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17.03 H - Declaration
Against Pollution
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Author: David Riddick
Date Created: 12/24/2003 8:08:12 PM PST
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Grade/Level:
4
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Students:
30 Students. 16 boys and 14 girls. 5 EO's; 7 IFEP's; 5 RFEP's; 14 ELD3-4:
GATE class - advanced learners
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Subject Area(s):
History, Language Arts (English)
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Concept(s):
Students will learn to develop a Family Constitution to prevent on type of
pollution in their community.
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State
Academic Content Standard(s):
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Assessing Student Learning
TPE: B. Assessing Student Learning
CSTP Description: Teachers establish and clearly communicate learning
goals for all students. Teachers collect information about student
performance from a variety of sources. Teachers involve all students in
assessing their own learning. Teachers use information from a variety of
ongoing assessments to plan and adjust learning opportunities that
promote academic achievement and personal growth for all students.
Teachers exchange information about student learning with students,
families, and support personnel in ways that improve understanding and
encourage further academic progress.
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• CSTP Key Element : Involving and guiding all students in assessing
their own learning.
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 Question : develop and use tools and guidelines
that help all students assess their own work?
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• Standard : CSTP: Standard for Creating and Maintaining Effective
Environments for Student Learning
TPE: E. Creating and Maintaining Effective Environments for
Student Learning
CSTP Description: Teachers create physical environments that engage all
students in purposeful learning activities and encourage constructive
interactions among students. Teachers maintain safe learning environments
in which all students are treated fairly and respectfully as they assume
responsibility for themselves and one another. Teachers encourage all
students to participate in making decisions and in working independently
and collaboratively. Expectations for student behavior are established
early, clearly understood, and consistently maintained. Teachers make
effective use of instructional time as they implement class procedures
and routines.
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• CSTP Key Element : Using instructional time effectively.
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Question : provide time for all students
to reflect on their learning and process of instruction?
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CA- California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Four
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• Area : Writing
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• Sub-Strand 2.0: Writing Applications (Genres and Their
Characteristics)
Students write compositions that describe and explain familiar objects,
events, and experiences. Student writing demonstrates a command of
standard American English and the drafting, research, and organizational
strategies outlined in Writing Standard 1.0.
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• Concept : Using the writing strategies of grade four outlined
in Writing Standard 1.0, students:
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Standard 2.3: Write information reports:
a. Frame a central question about an issue or situation. b. Include
facts and details for focus. c. Draw from more than one source of
information (e.g., speakers, books, newspapers, other media sources).
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• Subject : History & Social Science
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• Grade : Grade Four
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• Area : California: A Changing State
Students learn the story of their home state, unique in American history
in terms of its vast and varied geography, its many waves of immigration
beginning with pre-Columbian societies, its continuous diversity,
economic energy, and rapid growth. In addition to the specific treatment
of milestones in California history, students examine the state in the
context of the rest of the nation, with an emphasis on the U.S. Constitu-tion
and the relationship between state and federal government.
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• Sub-Strand 4.5: Students understand the structures, functions, and
powers of the local, state, and federal governments as described in the
U.S. Constitution.
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Standard 1: Discuss what the U.S. Constitution
is and why it is important (i.e., a written document that defines the
structure and purpose of the U.S. government and describes the shared
powers of federal, state, and local governments).
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Standard 2: Understand the purpose of
the California Constitution, its key principles, and its relationship
to the U.S. Constitution.
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Objective(s):
Cognitive: Students will know California has a constitution and this
constitution is the basis for how California law and order are maintained.
Students will learn to develop a Family Constitution to prevent one type of
pollution in their community.
Observable: Students will develop questions through a whole group discussion
and in cooperative groups to ask peers and family members ways in which they
pollute. Students use this information to create their own constitution that
will govern how they are to dispose of waste and decrease the pollution of
their community.
Criteria: Given a criterion rubric, students will research and write a Family
Constitution as a declaration of their commitment to reduce one type of
pollution in their community.
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Prerequisite Background Skills/ Knowledge:
Students should know population growth has an affect on air pollution, water
pollution, and noise pollution. Students should have a basic understanding of
the various types of pollution; air, noise, water, natural resources, and
waste Students know a population generates its own pollution.
Students should know the different ways they, their families, and community
members contribute to the pollution of their community.
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Vocabulary/Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write in their social studies
notebooks.
Reading: Students read from Social Studies textbook.
Vocabulary: pollution, population, declaration, Family Constitution.
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Language Arts folder
5) Internet
6) Science Textbooks
7) Classroom Library
8) Interview responses from "How Do I Pollute?"
9) Copy of United States Constitution for students
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Classroom Management:
When overhead is turned on, students are to remain quite and pay attention to
direct instructions.
When overhead is turned off they are free to work cooperatively during
independent practice.
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Models of Instruction:
Concept Formation
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Procedure
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Open:
As an attention getter, review responses from previous lesson, "How Do I
Pollute?"
Create a list on chalkboard with students describing ways in which they
pollute. Guide students to list ways they and their family pollute the air,
noise, and water. (save this list, will revist later in lesson)
Guest speaker from the "Sierra Club" will speak to students on ways
they can prevent pollution in their community.
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Input:
1st: Post standards we are working on. Review vocabulary students need to
know.
2nd: Ask students to recap information from Sierra Club guest speaker.
3rd: Ask students how they will remember tips from the Sierra Club. How are
you going to remember ways to prevent pollution.
4th: Pass out a copy of the Unites States Constitution. Explain the
constitution is the basis for how law and order are maintained in our
country. Read parts of the Constitution with the students and answer basic
questions.
5th: Every state in America has it's own Constitution that is based on the
United States Constitution. An analogy is each school has it's own rules
based on the rules of LAUSD. Likewise, each class has rules based on the
rules of the entire school.
6th: Today, students are going to make a Family Constitution that will become
their rules for preventing pollution.
7th: Revisit the list of ways students pollute from opening of lesson.
Organize this list into 3 categories with students:
1) Air pollution
2) Water pollution
3) Noise pollution
8th: Inform students they will write their constitutions based on eliminating
one type of pollution. Their constitutions need to state rules that are
plausible and relevant for their own families. Rules in their constitution
must apply to their family. Be specific and detailed.
9th: Through direct and explicit instruction, model for students the format
the Family Constitution should follow.
OUR FAMILY CONSTITUTION
"We the students of Mr. Riddick's 4th Grade class, in order to establish
a cleaner environment, pledge to reduce our pollution of Air, Water, and
Noise."
Article One - Air Pollution
Section One:
Section Two:
Section Three:
Section Four:
Section Five:
Article Two - Water Pollution
Section One:
Section Two:
Section Three:
Section Four:
Section Five:
Article Three - Noise Pollution
Section One:
Section Two:
Section Three:
Section Four:
Section Five:
(Sections are for students specific and relevant rule to eliminate pollution)
10th: Students are to follow the format of the US Constitution and focus on
one of the types of pollutants. Students must have at least 5 Sections, or
"rules" in their constitution.
11th: Once students have completed their individual rules for eliminating
pollution, we will combine them into one universal Family Constitution to
eliminate pollution. Students will have the Family Constitutions signed and
dated by their families.
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Guided Practice:
After direct, explicit instruction of each stage, allow students to work
independently in cooperative groups.
Circulate among students to ensure they are on task and understanding the
lesson.
Group students in diverse teams with consideration to gender, ethnicity,
ability, and behavior.
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Independent Practice:
After direct, explicit instruction on each stage of the activity, students
will research, interview friends and family members, and write their Family
Constitutions.
Students will edit and revise their papers in peer editing groups and
complete a final published Family Constitution.
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Close:
Students will share their observations with the class and respond to one
another's Family Constitutions.
In a grand conversation, students will reflect on what they learned and their
surprises.
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Assessment/
Reflection
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Assessment:
A criterion rubric will be utilized to assess proficiency of the Family
Constitutions.
Rubrics:
Family Constitution
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Reflection:
The objective of the lesson was achieved. Students were able to research and
write a Family Constitution as a declaration of their commitment to reduce
one type of pollution in their community.
Students were able to utilize information from their "How Do I Pollute?
essays and interviews to create Family Constitutions. This was an excellent
culminating activity for the unit. Students had all the information they
needed to create their Constitutions. There was a little confusion as to how
students should design their Constitutions. Students were confused between
the Articles and Sections. If I were to teach this lesson I again, I would
have been more clear in setting the objective of how to design the
constitution.
I read parts of the US Constitution to explain what a Constitution looks like
and represents. However, some students were still unclear as to what a
constitution was. I briefly touched upon the Constitution. I'm not sure if
the students truly understand the importance of the United States
Constitution, but it was a good activity to introduce them to it.
Students created their own constitutions but were encouraged to work in
groups to get ideas from one another. Students enjoyed making their
constitutions and receiving a final class "Family Constitution"
that culminated student work into one Constitution. Students appear to enjoy
these collaborative projects (Class Newspapers). It was interesting to read
the variations in student articles. It was remarkable to see the diversity in
the Family Constitutions.
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