Wilson EDUC 353/318 Name: Tara Carey Target Grade Level: 3rd Grade Date: 11/25/13 Curriculum Topic:

Science

Environmental Changes Stage 1: Desired Outcome

Established Goals: 3-LS-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Clarification statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms. Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect on climate change. RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.6. Distinguish their own point of view from that of the author of a text. RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how the key events occur). W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.7. Conduct short research projects that build knowledge about a topic. Understandings: Students will understand How changes in the environment now will have a significant impact on life in the future. How pollution leads to environmental change. The importance of educating people about these environmental issues, and what we can do to save our Essential Question(s): Have you noticed or heard of any environmental changes in our community, country, or the World?

ecosystems.

What are some results of pollution? How can small changes in the environment create big changes in the future? How will our lives be impacted by these environmental changes? What can we do to solve the problems caused by these environmental changes?

Students will know. Which ecosystems and environments are changing and why. The basic information about their given topic, and what are some solutions to solve the problems associated with it. How to define the terms associated with their topic. What the environmental changes occurring know will mean for life in the future.

Students will be able to.. Work cooperatively in groups to complete their research and poster. Explain thoroughly their area of environmental change, and come up with a solution for it. Articulate their research results, opinions on their topic, and ideas for a possible solution in a short independent writing piece that will be assigned for homework and graded.

Stage 2: Assessment Evidence

Performance Tasks: Students will show their gained knowledge of their Other Evidence: The class will create a

research topic through a series of assessment. First, students will be evaluated by the teacher informally on how well they work with their group. This means each member is taking equal ownership of the project and everyone participates. Students who are having difficulty working together or getting organized can come in during recess or an extra help session for extra guidance from the teacher. After the research part of the lesson, students will create their own drawing depicting their environmental change. The students can include bulleted point under the drawing to explain it. The students can choose to draw a before and after picture of their environmental change, how it is supposed to look and how it looks now/will look in the future if action isnt taken to correct it. Students could also draw a solution to solve their problem. The solution could be one the student came across in their research, or one they came up with on their own. After completing their drawing the groups will come together again to collaborate on a large poster based on the individual drawings. Again, through formative assessment the students will be closely monitored by the teacher to ensure that they are all contributing to the poster. Following the posters, the groups will present their work to the class to educate their classmates about their environmental change. Students will have become experts on their given topic, and should be able to answer questions from the teacher and students. The teacher will give the students a group grade. The group work is graded based on group cohesion, organization, content, and task completion. The teacher will then assign an independent writing piece for the students as a homework assignment. The students are asked to explain their environmental change, their opinion on the issues at hand, and possible solutions to their problem. Students are encouraged to reference their notes from research (and cite them within the paper) and include their individual drawing with their writing piece. The rubric to grade this writing piece is included in this lesson plan.

KWL chart together. This way, the teacher has an understanding of how much prior knowledge the students bring to the lesson. The teacher also learns what the students want to know about the topic, and can encourage them to search for this information during the research component of the lesson. At the end of the lesson the class will reflect on what they have learned.

Stage 3: Learning Plan

Learning Activities: WHERETO 1. The teacher will begin the lesson with a KWL chart about environmental change to see what prior knowledge the students have about the topic. They will then watch a short video about environmental changes. Following the video, the teacher will explain the importance of learning about the environment, how it is effected by humans and pollution, and why it is important that we learn about ways to save the environment. The teacher will explain this to students before they separate into their research groups so they know why they are learning about this topic. W 2. The teacher will show a video to capture the interest of the students. http://www.youtube.com/watch?v=ScX29WBJI3w The video will depict the climate changes going on in the world, and how these changes could have a negative impact in the future. The teacher can also include a powerpoint slide show of more specific photographs that show environmental changes. Perhaps the teacher could show them endangered species and explain that they are going extinct because of changes in their environment. This will hold the students interest with the visual aids, and because it is an interesting topic that will impact everyone. H 3. The teacher will provide the students with the necessary materials to research their given topic. The students will be broken down into groups according to ability levels, and which students work well together. There will be groups designated for agriculture, energy, water supplies, plants/animals/ecosystems, and coastal areas. The groups will go to the library and can choose books on their particular topic. During the computer lab period, they can research information on their topic on kid-friendly websites approved by the teacher beforehand. They can also search for newspaper articles online that relate to their topic. E 4. Students will be given an opportunity to rethink and revise what they have learned from their research

when they return to the classroom. The groups will engage in a sketch to stretch activity, in which each child receives their own piece of paper to depict the information and images of their specific environmental change. After they complete their own drawing, the groups will receive a large piece of poster paper and will work as a group to create one large image to represent the entire groups drawings. The image should have an aspect of every group members piece and students will be evaluated on how well they work together and collaborate on the drawing. R 5. Comparing their images and vision of the environmental change and a possible solution to it with the ideas of their fellow group members will challenge students to expand their ideas. They will see how their opinions and ideas can be combined with their classmates. The purpose of this activity is to have students look at their topic from a broader perspective and be open to new ideas from the people around them. The groups will then present their posters to the class and explain the significance of their drawing. Students will be able to articulate their research results, opinions on their topic, and ideas for a possible solution in a short independent writing piece that will be assigned for homework and graded. E 6. The project will be catered to the different needs and abilities within the classroom. Students are placed in groups with the peers they will function best with. Students should not be placed with classmates who will distract from their learning. Students who are visual learners will appreciate the videos and photographs that show the changing earth. The teacher can also show before and after images so students can get a sense of how much the Earth has been changing. Following instruction from the teacher, the class will begin the research portion of the project. Students who are logical will enjoy using computers and finding graphs and statistics about their topic. Afterwards, students who are artistic or strong visual learners will benefit from the sketch to stretch activity in which the group collaborates on a poster presentation. Students who benefit more from independent work rather than collaborative work will

be able to work on their own for the independent writing assignment for homework. If groups are struggling with their topic or are having trouble getting organized, they can come in during recess or an extra help session to get extra guidance from the teacher. T 7. Students will be engaged throughout the lesson. In the beginning, the teacher captures their interest with a group discussion, the video and photographs. Then the class takes responsibility for their learning in the research aspect of the project. The students will be in groups and support each other to make their project successful. Every group member must participate in the assignment so no student is stuck doing all the work and all students are actively engaged in the learning. While students are engaged in their group work, they are learning important information about their topic and teaching themselves about the topic. With the information they find, they will then present it to the class. O

Resources
Changes in ecosystems. (2013). Retrieved from http://studyjams.scholastic.com/studyjams/jams/scienc e/ecosystems/changes-ecosystems.htm Effects on people and the environment. (2013, October 22). Retrieved from http://www.epa.gov/globalwarming/climatechange/kids/ impacts/effects/index.html

Citations: McTighe, Jay, and Grant Wiggins. Understanding by Design http://www.epa.gov/climatestudents/impacts/effects/index.html

Name: _____________________________

Date: ________________

Homework: Reflection Writing Assignment on Environmental Changes

Now that we have completed our research, posters, and group presentations, I would like you to reflect on what you have learned. Please write 2-3 pages about the part of the environment you were assigned. Your writing must include: Your explanation of the changes that have occurred in the area and why this is a problem. Incorporate and cite information from your research. State your OWN opinion about this problem, and come up with a solution to solve it. It can be a solution you have come across in your research, or a creative one you came up with on your own. *Helpful Hint* Organize what you want to say in your reflection before you begin writing it. This way, you stay on task and incorporate everything you need to write about. The attached graphic organizer will help you.

Introduction
What/where is your environment? What changes are occuring within it? Why is this happening?

Body
Cite quotes, statistics, and information from the research and explain their significance. What is your opinion of this environmental change?

Conclusion
Are there people trying to solve this problem? If so, what is being done? Do you have any ideas on how to solve this problem or raise awareness about it?

Independent Writing Assignment Rubric: 4 3 Organization Information is Information is very organized organized with with wellwell-constructed constructed paragraphs. paragraphs and subheadings. Amount of All topics are All topics are Information addressed and addressed and all questions most questions answered with at answered with at least 2 least 2 sentences about sentences about each. each. Quality of Information Information Information clearly relates to clearly relates to the main topic. It the main topic. It includes several provides 1-2 supporting supporting details and/or details and/or examples. examples. Paragraph All paragraphs Most paragraphs Construction include include introductory introductory sentence, sentence, explanations or explanations or details, and details, and concluding concluding sentence. sentence.

2 Information is organized, but paragraphs are not wellconstructed. All topics are addressed, and most questions answered with 1 sentence about each. Information clearly relates to the main topic. No details and/or examples are given. Paragraphs included related information but were typically not constructed well.

1 The information appears to be disorganized.

One or more topics were not addressed.

Information has little or nothing to do with the main topic.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Group Presentation Rubric: 4 Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Quality of Work Provides work of the highest quality.

3 Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Provides high quality work.

Time Management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Focus on the Task

Consistently stays focused on the task and what needs to be done. Very selfdirected.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

2 Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

1 Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Provides work that usually needs to be checked/redone by others to ensure quality. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Working with Others

Almost always listens to, shares with, and supports the

Usually listens to, shares, with, and supports the efforts of others.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person ontask. Often listens to, shares with, and supports the efforts of others,

Rarely focuses on the task and what needs to be done. Lets others do the work.

Rarely listens to, shares with, and supports the efforts of others.

efforts of others. Tries to keep people working well together.

Does not cause "waves" in the group.

but sometimes is not a good team member.

Often is not a good team player.