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4th Grade Science Unit on Going Green
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4th Grade Science Unit on Going Green

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  • 1. Going Green!
    A Science Unit on Going Green Using a UBD Format
    Pace University
    ED 620
    July 2009
    Professor Sal Zimmerman
    Joe Baird, Ilana Grossman,
    Candice Kim, Stephanie Kirby, Kenneth Kroog
  • 2. An Introduction to Our Unit
    The goal of this unit is to offer students access to the curriculum through the lens of “Going Green.” Today, environmental awareness and the concept of “green” living is all around us: in the media, where we buy groceries, where we chose to live and how we interact with our environments. This unit will open students up to issues and ideas associated with the Green movement, while exploring the standard content areas with this theme.
  • 3. Our Classroom
    Fourth Grade
    Students with EBD
    12:1:1
    Differentiation
    Verbal and visual directions and writing prompts
    Opportunity to draw or find images instead of writing
    Different types of questions (multiple choice, fill in, short answer)
    Group work, pair work, and individual work
  • 4. Essential Questions
    What is the environment?
    What effects do humans have on the environment?
    How can groups of people work together to achieve a common goal?
    What can we do as a community to limit a negative impact on our environment?
    What is pollution? What causes it?
  • 5. Students Will Be Able to:
    Identify man-made and natural environments
    Describe how man-made and natural environments interact
    Define and identify land, water, air, light, and noise pollution
    Define and identify the impact of reducing, reusing, and recycling
    Create pollution solutions for school and home
    Collect school recycling data, graph it, and project next year’s recycling rates
    Research data on recycling and create a powerpoint presentation
    Work together to plan and execute an assembly
  • 6. Standards:
    4.PS.1 Explore, examine, and make observations about a social problem or mathematical situation
    4.PS.3 Interpret information correctly, identify the problem, and generate possible solutions
    4.PS.7 Represent problem situations in oral, written, concrete, pictorial, and graphical forms
    4.PS.13 Work in collaboration with others to solve problems
    4.S.2 Collect data using observations, surveys, and experiments and record appropriately
    4.S.3 Represent data using tables, bar graphs, and pictographs
    4th grade, Science Process Skills:
    7.1a Humans depend on their natural and constructed environments.
    7.1b Over time humans have changed their environment by cultivating crops and raising animals, creating shelter, using energy, manufacturing goods, developing means of transportation, changing populations, and carrying out other activities.
    7.1c Humans, as individuals or communities, change environments in ways that can be either helpful or harmful for themselves and other organisms.
  • 7. Students Will Know:
    That people can work together to make positive change
    That they can change the world around them
    How to graph numbers in real world situations
    That garbage can be used to make usable items
    How pollution effects various places and people
  • 8. Students Will Understand That:
    Recycling is important and our individual and community actions affect the environment around us.
    They can make positive changes within their school by working as a team.
    There are different kinds of pollution, positive and negative.
    There are varying degrees of effects of pollution on our environment and there are ways humans can limit these effects by being knowledgeable.
  • 9. Content
    Pre-Assessment
    Discussion surrounding the word “environment” and informal assessment in groups regarding natural and man-made environments will indicate how much our students know
    Final Project
    Powerpoint Presentation including definition of recycling, examples of items that can be recycling, recorded recycling rates, and projected rates.
    Unit Calendar
    Our unit will cover science, citizenship, writing, reading, art, library research, and computers
  • 10.
  • 11. Assessments
    Worksheets
    Short Quizzes
    Rubrics for Projects
    Informal Questioning
    Writing Prompts
    Whole Group Discussion
  • 12. Name_______________________________ Date:_____________
    What did we learn today about Air Pollution?
    Define Air Pollution:
    Circle anything in this list that causes air pollution:
    driving a car
    factories
    reading a book
    burning wood in stoves or chimneys
    sleeping
    smoking cigarettes
    List three things that you can do to prevent air pollution:
    1.____________________________________________________
    2.____________________________________________________
    3.____________________________________________________
    List three ways that air pollution affects humans:
    1.____________________________________________________
    2.____________________________________________________
    3.____________________________________________________
  • 13. Name:___________________ Date:________
    Locating Pollution!
    In the picture below, draw lines from the piece of garbage or recyclable container to the appropriate bin.
  • 14. Name: Date:
    Below draw or find a picture of two places where you can find a man-made and natural environment very close to each other.
    Example: Some playgrounds are on the sandy part of a beach. The playground is man-made. The sand and water of the beach is natural.
  • 15. Name: Date:
    Below list three places where you can find a man-made and natural environment very close to each other.
    Example: Some playgrounds are on the sandy part of a beach. The playground is man-made. The sand and water of the beach is natural.
    Place one:
    Place two:
    _____________i s man-made.
    _____________is natural.
    Place one:
    Place two:
    _____________i s man-made.
    _____________is natural.
    Place one:
    Place two:
    _____________i s man-made.
    _____________is natural.
  • 16. For the lesson plan Fun and Useful Ways to Reuse Materials, the students understanding will be assessed by a group project and presentation. During the presentation, the teams will to explain to the class how their new object can be used and how they changed the material so that it can serve the new function. Below is the Rubric that will be used to score the teams’ success in meeting this expectation during the presentation.
    Team Presentations of Created Objects Rubric (5 points)