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Integrated Unit Plan
David Riddick
Stage Four
Appendix 17.03
Unit
Planning Outline
1. Title of the Unit
“California: How We Create Pollution”
2. Unit
Overview
A. Topic of the unit
California’s population generates its pollution
B. Broad Learning Goals Of The Unit That Promote The
Identified State Content Standards
Students will have an understanding of how California’s growing population generates pollution through a cross curricular study of language arts, science, social studies, physical education, art and technology. Students will gain a broader understanding of their own pollution and it’s impact on their community’s environment.
Students will acquire an awareness of the diverse groups of people who have lived in California and the environmental imprint they have left on the state.
Students will develop skills to interpret data by comparing the past and present population rates with their corresponding pollution rates.
Students will have an awareness of the causes of pollution and gain an understanding of how to prevent the pollution of their community.
C. Concepts To Be Understood Through The Unit
Students will be able to develop a “Family Constitution” to prevent the pollution of their community. The “Family Constitution” will govern how they are to dispose of waste and list ways to decrease the pollution of their community. Students will have their “Family Constitutions” signed and dated by their family members as a declaration of their commitment to reduce one type of pollution in our community.
Students will learn what pollution looks, feels, smells, tastes, and sounds like through an examination of pollutants to the air, water, noise, natural resources, and waste.
Students will be able to recognize and appreciate the importance of proper waste disposal and recycling.
The students will be aware of the limited resources of our community.
Students will learn how the population of a community affects its pollution.
Students will learn a community may be as small as our classroom community or as large as a global community.
D. Standards
Language Arts
2.0 Reading Comprehension
Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.
2.4 Evaluate new information and hypotheses by testing them against known information and ideas.
2.5 Compare and contrast information on the same topic after reading several passages or articles.
2.6 Distinguish between cause and effect and between fact and opinion in expository text.
1.0 Writing Strategies
Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.
1.2 Create multiple-paragraph compositions:
a. Provide an introductory paragraph.
b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.
c. Include supporting paragraphs with simple facts, details, and explanations.
d. Conclude with a paragraph that summarizes the points.
e. Use correct indention.
Penmanship
1.4 Write fluidly and legibly in cursive or joined italic.
Research and Technology
1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.
1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).
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.
Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Relate ideas, observations, or recollections of an event or experience.
b. Provide a context to enable the reader to imagine the world of the event or experience.
c. Use concrete sensory details.
d. Provide insight into why the selected event or experience is memorable.
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)
2.4 Write summaries that contain the main ideas of the reading selection and
the most significant details.
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.
2.1 Write narratives:
a. Relate ideas, observations, or recollections of an event or experience.
b. Provide a context to enable the reader to imagine the world of the event or experience.
c. Use concrete sensory details.
d. Provide insight into why the selected event or experience is memorable.
2.2 Write responses to literature:
a. Demonstrate an understanding of the literary work.
b. Support judgments through references to both the text and prior knowledge.
Mathematics
Number Sense
1.0.
Students understand the place value of whole numbers
and decimals to two decimal places and how whole numbers and decimals relate to
simple fractions. Students use the concepts of negative numbers:
1.1 Read and write whole numbers in the millions.
1.2 Order and compare whole numbers and decimals to two decimal places.
1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.
1.4 Decide when a rounded solution is called for and explain why such a solution may be appropriate.
Mathematical
Reasoning
1.0 Students make decisions about how to
approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
Social Studies
4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.
1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.
3. Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).
5. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
1. Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction.
4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
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).
2. Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution.
Science
Life Sciences
3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:
a. Students know ecosystems can be characterized by their living and nonliving components.
b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Differentiate observation from inference
(interpretation) and know scientists' explanations come partly from what they
observe and partly from how they interpret their observations.
E. Timeline For The Unit
Duration of unit is approximately four weeks with a
minimum of eight lessons.
At least 1 hour a day,
students read, listen, talk, and interpret information through the integrated theme
of California’s population generates it’s own pollution.
F. List Of References Used To Plan The Unit
About Teaching Mathematics by Marilyn Burns
Discover the Wonder by Scott Foresman Science
Project Wild K-12 Curriculum & Activity Guide, “Oh Deer!” p. 36-40.
Project Wild Aquatic, Council for Environmental Education.
Science in Elementary Education by Peters & Gega
Elementary and Middle School Mathematics by John Van De Walle
California Mathematics Textbook by Scott Foresman
My Backyard History by David Weitzman
Comprehensive School Health Education, 2nd edition, Meeks, Heit, & Page
Science Framework, State
Board of Education
Websites
Environment Theme Page http://www.theteachersguide.com/Environment.html
Pollution http://www.eagle.ca/~matink/themes/Environ/pollute.html
Pollution Solutions http://school.discovery.com/lessonplans/programs/finiteoceans/
US Census Bureau: http://www.census.gov/ American Population Numbers
California Census: Diverse Population of
California
California Census: http://www.dof.ca.gov/HTML/DEMOGRAP/SCDC_Products.HTM California Population Numbers
California Census: Immigration Population: http://www.dof.ca.gov/HTML/DEMOGRAP/repndat.htm#immigration
Southern California Association of Governments: http://www.scag.ca.gov/census/ Southern California population numbers.
RAND California: http://ca.rand.org/stats/popdemo/popdemo.html Population and Demographic Statistics.
3. Instruction
A. Students
4th Grade
30 Students. 16 boys and 14 girls. 5 EO's; 7 IFEP's; 5 RFEP's; 14 ELD3-4: GATE class - advanced learners
B. Learning
Style Considerations
· Social atmosphere; encourage students to listen to each other.
· Connect this unit to the life of the learner.
· Use concrete activities
· Integrate reading, math, science, social studies, language, technology, and cooperative learning
C.
Modifications
· Instruction must connect and become integrated with students’ prior experiences.
· Factor in gender considerations, integrate and use groups flexibly
· Focus and support inquires while interacting with students
· Challenge students to accept and share responsibility for their own learning
D. Learning Objectives
Cognitive: Students will make inferences about population generating its pollution. Students will learn skills to interpret and connect patterns of California’s population with its pollution. Students will learn the contributing factors of pollution and preventative measures to decrease the pollution of their community.
Observable: Students will analyze and compare past and present population rates of California with the pollution rates of California. Using information from the Internet, resource library, and cross-curricular materials, students will examine the effects of pollution and its impact on the 5 senses; sight, taste, smell, touch, and sound. Students will jigsaw-researched information on the different types of pollution (air, water, noise, natural resources, and waste) and report them back to the class as a whole.
Criteria: Students will learn through an examination of population generating pollution to analyze and interpret the various groups of Californians contribution to the environment. Students will examine and identify contributing factors of pollution through journal assignments, standardized tests with at least 75% accuracy, and the completion of a Family Constitution to reduce the pollution of their community.
A criterion rubric will be utilized to assess
proficiency of writing assignment.
Lesson
1 – Pollution Personified
Introduce the concept of California’s population generating its pollution through a check of students’ prior knowledge on causes of pollution.
Students will understand the greater the population of a California county the greater the possibility that pollution will impact the community. Students will learn population growth has an affect on air pollution, water pollution, and noise pollution.
Students will play the kinesthetic game, "Oh Deer," to recognize food, water, and shelter are three essential components of any living habitat. Students will jigsaw how a growing population can pollute the air, water, and noise by writing a narration, which will be placed in a class newsletter.
The students will be able to obtain a score of a 3 or 4 on the established criterion to indicate a satisfactory effort and an understanding of the assignment.
Lesson
2 – Effects of Pollution on the Population
Students will have an awareness of what pollution looks like through an examination of the various types of pollution; air, noise, water, natural resources, and waste.
Students will work in cooperative groups to research information in their textbooks, Internet, and handouts. The class will be divided into cooperative groups to jigsaw the effects of their assigned pollution on their 5 senses.
High achieving students will make a Power Point presentation to display their research on the effects of pollution.
Lesson
3 – Population Generates Pollution
Students will compare the population rates of California cities with the pollution rates of the same target city.
Students will make connections and identify how population generates its own pollution. Students will understand how the millions period and thousands period of a place value are alike and how they are different. Students will learn how to compare, read, and write populations in expanded form, standard form, and word form.
Given a list of California city populations, students will order cities from most populated and polluted to least populated and polluted.
Lesson
4 – Did California Indians Have Pollution?
Students will use the Internet, handouts and social studies textbooks to explore California’s pollution during the times of the Native Americans before their interactions with European settlements.
Students will learn how the geographic distribution and economic activities of the California Indians affected the pollution of their communities. Students will act as time travelers to create a journal assignment describing the condition of the environment and report any pollution by the California Indians.
Lesson
5 – Are the Spanish Our Friends?
Students will expand on their understanding of pollution during the Pre-Columbian societies of California during the Spanish exploration era. Students will learn how Spanish exploration and colonization of California affected the pollution of California.
Students will respond to the guided question from the perspective of a California Indian addressing whether cooperating with the Spanish will benefit their community or endanger it. The class will be divided into 2 groups, one group supporting cooperation with the Spanish and one group against it.
Students will debate both viewpoints through a “tag-team” debate to enable academic discourse.
Lesson
6 – Campaign Ads of the Industrial Revolution
Students will expand on their knowledge of pollution during the Pre-Columbian societies and the Spanish exploration era to understand the impact of the transcontinental railroad from two different perspectives. One point of view will explain the benefits of the transcontinental railroad through the eyes of an industrialist and the other perspective through the eyes of an environmentalist.
Students will demonstrate an understanding of their point of view through a 90 second campaign ad in support of or against their cause. A rubric will be utilized to measure student proficiency.
Students will gain an awareness of the different ways in which they contribute to the pollution of their community. 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 will use these questions and conduct interviews to expand their awareness of the ways in which they pollute. Using their interview responses and information gleaned from the Internet, handouts, and class notes, students will write an essay addressing the guiding question, “How do I pollute?”
Lesson
8 – Declaration Against Pollution
Students will have an awareness of how to develop a family constitution to prevent one type of pollution in their community. Students will hear from a representative from the Sierra Club learn ways to eliminate pollution.
Students will learn California has a constitution and this constitution is the basis for how California law and order are maintained. Students will create their own constitution that will govern how they are to dispose of waste and decrease the pollution of their community.
Students will have their “Family Constitutions” signed and dated by their family members as a declaration of their commitment to reduce one type of pollution in their community.
4. Assessment
Plan
Students will determine the relevance of population and pollution among their own community and connect their understanding of the affects of pollution on the California community. A criterion chart will be established to allow students to know how the expectations and requirements for their “Family Constitutions.” (names will be blocked-out to maintain objectivity and confidentiality.
Students will be assessed by means of:
- Criterion Rubrics
- Student observations
- Student interviews
- Student Generated Assessments
- Student Debates concerning ethical issues
- Campaign Ad to argue as an environmentalist or industrialist
- Portfolios
- Projects and laboratory experiences
- Short-answer tests
- Journals
5. Personal
reflection of the unit.
This integrated unit, “California: How We Create Pollution,” provided students the opportunity to explore an authentic problem, situation, and issue. The topic of the unit, California’s population generates it’s pollution, is a theme that reflects the reality of the world we live in. Through this interdisciplinary unit, students learned classroom strategies and problem solving skill they will be able to apply to life. The community- based component of the unit allowed students to learn skills and strategies to improve the environment in which they live. In this case, students were successful in creating “Family Constitutions” to reduce one type of pollution in their community.
The first two lessons of the integrated unit were in science. Students gained an understanding of how people generate pollution, and what pollution looks like through an examination using their five senses. An area of strength in these lessons was incorporating jigsaw strategies and using the Project Wild Series. The jigsaw strategy worked well in allowing students to dive into the subject matter to a greater extent. The Project Wild Series provided an excellent kinesthetic learning environment through the game “Oh Deer.” Students became quite proficient at organizing themselves to work in cooperative groups, delegating tasks to one another.
I must be careful not to introduce too many concepts at once. I often overwhelm students with too much information and not enough time to process it. In the future I must provide better transitions from guided practice to independent practice, ensuring more time for growth and reflection from my students.
The math lesson engaged students through the cooperative learning activity of color coding a black and white map to make a connection to the place value of numbers. Students were having difficulty with the premise of the unit, population affecting pollution. Once students were able to color the maps, they were able to see how population affects the community. Students understand the place value to the millions through the tangible lesson on population and pollution.
Furthermore, the next three lessons dealt with the history of pollution in the state of California. Students were able to study the population of California from the time of the California Indians, through the Spanish Mission, and understand how the transcontinental railroad increased California’s population and had an impact on the pollution of the state. The classroom newspapers, debates, and campaign ads actively engaged students. Students became active learners, taking ownership of their learning.
Likewise, I developed a new strategy for classroom management that worked extremely well. When the overhead is turned on, students are to remain quiet and pay attention to my direct instruction. Once the overhead is turned off, students are free to work cooperatively during independent practice. This proved to be a successful strategy to alert my students when it is time to pay attention to my direct instruction, and when they are able to work independently without having to clap, shout, or stomp my feet.
The next two lessons were writing activities. Students interviewed family member, friends, and classmates to address the guided question, “How do I pollute?” Once students researched and gathered information they were able to write their essays and complete their Family Constitutions. I did not anticipate students would have confusion distinguishing imaginary facts from true facts. A few of the students made up information and presented them as facts. The first time, I began to ask the class if this was a real fact or a made up fact. Soon student started coining the phrase, “fake fact.” I was unhappy with my handling on erroneous facts. I improved upon my instruction by using the term relevant. Instead of coining the phrase, “fake fact,” I referred to them as not being relevant. I felt like I created a safer environment for my students by changing the “fake fact” to irrelevant fact.
The culminating activity allowed students to create their Family Constitutions and share them with the class. I’m not sure if the student truly understood the importance of the United States Constitution, but it was an excellent activity to introduce them to the Constitution. Students appear to enjoy collaborative projects. I plan to do more of them in the future. My goal is to provide students with clear, explicit instruction by linking the goals, concepts and objectives with the California Content Standards.