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UNIT PLAN - TEMPLATE 1

By Gregory Bailey,2014-06-17 18:17
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UNIT PLAN - TEMPLATE 1 ...

    UNIT PLAN - TEMPLATE 1

OVERVIEW FOR UNIT AS A WHOLE

    TITLE: What's What and What Isn't? Wonderful Ideas for Sustainability

GRADE LEVEL: 3rd

    CONTENT AREAS: Science, Art, Reading, Writing, Math

    GUIDING QUESTION(S):

    Where in the world is carbon conservation?

    Earth, Wind, and Solar: The reunion tour?

    It isn’t easy being green, or is it? (a la Katy)

    I’m melting! Is this a side effect of global warming?

    LEARNING TARGET/GOAL:

EALR'S AND GLE'S:

    SCIENCE: 3.2.4. Understand how humans depend on the natural environment and can cause changes in the environment that affect humans' ability to survive.

    READING: 2.4.4. Evaluate author’s effectiveness for a chosen audience. WRITING: 3.1.1. Analyzes ideas, selects topic, adds detail, and elaborates. MATH: 5.3.1 Understand that mathematics is used extensively in daily life outside the classroom.

    COMMUNICATION: 1.2.2. Understands fact and opinion in mass media. ART: 3.2 Use the arts to communicate for a specific purpose. Create and/or perform an artwork to communicate

    for a given purpose with instructor direction

    SOCIAL STUDIES: 5.2.2 Uses a graphic organizer to organize main ideas and supporting details from visuals

    and literary, narrative, informational, and expository texts.

DAY: 1

    OBJECTIVE(S): After a mini lesson on how to organize ideas with a graphic organizer, students will be shown

    several mixed media sources pertaining to sustainability from which SWBAT take notes and organize ideas on a

    graphic organizer.

    EALR'S AND GLE'S: SOCIAL STUDIES: 5.2.2 Uses a graphic organizer to organize main ideas and supporting details from visuals

    and literary, narrative, informational, and expository texts. MATERIALS NEEDED:

    3 R’s video

    TFK Article

    Down to Earth Guide to Global Warming

    Learning Log

    PROCEDURES: (Label each step in the process as: Activating prior knowledge, disequilibrating or discrepant

    event, elaboration, crystallization)

    ? Give a mini lesson on the different types of graphic organizers and how to pull ideas and information

    from resources and structure it into an organizer. (cluster map, notes). Activating prior knowledge

    ? Talk to the students about what they know about sustainability, during the mini lesson I would use

    articles relating to sustainability designed to get the students thinking. Disequilibrating event

    ? Set up three stations (video, article, book) and have students rotate through the stations making sure each

    student visits at least two. Circulate around the room answering questions and providing guidance as

    needed. Help students stay on track and focused. elaboration

    ? Have students return to their learning pods and share what they learned with their group. crystallization

    ? Have then do a short writing about what they learned, why they think we are learning about that subject

    and any questions they might have. crystallization POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE: What was the learning target?

    Why are you learning this?

    How is this tied to previous learning?

    How well did you meet the target?

    How are you being evaluated?

    What strategies or resources are available to you?

POST-ASSESSMENT: formative

    Completed graphic organizer in their learning log.

DAY: 2

    OBJECTIVE(S):

    Given a lesson on green house gases and their role in global warming SWBAT draw a diagram of the green

    house effect and explain how it affects global warming to someone outside of class. EALR'S AND GLE'S:

    SCIENCE: 3.2.4. Understand how humans depend on the natural environment and can cause changes in the

    environment that affect humans' ability to survive.

    MATERIALS NEEDED:

    Labels

    Learning Logs

    Family Response Sheet

    PROCEDURES: (Label each step in the process as: Activating prior knowledge, disequilibrating or discrepant

    event, elaboration, crystallization)

    ? Hold a discussion on what a green house is. What is it used for? Ask if anyone has heard of greenhouse

    gasses. How might they be similar or different? Talk about what kinds of things emit greenhouse gasses

    into the atmosphere. Once you have a good working definition move on. Activating prior knowledge

    ? Break students into three groups: heat (8), green house gasses (4), and observers. Label one wall the

    earth and the other the Sun. Have the heat group start on the sun side of the room. Explain to students

    that every day the sun sends heat rays down to the earth and that that heat passes through the greenhouse

    gasses. It then bounces off the earth and returns back to the sun. However some of the heat is trapped

    by the greenhouse gasses (have one heat get stuck on the earth side), this is normal.

    ? Explain that if there are too many greenhouse gasses in the atmosphere the heat has a hard time

    escaping. (Have observers join the green house gasses). Have the heat travel back down to the earth

    and on its way back to the sun have each green house gas trap one heat. Disequilibrating event

    ? Explain to students that when all the heat is trapped on the earth side of the atmosphere the earth can get

    too warm. This process is called global warming. elaboration

    ? Have students draw a picture in their learning log of global warming. Explain that they are each going

    to go home and give a presentation to an adult. The adult will need to answer the question sheet based

    on their presentation. crystallization

    POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE: What was the learning target?

    Why are you learning this?

    How is this tied to previous learning?

    How well did you meet the target?

    How are you being evaluated?

    What strategies or resources are available to you?

    POST-ASSESSMENT formative

    Adult answer sheet and drawing of global warming.

DAY: 3

    OBJECTIVE(S):

    Given a short tutorial on how to decode story problems, using problems that focus on real life issues of

    sustainability SWBAT recognize how math is used outside the classroom and can impact their life. EALR'S AND GLE'S:

     MATH: 5.3.1 Understand that mathematics is used extensively in daily life outside the classroom. MATERIALS NEEDED:

    Story Problems

    Docu-Cam

    Calculator

    PROCEDURES: (Label each step in the process as: Activating prior knowledge, disequilibrating event, elaboration, crystallization) ? Put a story problem on the board. Ask students what is the problems asking us to do (add, subtract,

    multiply, divide), what information is it giving us and what information do we need to find. Work

    through a couple of problems on the docu-cam with students. Activating prior knowledge Also talk with

    students about the greenhouse gasses from the previous day and how carbon emissions are one form of

    greenhouse gas.

    ? Give students story problem sheet. Have them work individually to find the answers.

    ? Have them work in pods to compare their answers and talk about what strategies they used to get the

    answer.

    ? Have each pod share their answer and lead a whole class discussion on the content presented within the

    problems. disequilibrating event

    ? Have students think, pair, and share about what they learned in regards to today’s story problems,

    greenhouse gasses and global warming. Elaboration

    ? Have students write in their learning logs any new information they have learned, how it relates to what

    they learned already this week, and any questions that they might have. crystallization POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE:

    What was the learning target?

    Why are you learning this?

    How is this tied to previous learning?

    How well did you meet the target?

    How are you being evaluated?

    What strategies or resources are available to you?

POST-ASSESSMENT formative or summative

    Learning log entries

DAY: 4

    OBJECTIVE(S):

    After reading two conflicting pieces written regarding global warming legislation SWBAT decide how effective

    each author was at making their case.

    EALR'S AND GLE'S:

     READING: 2.4.4. Evaluate author’s effectiveness for a chosen audience. MATERIALS NEEDED:

     Two articles

    PROCEDURES: (Label each step in the process as: Activating prior knowledge, disequilibrating or discrepant

    event, elaboration, crystallization) ? Have a discussion with students about books they may have read where two different people or

    characters tell about the same event. Were the stories the same? How were they different? Which story

    did you believe? Why? Introduce the idea of effective writing and brainstorm some things that make

    writing effective. Introduce the topic of global warming and how there are many opposing views about

    global warming. Activating prior knowledge

    ? Have students read the two articles, using a graphic organizer to pull out the important information.

    Have them compare and contrast the two articles and the strengths and weaknesses of each. discrepant

    event

    ? Have students get into small groups to discuss their ideas and thoughts about each article. elaboration

    ? Have students write in their learning logs, which author was more effective and why. Have them use

    specific points and details from the articles. crystallization

    POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE: What was the learning target?

    Why are you learning this?

    How is this tied to previous learning?

    How well did you meet the target?

    How are you being evaluated?

    What strategies or resources are available to you?

POST-ASSESSMENT: formative

    Learning log entries, graphic organizers

DAY: 5

    OBJECTIVE(S):

    After a review of the ideas, concepts and lessons learned during the week SWBAT create an art piece which

    addresses two of the ideas from the week for example: greenhouse gasses, global warming, carbon emissions,

    opposing views, effective writing, or the 3 R’s.

    EALR'S AND GLE'S:

     ART: 3.2 Use the arts to communicate for a specific purpose. Create and/or perform an artwork to communicate for a given purpose with instructor direction MATERIALS NEEDED:

    Construction Paper

    Glue

    Scissors

    Magazines

    etc.

    PROCEDURES: (Label each step in the process as: Activating prior knowledge, disequilibrating event,

    elaboration, crystallization)

    ? Review the themes from the week’s studies. Bring back out any charts, articles, books and other props

    they used throughout the week. Review the ideas (greenhouse gasses, global warming, carbon

    emissions, effective writing, opposing views, the 3 R’s). Activating prior knowledge

    ? Show students several pieces of art relating to the topics they have studied this week. Ask them what

    they see. Encourage them to make connections between the art piece and issues of sustainability.

    disequilibrating event

    ? Have students create their own art piece which incorporates at least two of the ideas from the weeks

    studies. These are pieces will be on display for other classes to see and need to be accompanied by an

    information card on which they explain what their piece represents. elaboration

    ? Have students share their art in their learning groups and with the class. Put artwork on display for other

    classes to learn from and enjoy. crystallization POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE: What was the learning target?

    Why are you learning this?

    How is this tied to previous learning?

    How well did you meet the target?

    How are you being evaluated?

    What strategies or resources are available to you?

POST-ASSESSMENT: summative

    Art pieces with information cards summarizing what they have learned throughout the week.

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