creative
way!
Yes, I provided a
concluding statement or
section in a very creative
way!
relations.
Demonstrates effort,
curiosity, and enthusiasm
during class activities most
of the time.
Usually practices selfdiscipline, stays on task
most the time, uses time
well with some prompting.
relations.
Struggles to demonstrate
effort, curiosity, and
enthusiasm: requires a lot
of prompting and
encouragement.
Practices some selfdiscipline, but requires a lot
of prompting; struggles to
use class time well.
DP
Well, I somewhat
introduced my topic.
WB
No, I didnt introduce my
topic at all.
Yes, I provided a
concluding statement or
section.
63
Review key terms: resources, natural resources, synthetic resources, renewable resources, non-renewable resources, pollution, conservation,
reduce, reuse, and recycle.
Group Discussion:
o What is pollution?
o Who or what does it affect?
o How does conservation help?
o What problems do we face because we are not being responsible with our resources?
Developmental:
Students will research and write an opinion paper on any topic in regards to a pre-approved environmental issue. The students will write their paper
utilizing the writing process and graphic organizers.
Research:
o Students will use the following sites for their online research in addition to their in print research (at least two book resources):
Tennessee Electronic Library: http://tntel.tnsos.org/index.htm
KidsClick!: http://www.kidsclick.org
World Almanac for Kids: http://www.worldalmanacforkids.com
Fact Monster: http://www.factmonster.com
Brainpop: www.brainpop.com
National Geographic for Kids: http://kids.nationalgeographic.com/kids/
64
First,
Then,
In conclusion,
Step 2 Draft Students will write their 1st draft using graphic organizer.
Step 3 Revise Students will add details and transitional words. (Do my sentences make sense? Are my sentences on topic? Do I
need to rearrange any of my sentences?)
Step 4 Edit Students will heck for errors: spelling, capitalization, punctuation, and grammar mistakes using their quick word
books, word wall, and peer and teacher conferencing.
Step 5 Publish Students will, with assistance, type their final product and publish there writing in standard format.
Conclusion:
Students will then reflect on the writing process and which strategies worked best for them. Students will also share at least one thing that they
65
Students will anchor their learning by researching local agencies that specialize in their chosen topic.
Modification/Accommodation:
Students with difficulty:
Students will be given more time to complete assignment.
Students will be given more time to read the necessary information.
Students will be allowed to take breaks when necessary.
Students, depending on IEP, will only need to provide 2 main points.
Students that are more advanced:
Students will give at least three supporting details. Students will write a possible solution to their given topic.
Resource(s):
Kyle, William C., Joseph H. Rubinstein, and Carolyn J. Vega. SRA Real Science. Columbus, OH: SRA/McGraw-Hill, 2000. Print.
Viola, Herman J., and Sarah Bednarz. Houghton Mifflin History-social Science. Neighborhoods. Boston, MA: Houghton Mifflin, 2007. N. Print.
66
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
The government helps people in different ways.
67
CCSS.ELA- 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA- 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.
Hawaii Content & Performance Standards III:
http://standardstoolkit.k12.hi.us/
Social Studies:
Benchmark SS.2.3.1 Stewardship: Describe ways in which specific government agencies are responsible for environmental issues and concerns
Benchmark SS.2.5.1 Rights and Responsibilities: Demonstrate own roles and responsibilities in caring for others and the environment
Fine Arts:
Benchmark FA.2.1.1 How the Arts are Organized: Use the element of space and the principles of repetition and variety, with a variety of art media.
Science:
Benchmark SC.2.2.1 Unifying Concepts and Themes: Describe changes that have occurred in society as a result of new technologies
Benchmark SC.2.8.2 Earth Materials: Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and
recycling
General Learner Outcome (GLO):
GLO #1: Self-Directed Learner - The ability to be responsible for one's own learning.
GLO #3: Complex Thinker - The ability to demonstrate critical thinking and problem solving.
68
GLO #4: Quality Producer - The ability to recognize and produce quality performances and quality products.
GLO#5: Effective Communicator - The ability to communicate effectively.
GLO #6: Effective and Ethical Users of Technology - The ability to use a variety of technologies effectively and ethically.
Understandings:
Students will understand that
Essential Questions:
What questions highlight the big ideas?
69
Other Evidence:
What other things can students do to
show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets
Self-Assessments:
What ways can students check understandings to set future goals?
Reflections:
What did you identify during selfevaluation?
- N/a
Students will write opinion paper in the form of a letter to a local agency regarding conservation
concepts that they have chosen to research.
Students will be able to identify the cause of their environmental concern, what is being done, and
what they can do to further the restoration efforts.
70
Assessment Rubric:
Responsibility
Participation
Attitude
Participates in discussions
and group activities and
maintains positive peer
relations.
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
Participates in discussions
and activities when
requested and is working to
develop positive peer
relations.
Demonstrates effort,
curiosity, and enthusiasm
during class activities most
of the time.
Usually practices selfdiscipline, stays on task
most the time, uses time
well with some prompting.
WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
Struggles to participate in
discussions and activities
and is challenged in
maintaining positive peer
relations.
Struggles to demonstrate
effort, curiosity, and
enthusiasm: requires a lot
of prompting and
encouragement.
Practices some selfdiscipline, but requires a lot
of prompting; struggles to
use class time well.
71
MP
Capitalization,
Punctuation, Spelling,
and Grammar
Ideas
Format
DP
Salutation and closing have
3 or more errors in
capitalization and
punctuation.
Writer makes 3-4 errors in
capitalization, punctuation,
spelling, and/or grammar.
Ideas were somewhat
organized, but were not
very clear. It took more
than one reading to figure
out what the letter was
about.
Complies with several of
the requirements for a
friendly letter.
WB
Salutation and/or closing
are missing.
Writer makes more than 4
errors in capitalization,
punctuation, spelling,
and/or grammar.
The letter seemed to be a
collection of unrelated
sentences. It was very
difficult to figure out what
the letter was about.
Does not have any of the
requirements for a friendly
letter.
72
Title
Attractiveness
Element of Space
WB
Title cannot be read or
missing.
The poster is distractingly
messy or very poorly
designed. It is not
attractive.
Rarely uses the element of
space and the principles
of repetition and variety,
with a variety of art
media.
Review key terms: resources, natural resources, synthetic resources, renewable resources, non-renewable resources, pollution, conservation,
reduce, reuse, and recycle.
73
Group Discussion:
o Now that you know what you know about resources, pollution, and different conservations strategies what will you do with that
knowledge? What can you do?
o What are your responsibilities now?
o How can you make a difference?
Teacher will show class a few short clips of students making a difference:
o Star Fish Story Making a Difference Everyday: https://www.youtube.com/watch?v=1wuSaNCIde4
o Sam, Recycling to Make a Difference: https://www.youtube.com/watch?v=dITDvRLSAa4
Developmental:
Students research which agency, local agency preferably, that specialize in their environmental concern.
Students will edit their published opinion papers and change them so that they become letters to their respective agencies.
Students will then create a poster depicting either the problem or the solution of their researched environmental problem.
Conclusion:
Students will share in groups 1 thing they already knew and 1 thing they learned.
Students will write out reflection in their science journals about one natural resource that they use everyday.
Students will complete key terms worksheet for homework.
Modification/Accommodation:
Students with difficulty:
Students will be given guided notes to fill in the blanks.
Students will be given more time to read the necessary information.
Students will be allowed to take breaks when necessary.
Students that are more advanced:
Students will come up with a realistic and tangible solution to the environmental problem that they have researched and will explain how they
would implement it.
74
Resource(s):
Kyle, William C., Joseph H. Rubinstein, and Carolyn J. Vega. SRA Real Science. Columbus, OH: SRA/McGraw-Hill, 2000. Print.
Viola, Herman J., and Sarah Bednarz. Houghton Mifflin History-social Science. Neighborhoods. Boston, MA: Houghton Mifflin, 2007. N. Print.
75
Lesson Subject Area: Science, Language Arts, Social Studies, Fine Arts
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
The government helps people in different ways.
76
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care. speaking one at a time about the
topics and texts under discussion).
b. Build on others talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
77
Essential Questions:
What questions highlight the big ideas?
How do you determine key details and the main topic of a multiparagraph text?
How do you write an opinion piece in which they introduce?
What is the importance of supporting details?
Who is responsible for environmental issues and concerns?
What role and responsibilities do we have in caring for others and the
environment?
How can you use the element of space and the principles of
repetition and variety?
What new technologies caused changes in society?
What changes have occurred in society as a result of new
technologies?
What are our limited supplies of natural resources?
How can they be extended through conservation, reuse, and
recycling?
78
79
Performance Tasks:
What tasks will students be able to do to demonstrate understanding?
- Students will define key terms: conservation, natural resource, synthetic, renewable resources, nonrenewable resources, pollution, reduce, reuse, and recycle.
- Students will identify different items that can or cannot be recycled.
- Students will identify natural resources and synthetic resources.
- Students will describe the affects of pollution on the environment.
- Students will write an opinion paper in a form of a letter regarding conservation.
Other Evidence:
What other things can students do to
show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets
Self-Assessments:
What ways can students check understandings to set future goals?
Reflections:
What did you identify during selfevaluation?
- N/a
Students will complete pretest and gain understanding of what concepts they know and what
concepts they need to learn.
Students will complete post-test and compare what they did or did not know in the beginning of the
unit to their posttest.
Students will create conservation mobile that requires them to define key terms and analyze them in
real life settings.
Students will write opinion papers regarding conservation concepts.
Assessment Rubric:
Responsibility
WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
80
Participation
Attitude
Title
Attractiveness
Element of Space
Participates in discussions
and group activities and
maintains positive peer
relations.
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
Participates in discussions
and activities when
requested and is working to
develop positive peer
relations.
Demonstrates effort,
curiosity, and enthusiasm
during class activities most
of the time.
Usually practices selfdiscipline, stays on task
most the time, uses time
well with some prompting.
Struggles to participate in
discussions and activities
and is challenged in
maintaining positive peer
relations.
Struggles to demonstrate
effort, curiosity, and
enthusiasm: requires a lot
of prompting and
encouragement.
Practices some selfdiscipline, but requires a lot
of prompting; struggles to
use class time well.
WB
Title cannot be read or
missing.
The poster is distractingly
messy or very poorly
designed. It is not
attractive.
Rarely uses the element of
space and the principles of
repetition and variety, with
a variety of art media.
81
media.
Ideas
Preparedness
Volume
Speaks Clearly
ME
Student is completely
prepared, has obviously
rehearsed, and shows a
full understanding of the
topic.
Almost always listens to,
shares with, and supports
the efforts of others in the
group. Tries to keep
people working well
together.
Volume is loud enough to
be heard by all audience
members throughout the
presentation.
Speaks clearly and
distinctly all the time, and
does not mispronounce
media.
Ideas were somewhat
organized, but were not
very clear. It took more
than one reading to figure
out what the letter was
about.
DP
Student is somewhat
prepared, but it is clear
that they did not
rehearse. Student shows a
good understanding of
parts of the topic.
Often listens to, shares
with, and supports the
efforts of others in the
group, but sometimes are
not a good team member.
WB
Student does not seem
prepared at all and does
and does not understand
the topic very well either.
82
any words.
a few words.
words.
Students will watch video of how students from another school are promoting conservation in their school: https://www.youtube.com/watch?
v=WbPqJO-FtU8
Developmental:
Students will be broken up into six different groups focusing on their own key term. They are to define it, explain, and give a few examples. Each
group need to make sure they answer the following questions:
What is it?
What are they used for? Or what does it do?
What are examples?
Groups:
Natural Resources
Synthetic Resources
Pollution
Reduce
Reuse
Recycle
Each group will create some sort of visual display to go along with their presentation. Whether it is a poster or visual aids.
83
Conclusion:
Students will take post-test and compare their results with their pretest
Students will write in their science journal a brief reflection their overall experience. What they learned, and how they will apply this information
to their lives.
Modification/Accommodation:
Students with difficulty:
Students will be given guided notes to fill in the blanks.
Students will be given more time to read the necessary information.
Students will be allowed to take breaks when necessary.
Students that are more advanced:
Students will be in charge of making sure their group is well informed of what they are to do and they stay on task.
Resource(s):
Kyle, William C., Joseph H. Rubinstein, and Carolyn J. Vega. SRA Real Science. Columbus, OH: SRA/McGraw-Hill, 2000. Print.
Viola, Herman J., and Sarah Bednarz. Houghton Mifflin History-social Science. Neighborhoods. Boston, MA: Houghton Mifflin, 2007. N. Print.
Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)
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