Unit Design - Saginaw Valley State University



Unit Design

for

Earth Systems

Natural Resources and Human Impact

3rd Grade

Developed by

Vicki Friend

Creative Learning Academy

Beaverton, Michigan

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Unit Design Worksheet

|Unit Title: Natural Resources & Human Impact |Subject/Course: Earth Systems |

| |E.ES.E.4 and E.ES.E.5 |

|Topic: Natural Resources & Human Impact |Grade(s): 3 |Staff Name: Vicki Friend |

|Stage 1 - Desired Results |

|Established Goals: |

|E.ES.03.41: Identify natural resources (meals, fuels, fresh water, farmland, and forests). |

|E.ES.03.42: Classify renewable (fresh water, farmland, forests) and non-renewable (fuels, metals) resources. |

|E.ES.03.43: Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal). |

|E.ES.03.44: Recognize that paper, metal, glass, and some plastics can be recycled. |

|E.ES.03.51: Describe ways humans are dependent on the natural environment (forests, water, clean air, earth materials) and constructed environments (homes, |

|neighborhoods, shopping malls, factories, and industry). |

|E.ES.03.52: Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable, and non-renewable |

|resources). |

|Understandings: |Essential Questions: |

|Students will understand... | |

|that the earth has natural resources and what they are. |What are natural resources? |

|the difference between renewable and non-renewable resources. |What is the difference between renewable and non-renewable resources? |

|how people can protect, extend, and restore resources, and the difference |How can we “save” our resources? |

|between reduce, reuse, recycle, and renew. |What are some things that can be recycled? |

|what materials can be recycled. |What is the difference between natural and constructed environments? Also, how|

|the ways we are dependent on natural and constructed environments and know the |are we dependent on both? |

|difference between natural and constructed environments. |How do humans help or harm the environment? |

|what is helpful and harmful to the environment. | |

|Students will know... |Students will be able to... |

|that the earth has natural resources and what they are. |identify the earth’s natural resources. |

|the difference between renewable and non-renewable resources. |classify/organize resources into renewable and non-renewable resources. |

|how people can protect, extend, and restore resources, and the difference |describe how people can protect, extend, and restore resources, and the |

|between reduce, reuse, recycle, and renew. |difference between reduce, reuse, recycle, and renew. |

|what materials can be recycled. |recognize what materials can be recycled. |

|the ways we are dependent on natural and constructed environments and know the |describe the ways we are dependent on natural and constructed environments and |

|difference between natural and constructed environments. |distinguish between natural and constructed environments. |

|what is helpful and harmful to the environment. |describe and discuss what is helpful and harmful to the environment. |

|Unit Enduring Understanding: |Unit Question: |

| | |

|The student will understand that humans rely on and impact both renewable and |What is the impact of humans on resources? |

|non-renewable resources. |What is the impact of resources on humans? |

| | |

|The student will understand that humans can extend the limited supply of many | |

|natural resources by recycling, reusing, and renewing. | |

|Stage 2 - Assessment Evidence |

|Performance Tasks: |

| |

|Goal: The goal is to understand the balance and connection between humans and natural resources. |

|Role: Your job is to inform others of the importance of recycle-reduce-reuse or the difference between renewable and non-renewable natural resources |

|or other facts within this unit. |

|Audience: The target audience is other students and parents. |

|Situation: The challenge involves dealing with new knowledge and how to present it to others. |

|Product: You will create a finished project in order to inform your audience. |

|Standards: A successful result will have you obtaining 3’s and 4’s on the rubric. |

|Key Criteria: |

| |

| |

|1 |

|2 |

|3 |

|4 |

| |

|Vocabulary |

|The student makes many mistakes in terminology. |

|The student makes several mistakes in terminology. |

|The student uses mostly proper terminology. |

|The student uses all proper terminology. |

| |

|Preparedness |

|The student is not prepared at all. |

|The student is poorly prepared. |

|The student is fairly well-prepared. |

|The student is extremely well-prepared. |

| |

|Science Concept |

|The student demonstrates a concept that is not science-based. |

|The student demonstrates a valid scientific concept but cannot explain the science involved (even when prompted). |

|The student demonstrates a valid scientific concept but requires prompting to explain the science involved. |

|The student demonstrates a valid scientific concept and can explain the science involved. |

| |

|Accuracy |

|The student’s explanations are completely inaccurate |

|The student’s explanations are rarely accurate |

|The student’s explanations are mostly accurate |

|The student’s explanations are all accurate. |

| |

|Visual Aid |

|The student does not use visual aids or props during the demonstration/report. |

|The student uses visual aids or props which do not enhance the demonstration/ report to help explain the concept. |

|The student uses visual aids or props to enhance the demonstration/report but they do not help explain the concept. |

|The student uses visual aids or props to enhance the demonstration/report and help explain the concept. |

| |

|Other Evidence: |

|KWL |

|graphic organizer |

|daily discussion |

|quiz |

|journal |

|test |

|poster |

|chart |

|project |

|report |

|sorting |

|put on a play |

|summative writing |

|Before |During |After |

|KWL |Graphic Organizer |Test |

| |Daily Discussion |Poster |

| |Quiz |Chart |

| |Journal |Project |

| |Observations |Report |

| |Work Samples |Sort items into Recyclable or not |

| |Projects |Put on a play |

| | |Write summary of the unit |

| | |“Eco-Challenge” |

|Describe the assessment/s and state the prompt if applicable. x F x S| | |

| | | |

|What type of scoring tools will be used for evaluation? Rubric, answer key, tiers,| | |

|layers | | |

|x Analytic rubric x Checklist | | |

|□ Holistic rubric x Answer Key | | |

|□ Criterion rubric x Other | | |

| | | |

|Student Self-Assessment and Reflection: |

| |

|Journals, graphic organizers, projects |

Unit Design Worksheet

|Stage 3 - Learning Plan |

|Differentiated Instruction (Layers, Tiered, etc.): |

|Layer 3: 50 points possible (Do 2 activities including *required) |

|*Ecology Challenge – 35 points |

|Toxic Roads – Safe or Slick – 15 points |

|Give a report/presentation on good/bad ingredients for composting – 15 points |

|Make a list of human activities and technologies that affect the environment – 15 points |

|Poster showing Problems and Solutions – 15 points |

|Put on a play – 15 points |

| |

|Layer 2: 50 points: (Do 4 activities including *required) |

|Cooperative group: create poster of positive effects on the environment – 10 points |

|Reduce, Reuse, and Recycle form – 10 points |

|*Natural Resources Challenge! – 15 points |

|Uses for Trash – 10 points |

|Graphic organizer classifying resources – 10 points |

|Make a poster showing reduce-reuse-recycle –10 points |

|*Written paper on humans’ impact on the environment – 15 points |

|Write a song or poem about the subject – 10 points |

| |

|Layer 1: 50 points: (Do 3 activities including *required) |

|1. *Quiz – 20 points |

|2. *Journal and graphic organizers turned in – 20 points |

|3. Make a poster on the subject – 10 points |

|4. Bring in “garbage” and classify it into groups – 10 points |

|5. Book report on a book on this subject – 10 points |

|Learning Activities: (consider the WHERE TO elements) |

|W: Where are we going? To a deep understanding of the relationship between natural resources and humans. |

|Why? To be a better informed citizen who uses resources wisely. |

|What is expected? Go over rubric and course overview. |

| |

|H: How will we hook and hold student interest? Hook them by showing students items made from recycled products. Hold them with books, discussions, movies, |

|hands-on activities. |

| |

|E: How will we equip students for expected performances? Use a variety of lessons and hands-on activities such as research project, creative expression, and |

|summarizing key ideas. |

| |

|R: How will we help students rethink and revise? K-W-L at different portions of the unit, read and comment on their journals as well as graphic organizers. |

| |

|E: How will students self-evaluate and reflect on their learning? Journals and projects as well as adding to their K-W-L. |

| |

|T: How will we tailor learning to varied needs, interests, styles? Offer a variety of choices using different learning styles and differentiated activities, |

|along with different levels of Bloom’s Taxonomy. |

| |

|O: How will we organize and sequence the learning? For each topic within unit: K-W-L, vocabulary, graphic organizers, journal, story or book or movie, small |

|project, and build on what student learned from previous topic. |

Unit Design Worksheet

|Essential Vocabulary |

|Conservation: the careful utilization of a natural resource in order to prevent depletion or habitat destruction |

|Environment: the combination of external physical conditions that affect and influence the growth, development, and survival or organisms |

|Environmental changes: altering of the environment |

|Environmental conditions: the state of the environment |

|Erosion: the process by which the surface of the earth is worn away by the action of water, glaciers, wind, waves, etc. |

|Nonrenewable resource: a natural resource which cannot be produced, regrown, regenerated, or reused on a scale which can sustain its consumption rate |

|Renewable resource: a natural resource that is replaced by natural processes at a rate comparable or faster than its rate of consumption by humans. |

|Recycle: to use again – to alter or adapt for new use without changing the essential form or nature of |

|Reduce: to bring down to a smaller extent, size, amount, number, etc. To use less of. |

|Renew: to restore or replenish |

|Reuse: to use again |

|Resource: an available supply that can be drawn on when needed. |

|Weathered rock: rock that has reacted with air and/or water at or near the Earth’s surface |

|Weathering: to undergo change, esp. discoloration or disintegration, as the result of exposure to atmospheric conditions |

|Sequencing the Learning |

|Monday |Tuesday |Wednesday |Thursday |Friday |

| | | | | |

|Hook: making a lot of copies: |Discuss natural resources and |Constructed environment |Read/discuss The Lorax |Group work: create a poster for|

|“I just killed a tree” |classify as renewable or |discussion |Habitat destruction |reducing-reusing-recycling OR |

|Hook: show students products |non-renewable |Groups list manufactured items |Lack of land-use management, |another topic we have already |

|made from recycled items |Start journals |and share to make a classroom |oil spills, leaking chemicals, |covered |

|Introduce unit & vocabulary |Start graphic organizers |list |etc. |Discuss the Ecology Challenge, |

|words | |Garbage discussion including | |send notes home and decide on |

|Begin K-W-L | |harmful effects on environment | |starting date |

| | |Introduce Reduce-reuse-recycle | |Update K-W-L |

| | |Sort “garbage” | | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

| | | | | |

|Review last week |Groups make charts of natural |Read A River Ran Wild: An |Time for teacher/student talk |Time for layered choices or |

|Show a movie on recycling or |vs. constructed environments |Environmental History |re: projects |read related books |

|landfills |Time for layered choices |Students illustrate or write |Work on projects |Update K-W-L |

|Time for layered choices | |about the book |Work on “garbage” classroom |Finish “garbage” classroom book|

| | |Update K-W-L |book | |

| | | | | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

| | | | | |

|Movie on topic |Review of unit |Presentations of |Presentations of |Test |

|Graphic organizer |Finish K-W-L |projects/reports by students |projects/reports by students |Cumulative activity: visit a |

| |Read book put together of all | |Read garbage book to younger |recycling center and take all |

| |students’ responses to GARBAGE | |class |recyclable items from our Eco |

| | | | |Challenge! |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

THE FOLLOWING ARE VARIOUS PAGES TO GO ALONG WITH THIS UNIT:

***************************************************************************************

Natural Resources Assessment

1. Draw an illustration showing a garbage problem and a solution to that problem. Below the picture, explain how the solution helps the environment.

2. Why is it important to reduce, reuse, and recycle garbage and trash?

3. What can you do at home to reduce, reuse, or recycle garbage and trash?

4. What earth material is MOST LIKELY used the most?

a. coal

b. uranium

c. oil

d. water

5. Why would this material be used more than other Earth materials?

6. There is a limit to the amount of available Earth materials. What can be done to conserve these materials?

7. Select two Earth materials. Describe their uses and explain a way you could reduce, reuse, or recycle the products they make to conserve the material.

8. Fill in the chart with a negative way that people effect their environment and a positive action that can be done instead for each given problem

|PROBLEM |NEGATIVE EFFECT |POSITIVE ACTION |

|Garbage | | |

|Habitat Destruction | | |

|Land Management for people, growing | | |

|food, and nature | | |

|Natural Resources | | |

|Uses of Water | | |

9. Use the positive effects you listed above to create a plan for reusing, reducing, and recycling water and natural resources. Be sure to include activities you can do at home to reduce, reuse, and recycle.

10. Describe how recycling, reusing, and reducing use of natural resources and manufactured products can help the environment.

Environmental Problems Poster

The learner will show what current environmental problems can occur when garbage accumulates and illustrate a possible solution to the problem.

Directions: Divide a poster into two parts, one labeled PROBLEM, the other labeled SOLUTION. Draw one illustration showing a garbage problem and one illustration showing a possible solution to the problem. Then explain orally or in writing on the back why the solution helps the environment.

Classroom Book on Garbage

The learner will identify situations in which garbage accumulates and formulate ways to reduce, reuse, or recycle.

Directions: Each student must independently answer each question. Then collaboratively bring all responses together into a published book entitled Garbage: How I Can Make a Difference.

1. Why is it important to reduce, reuse, or recycle garbage and trash?

2. What can you do at home to reduce, reuse, or recycle garbage and trash?

Positive Effects on the Environment

In cooperative groups, use the following topics to discuss how humans can affect the environment in positive ways. Then create posters that show your ideas; share your posters with the class.

GARBAGE:

HABITAT DESTRUCTION (choose from habitats in oceans, freshwater, forests, or grasslands)

MANAGE LAND AREAS for farms, housing developments, and nature preserves

MANAGE NATURAL RESOURCES (choose from fish, water, lumber, soil, or minerals)

THE NATURAL RESOURCES CHALLENGE!

Directions: Think of activities you do at home and at school. List the activity and mention either a positive or negative effect on the environment.

|ACTIVITY |POSITIVE CONSEQUENCE |NEGATIVE CONSEQUENCE |

|1. | | |

|2. | | |

|3. | | |

|4. | | |

|5. | | |

|6. | | |

TOXIC ROADS

SAFE OR SLICK?

Driving can be dangerous during winter months when ice and snow build up on the roads. Snowplows take care of some of the ice and snow. Coarse salt is mixed with sand and is spread on the roads to melt the ice. Salted roads are safer for drivers. Sand and salt improve traction for stopping and turning.

However, when the ice and snow melt, the salty water runs off the roads into streams, rivers, and lakes. This runoff can kill plants, fish, birds, and other animals. It can also contaminate our drinking water.

Think of a saltless way to keep roads safe in the winter and our environment safe year round.

THE THIRD GRADE ECOLOGY CHALLENGE

Students will learn what is in trash and how much they generate. They will also learn trash can be decreased by reducing, reusing, and recycling.

Materials: garbage bags, Ziploc bags, plastic grocery bags, plastic gloves, scales for measuring

Procedure:

1. Bring in some garbage from home to show students what accumulates in a day. Have examples to show them from each of the recycling areas (glass, plastic, metal, etc.) as well as typical throw away items.

2. Brainstorm ways to reduce the amount of trash produced. What can be recycled? What can be reused: What must be thrown away? Are they ready to try it on their own?

3. Advise students that for three days they will put all their personal trash into their ecology project bags and go over the challenge guidelines. It is helpful to show them how you sorted things to keep the bag organized so it won’t become too messy.

4. Demonstrate how they will collect and sort the materials using recycling guidelines.

5. Demonstrate how to weigh items and record weights.

6. Practice in small groups with a teacher provided sample using the “Let’s Practice” worksheet.

7. Pass out materials, garbage log, recycling rules, parent letter, and recycling guidelines.

8. After the first day of collecting have students work together in small groups or with partners to sort, weigh, and record data for three days.

9. When the challenge is complete, compare and contrast how much trash was recycled with how much would go in to the landfill. As a class, weigh all recycling bins and record on Classroom Recycling Totals worksheet. Did they reduce the amount of trash they produced? How could they do this at home and school? Why is it important to recycle or reuse things?

10. Have students write or draw pictures. How can you make a difference for our environment?

Suggestions for teacher “garbage” example for sorting:

Paper: classroom paper, newspaper, mail, magazines, brown paper bag, cereal boxes, pasta boxes, (remove plastic from any box/mailing)

Metal: cans, pop bottles, tin foil, empty aerosol cans **discuss bottle returns in some states**

Plastic: milk jugs, water bottles, detergent, grocery bags, microwave food trays, deli containers…anything with a number 1 through 7.

Glass

Batteries

Throw away: coffee filter with grounds, corn cobs, bones, any food scraps…

You could also talk about composting!

Be sure to include “no-no’s”: wax paper, any paper where food has touched/stained it (ex: pizza box, hamburger wrappers), milk boxes, Styrofoam, plastic with no number that can be seen, etc.

Let’s Practice!

Procedure:

1. Weigh entire bag and record weight

2. Sort out your recycling and reusable items, weigh and record weight for both.

3. Reweigh your bag and record its final weight.

4. Add your recyclable and reusable weights and record the total recycled weight.

[Date]

Dear Parents:

Here is information about a “challenge” your child will be doing:

A new look at trash….or change the world, one bit at a time…Welcome to the Third Grade Eco Challenge!

What’s up? For three days (starting ____________) you will be asked to collect and keep everything you would normally throw away and put it into your ecology project bag(s).

Why are we doing it? To gain appreciation and understanding of how much waste we produce each day and how we can help the planet through recycling and awareness.

How will we do it? For the next three days, you will collect all refuse (garbage) that would be normally thrown away. You will be required to carry a disposable bag with you at all times. You may sort your garbage as you collect it for easier sorting later. You have been given a large bag for carrying and weighting as well as an airtight container for uneaten or food byproducts. (apple cores, chicken bones, etc.)

What are the rules? You must have a disposal bag with you at all times and keep everything you would normally throw away. You should not keep anything that could be flushed, drained, or rinsed away. All bags must be brought to and from school daily. Each day you will be required to weigh your bag twice each day (once upon arrival and once again after your garbage has been sorted for recycling.) The goal is to have the least amount of non recyclable garbage in your bag. Your score will be based on a three day average of actual vs. recycled garbage (we’re looking to see how eco friendly you are….are you using recycled or reusable goods?) We will compare measurements of weight and a volume.

Parent guidelines:

YES! Your child has to collect everything they’d normally toss in the garbage. They may want to bring in “everything”, but it should only be their stuff, not the family’s garbage. However, you may add to their bags at any time….in other words, if you were to cook dinner, feel free to include cans, wrappers, etc., that were used in the preparation of their meal. You need not include all packages, but enough to fairly represent their share of garbage used in the preparation of the meal. (Hopefully, you’ll start to see clean plates at mealtime!) I will be giving children a dime for their 10 cent deposit cans/bottles – it’s easier than trying to return them to you. See attached sheet for guidelines for collecting and preparing trash/recycling.

What if we go out for dinner? Yup, you need to carry a travel bag. Collect any paper products (napkins, containers, etc.), uneaten foods in the travel bag,…if anyone asks, have your child explain what they are doing. It’s a great way for them to use their interpersonal skills and share what they are learning with others.

Recycling Guidelines

Properly prepare your recycling before placing it in the recycling bins.

Metal: Tin, aluminum, or steel food and beverage containers, aluminum foil, and empty aerosol cans.

Preparation: Rinse clean and remove labels.

NO bakeware, foil-backed paper, gum wrappers, foil wrapping paper.

Glass: Clear and colored food and beverage glass containers.

Preparation: Rinse clean and remove metal and plastic rings. Recycle lids separately. NO dishes, ceramics, light bulbs, and other non-food and beverage glass.

Plastic: Milk jugs, water, detergent and shampoo bottles, butter tubs, yogurt cups, microwave food trays, plant flats and flower pots, peanut butter jars, and other plastic containers that are stamped number 1 through 7.

Preparation: Rinse clean and remove lids and rings.

Plastic Bags: Plastic GROCERY BAGS stamped #2 and #4 only.

Preparation: Bags should be clean, dry, and empty (no coupons, store receipts, or items inside bags.)

NO Styrofoam, bottles containing automotive fluids or hazardous materials, plastic film.

Paper: Newspapers (including inserts), typing, writing, and computer paper, junk mail, envelopes, fliers, magazines and catalogs, brown paper bags, shoe boxes, cracker boxes, cereal boxes, paperboard, and corrugated cardboard.

Preparation: Place paper items in brown paper bags. Do not put paper into plastic bags or cardboard boxes. Break boxes down to 2’x2’ size and flatten. Remove all plastic liners and inserts, strapping, staples, and wrapping.

NO pet food bags, milk and juice cartons, wrapping paper, tissue, Kleenex, napkins, paper towels, wax paper, used paper plates, paper with food or food stains, boxes with glue-in Styrofoam or plastic packing, boxes with heavy staples, boxes with metal or plastic strapping, telephone books.

Electronics: Computers and accessories (keyboard, mouse, etc.), monitors, televisions, printers/plotters, fax machine, scanners, VCR, DVD, video game machines, microwave, audio equipment, video camera, digital camera, networking gear, cordless telephone.

Preparation: Electronic devices can be dropped off at specially assigned places.

Household batteries: AA,C,D, etc. (alkaline), rechargeable, watch, hearing aid, camera.

Preparation: Place batteries in a resealable plastic bag.

USES FOR TRASH

Objective: The learner will discuss creative uses for garbage and conclude that reducing, reusing, and recycling are important.

Directions: Think of possible uses for trash and draw your ideas in the box next to each picture. Are reducing, reusing, and recycling important?

|PRODUCT/GARBAGE |POSSIBLE USES |

|Newspaper | |

|Used clothing | |

|Used toys | |

Reduce, Reuse, and Recycle

Questions:

1. Garbage pollutes land and water. Give an example of a problem it causes for each location:

A. Land:

B. Water:

2. We can recycle paper, metal, glass, and plastic. List an item made out of each and tell how you can reduce and reuse it first.

A. paper ~ reduce:

reuse:

B. metal ~ reduce:

reuse:

C. glass ~ reduce:

reuse:

D. plastic ~ reduce:

reuse:

3. Aside from placing food garbage in landfills, what else could you do with food waste (not meat or milk)?

A. feed farm animals

B. burn it

C. create a compost heap

D. both A and C

4. Explain some things you could do this week to reduce waste in your area landfill. Be specific.

Reduce, Reuse, or Recycle

Sort teacher selected items into appropriate categories:

Can Be Recycled Cannot Be Recycled

List natural resources we are preserving when we recycle:

List 2 ways you can reduce, reuse, or recycle at school:

List 2 ways you can reduce, reuse, or recycle at home:

How does recycling help our environment?

Resources:





movies/videos from your local RESD

Captain Planet/Land Pollution/Waste Disposal







Environmental Resources:

Fiction:

Calhoun, Mary. Julie’s Tree. Harper and Row, 1988.

Cherry, Lynne. The Great Kapok Tree. HBJ, 1990.

Dr. Seuss. The Lorax. Random House, 1971.

Fleischman, Paul. Joyful Noise: Poems for Two Voices. Harper and Row, 1988.

George, Jean Craighead. One Day in the Tropical Rain Forest. Crowell, 1990.

Jaspersohn, William. How the Forest Grew. Greenwillow, 1980.

Peet, Bill. The Wump World. Houghton Mifflin, 1970.

Romanova, Natalia. Once There Was a Tree. Dial Books, 1985.

Walsh, Jill Paton. The Green Book. Farrar, 1982.

Wrightson, Patricia. Moon-Dark. Macmillan, 1988.

Nonfiction:

Caudato, Michael J. and Joseph Bruchac. Keepers of the Earth. Fulcrum, Inc., 1988.

Cherry, Lynne. A River Ran Wild: An Environmental History. Voyager Books 2002.

Earth Works Group, The. 50 Simple Things Kids Can Do To Save the Earth. Turtleback Books, 1990.

Heloise. Hints for a Healthy Planet. Putnam, 1990.

Wilcox, Charlotte. Trash!. Walker, 1988.

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