Masters
of Our Environment
Julia
R. Ewan Elementary School
4th Grade
Organizer:
How can I interact with my environment to make positive change?
Essential
Questions:
What is an interaction?
What makes up my environment?
What do I want my life to be like?
Can I make a difference?
Academic
Expectations:
1.1
Students use reference tools, such as, dictionaries, almanacs,
encyclopedias and computer reference programs and research tools, such as,
interviews and surveys to find the information they need to meet specific
demands explore interests or solve specific problems.
o
Demonstrators:
§
Use research
tools to access and synthesize information.
§
Identify and
use print and non-print resources to obtain information.
o
Core
Content:
§
Use text
features to understand a passage (e.g. pictures, lists, tables of contents,
indexes, glossaries, headings, captions.)
§
Identify
information that is supported by fact.
§
Locate
and apply information for authentic purposes.
1.11:
Write using appropriate forms, conventions, and styles to communicate
ideas and information to different audiences for different purposes.
o
Demonstrators:
§
Write for a
variety of purposes and forms to a variety of audiences.
§
Use a process
approach to writing.
o
Core
Content:
§
Engages in
literary (journal, writing to learn, free-writing, reading response, learning
log) and/or transactive writing
§
Uses sensory
and descriptive words.
§
Uses best
words for purpose to audience (precise words, figurative language, dialect,
specialized vocabulary)
2.2: Students identify, analyze, and use patterns
such as cycles and trends to understand past and present events and predict
possible future events.
o
Demonstrators:
§
Identify and
communicate common attributes of items in a group.
§
Recognize and
describe and create patterns of objects or events.
o
Core
Content:
§
Pose questions
that can be answered by collecting data.
§
Make
predictions and draw conclusions based on data.
2.6: Students understand how living and non-living things change over time and the factors that influence the changes.
·
Demonstrators:
§
Observe and
communicate change over time.
§
Describe the
sequence of steps in a change process.
·
Core
Content:
§
All organisms,
including humans, cause changes in the environment where they live. Some of
these changes are detrimental to the organism or to other organisms; other
changes are beneficial (e.g. dams built by beavers benefit some aquatic
organisms but are detrimental to others.)
§
Set up a
terrarium and observe organism over time.
Culminating activity:
Scoring
Guide:
| Question | CONTENT | |||
| Beginning | Intermediate | Advanced | Expert | |
| Reference -Reading 1.1 | Uses 1 print and 1 non-print reference tools. | With assistance, locates and records facts from at least 1 print and 2 non-print reference tools. | With limited assistance, locates and records facts from at least 2 print and 2 non-print reference tools. | Independently locates and records facts from at least 2 print and 3 non-print reference tools. |
| Communication - Writing 1.11 | Limited evidence of purpose and audience. Shows lack of organization and details. No evidence of lead and conclusion. Uses simplistic sentence structures and little control of grammar, spelling, punctuation, and capitalization. | Identifies some evidence of purpose and audience. Elaborates with limited details relevant to ideas. Shows some organization. Some evidence of lead and conclusion to piece. Little variety of sentence structures and some control of grammar, spelling, punctuation, and capitalization. Uses limited sensory and descriptive language. | Identifies a purpose and audience. Elaborates with details relevant to ideas. Organized idea with support. Provides lead and conclusion to piece. Varied sentence structures and control of grammar, spelling, punctuation, and capitalization. Uses sensory and descriptive language. | Identifies a clear purpose and audience. Elaborates with specific details relevant to ideas. Well-organized idea with support. Provides effective lead and conclusion to piece. Varied sentence structures and control of grammar, spelling, punctuation, and capitalization. Uses sensory, descriptive, and precise language. |
| Patterns 2.2 | Record and analyze data in a table and graph. The graph should include two listed components: title, labels, color, legend, appropriate scale, and accurate plots. | Record and analyze data in a table and graph. The graph should include four listed components: title, labels, color, legend, appropriate scale, and accurate plots. | Record and analyze data in a table and graph. The graph should include all of the six listed components: title, labels, color, legend, appropriate scale, and accurate plots. | Record and analyze data in a table and in more than one graph. The graphs should include all of the six listed components: title, labels, color, legend, appropriate scale, and accurate plots. |
| Change Over Time 2.6 | Student describes at least two factors that influence change related to their environmental issue. No supporting details are provided. | Student describes at least two factors that influence change related to their environmental issue. Limited use of supporting details. | Student describes at least two factors that influence change related to their environmental issue. Supporting details are given for each factor. | Student describes at least three factors that influence change related to their environmental issue. Supporting details are given for each factor. |
| Technological Creativity | ||||
| Beginning | Intermediate | Advanced | Expert | |
| Visual | Uses one of the following visual elements to enhance the content: video, original photograph, captured photograph, graphics | Uses two of the following visual elements to enhance the content: video, original photograph, captured photograph, graphics | Uses three of the following visual elements to enhance the content: video, original photograph, captured photograph, graphics | Uses all of the following visual elements to enhance the content: video, original photograph, captured photograph, graphics |
| Text | The text color, style, size, layout is legible to large group presentation | The text color, style, size, and layout in legible to large group presentation | Text formatting includes animation. The color, style, size, and layout is legible to large group presentation | Text formatting includes animation. The color, style, size, and layout is legible to large group presentation |
| Audio | Does not incorporate audio elements | 1 captured or original audio elements from the following that enhance your presentation: (music, spoken, or sound effects) | 2 captured or original audio elements from the following that enhance your presentation: (music, spoken, or sound effects) | 3 or more captured or original audio elements from the following that enhance your presentation: (music, spoken, or sound effects) |
| Composition | Visuals, text and audio elements do not work together to form a well designed composition | Some visuals, text and audio elements work together to form a well designed composition | Most visuals, text and audio elements work together to form a well designed composition | All visuals, text and audio elements work together to form a well designed composition |
| Presentation Scoring Guide | ||||
| Beginning | Intermediate | Advanced | Expert | |
Knowledge:
Graphs
and tables
Types
of writing
Fact/Opinion
Environments
Diversity
and adaptation of organisms
Survey/interview
Natural
and human resources
Writing
process
Patterns
and change
References
Cycles
Living/non-living
organisms
Parts
of speech
Sensory
and descriptive words
Figurative
language
Geometry
- Symmetry
M.C. Escher
Tessellations/Tangrams
Skills/Processes:
Graphing
Reading
for Information
Estimation
Obtaining
and using resources
Synthesize
information from multiple sources
Formulate
research question
Source
documentation
Draw conclusions
Incorporate
media, print, and technology resources
Science
Process Skills
Observing
Analyzing
Data Collection
Classifying
Predicting
Communicating
Identify
and control variables
Manipulating
the use of scientific equipment
Writing
Process Skills
Pre-Writing
Revising
Editing
Publishing
Recognizing patterns
Instructional
Activities
(lesson goals, student work, and unit schedule):
Timeline
for Unit
| Classroom | Science Lab | Computer Lab | Library | Support Staff | |
| September | Graphing
Skills Estimation Writing Process Parts of Speech |
Science-Environments, Scientific Method, Process Skills | Inspiration Cruncher |
Library
Resources Overview (2 sessions) |
|
| October 2 | Social
Environments Journal Writing |
Plant Terrariums | HyperStudio Play | Taking
Notes Fact/Opinion |
|
| October 9 |
Graphic
Organizers |
Collect Data | HyperStudio Play | Choosing
Topic Formulating Research Questions Starting Research-extra session |
|
| October 16 | Sensory/ Descriptive Words Sentence Structure |
Collect Data | Internet Research | Research Work Session (2 sessions) | |
| October 23 | PreWrite Begin Rough Organize Ideas Paragraphing |
Collect Data | Internet Research | Graphs Cruncher Conferencing |
|
| October 30 | Rough
Draft Revise Edit Conferencing |
Collect and Analyze Data | Inspiration Planning | Graphs Cruncher Conferencing |
|
| November 6 | Begin Publishing | HS Work Session | |||
| November 13 | Transactive Papers Complete | HS Work Session | |||
| November 20 | HS Work Session | ||||
| November 27 | HS Work Session | ||||
| December 4 | Last HS Work Session | ||||
| December 11 | Presentations |
Lesson
1: Terrariums
Objective:
Observe organisms over time.
Description:
In the science lab, students will plan and design a terrarium, collect
data on a regular basis of changes observed.
Lesson
2: Transactive Writing
Objective:
Students will support and defend a personally relevant environmental
issue.
Description:
Students choose a topic and use the writing process to explain and support their
position.
Lesson
3: Environment
Objective:
Understand types (personal, school, scientific, etc.) and components of
environments.
Description:
The class will brainstorm types of environments and what makes a good
environment.
Lesson
4: Patterns
Objective:
To realize how minor changes become more evident over space or time.
Description:
Use M.C. Escher art, Tesselmania, numbers, and writing to understand
patterns in our environment. By making minor changes in language students will
see the improvement in their writing.
Lesson
5: Graphic Organizers
Objective:
Students will learn to brainstorm, organize their ideas, and plan presentations.
Description:
Use a variety of organizers (Venn diagram, webbing, lists, tables, outlines, Inspiration)
Lesson
6: Research Lessons
Objective:
Students will identify a personally relevant environmental issue, and use
appropriate resources to research and synthesize information about the issue.
Description:
Overview of print resources: encyclopedias, almanacs, dictionaries, and atlases
(include use of table of contents, indexes, glossary, etc.) Overview of
non-print resources: Kentucky Virtual Library (KYVL), Internet, CD-Rom
encyclopedias. Documenting sources.
Lesson
7: Formulating Research Questions and Choosing Topics
Objective:
Students will be able to choose a personally relevant environmental issue and
develop questions that can be answered by data collection.
Description:
Brainstorm, KWL, Bloom’s Taxonomy, and other tools to generate ideas for
topics and questions that will focus their research.
Lesson
8: Research Tools
Objective:
Students will learn how to determine relevant information and effectively take
notes.
Description:
Paraphrasing, summarizing, and gathering facts that support their opinions.
Lesson
9: HyperStudio
Objective:
Students will learn how to use HyperStudio to create a well organized, visually
interesting presentation.
Description:
In several lab sessions, students will learn the basic capabilities of HyperStudio
and will have time to experiment with the program.
Lesson
10: Graphing
Objective:
Students will analyze data in a graph and learn graph components, such as:
title, labels, color, legend, appropriate scale, and accurate plots.
Description:
Read, analyze, and create graphs.