Unit Plan: Interdisciplinary Grade Three plan on Climate Change Peter Linfield Vivianne Leung Nicole Neutzling Stephanie

Lawless

Rationale
The purpose of studying climate change through are interdisciplinary format is to examine how interconnected we are to the environment. This study will pose serious questions to how we in the world are affected and how in return we are effecting the world. Students will inquire into how social, geographic, cultural and linguistic factors affect quality of life through the exploration of the global issue of climate change. The class will be divided into the four countries from the program of studies (Tanzania, India, Ukraine, and Peru). They will be participating in inquiry by examining the essential questions as they relate to each country and to their responsibility to their local environment. By studying these countries students will develop a global understanding of the issues at hand. After the students finish their inquiry to the essential questions they will put their finding in either a paper or a multi-media format (i.e. video, song, presi, powerpoint, website or play) and present their finding to the class. These international findings are then brought back into the context of Canada and what has been learned about climate change overseas is then applied to generating solutions and ideas for the problem locally.

KSAs:

Knowledge The knowledge we hope to instill in each student are the factors that cause climate change and how it will impact every part of life in the world, including plants and animals to soil degradation. Skills The skills we hope that the students will develop and grow throughout this project are: 1. 2. 3. 4. 5. 6. 7. Ability Our students should have developed a sense of global citizenry but understanding that we are all connected and share similar problems to climate change. Be ability to choose for themselves what matters to them. Lastly, they should embrace that they can be a means to make a change on the local level through their own action and moving other to make a change, such as government, school, and family. Increase their ability to determine what good and poor sources for research are Strengthen their language art skills in reading and writing Develop a sense how mathematics can assist in inquiry learning Develop stronger critical thinking skills An understanding how all disciplines are important to fully understand an issue Public speaking skills Technology use development

Essential Questions
What is climate change? What is causing climate change? Who is affected? What is being done to reduce climate change? Why should we care about climate change in these countries? What are the common climate changes issues we share with these countries? What can each student do to reduce climate change here in Canada?

Flow

Introduction: 2 Sessions (video introduction of climate change, background information on 4 countries, chose your country) Inquiry: 15 Sessions 3 questions 5 sessions Canada as base modeling for review of previous knowledge apply that knowledge into inquiry tasks into their countries, Celebration of learning: 3 sessions (presentations, guest speaker yellow fish road, debate and bringing together of global and local ideas). If time permits we can watch The Lorax

Assessment
For the assessment aspect of our unit plan, we will keep track of all the evaluations from each session in a checklist format, compiled in a binder. They will get a cumulative mark for all the assignments and projects completed in the units sessions. For a final mark, they will be assessed on their final assignment: the Kyoto/Fictional School debate, and how they presented their information about the country they were learning about. There will be a rubric outlining what they will be marked on during their debate. They will also have the chance to fill out a self-evaluation and group evaluation form. They will also be assessed on the information that they contributed to the class wiki site.

Classroom Description
1. General description of the learning characteristics of the class you are imagining you are planning for. The school is located low to mid socio-economic community. The school is comprised of K-6 grades with a large population of ELLs and new Canadians. The school is involved within the community and has established partnership with a variety of organizations. Our grade three class also comprised of a number of single parent families. We also have one student that has ADHD

2. Write a description of the physical layout of your school and classroom. -See picture below

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
What is Cli- Math, Sci- None, les- To introduce ence, social son is in- the idea of climate change studies tended to mate change. access background knowledge and motivate interest

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

Movie Chasing Ice, student journals, computers

1) Pre-teach im- Allow students Journal writportant vocabu- to brainstorm ing, contribulary words need- and write in tion to the ed to access con- their native semantic tent in the video. language in map 2) Watch Chas- their student ing Ice, a movie journal. Direct on the global is- teaching of sue of climate vocabulary. change. Student Visual aids journal writing (movie and (what stood out semantic to you about the web). May be topic?) 3) Class helpful to also semantic web find a video What is climate on climate change? Why change in are we studying their native it? language to provide cross reference for understanding the concept.

KWL focus art, social countries (Tan- studies zania, Peru, India, Ukraine)/crossword activity

Students will be introduced to Tanzania, Ukraine, Peru, and India through the concept of climate change as it relates to each country. Students will choose which country most interests them for further inquiry

White board, 1) KWL chart. : KWL chart, Teacher can computers, li- What do you lexical activity use this lesbrary reknow about these (crossword), son to obsources, countries? What ability to ac- serve collabcrossword would you like to cess informa- orative and game: Hot know about these tion in native group work earth Puzzle countries? 2) languages skills. The game: Crossword game through online summaries http://tiki.onew 3) Inquiry, sturesources, from each orld.net/global dents select the group work to country and _warming/cros country they wish help scaffold contributions sword/puzzle.hto learn more research to the wiki tml about. In groups skills. can also be they inquire using used as a library, internet, pre assessand other availment to see able resources. where basic Together as a knowledge is group they create at. a brief summary of their country. 4) Class wiki is started. The country summaries can be added to the class wiki.

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

Questions Art, Sciencea basic un- Students will paper, pens, derstanding express their felts, paints, on Climate of the con- ideas and art supplies Change/artistic cept of cli- knowledge expression of mate through mediclimate change change as ums other than introduced writing. Stuin the last dents will cretwo lessons ate questions they have about climate change to be used in the Skype conversation in the next lesson. Material: paper, pens, felts, paints, art supplies

1) Think, Pair, using art to The teacher Share students express ideas may use the will share their rather than art produced ideas about what written word, to gain a is the cause of think pair sense of unclimate change share activity derstanding with a partner. 2) may be done of the topic. Students will in own lanQuestions draw, colour, or guage if na- may be asuse another tive language sessed for medium to artisti- partner is critical thinkcally express available. Vis- ing skills their ideas. 3) ual aids. Gallery Walk, share your art work with the class. 4) Brainstorm and write three questions that you have on climate change. 1) Students will Group review Journal writreview their ques-of questions ing and partions on climate can help ELL ticipation change with the students with class. The most the proper frequent ques- grammatical tions will be cho- structure for sen to ask Jeff. 2) creating quesStudents will tions. ELLs Skype Jeff and have a ask him their chance to questions. Stu- practice their dents will engage questions bein conversation fore being exwith an expert in pected to dethe field of cliliver them mate change. 3) orally. Write in your journal one thing you learned about the climate change that you didnt know before.

Skype the Language The ques- Students will Computer, Arts, Social tions you make a direct Skype, The producer of Studies, have about connection to producer/diChasing Ice Science climate the community rector of change. and gain a Chasing Ice Students deeper under- Jeff should standing of have what it is like to viewed the study climate movie in change as a the first les- professional. son in order to participate to the fullest in the conversation.

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
Carbon Cy- Science, Art cle Cross

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

Student journals, marshmallow creations

Graphic your Carbon footprint

Science, An underSocial Stud- standing of ies, Math the carbon cycle and what produces CO2 in our environment

Students will Carbon cycle 1) Teacher exVisual aids develop a ba- diagram. plains the carbon sic understand-Marshmallows,cycle using caring of the car- toothpicks, bon cycle interacbon cycle and computers tive diagram. 2) how it affects Students write the environdown what they ment think carbon looks like and then research its structure on the computer or in textbooks. 3) Create a carbon atom out of marshmallows and toothpicks. 4) Could you alter the carbon diagram to make it work for the country of your choice? Students draw the new diagram in their student Students will observation : 1) Class discus- Adaptations: examine their sheets, graph sion: How do you Visual aids, carbon footpaper, comput-create CO2 every graphic orgaprint in order to ers day? 2) Record nizers develop a your approximate Opportunity greater undercarbon output for for standing of a day on the how their acgraphic organizer tions affect the provided 3) As a environment as class compile the a whole. data and graph the classrooms daily carbon footprint.

Collection of data and graphing skills can be assessed.

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
Social StudFirst Nations Storytelling ies, Science, Language Arts, Art

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

the story and Participation script can be modified to the level of the ELL students. Opportunity to read for fluency. Opportunity for

Students will First Nations 1) Teacher reads develop an un- story of cre- the First Nations derstanding of ation and hon- story. 2) Stuthe different oring the envi- dents are split ways of lookingronment. into groups and at the world given part of the from a First story to read/ act Nations perout. 3) Readers spective. Stutheater. Students dents will be read and act out introduced to their part of the the concept story. that our attitudes towards the environment can also impact it.

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
Quality of Life Collage Art, Social Studies, Language Arts Researching Skills. Climate change knowledge based on previous lessons

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

1. Documentation on their group discussions and their inquiry process of researching and creating the quality of life collage. 2. Self- Assessment on their collage based on a rubric created by the whole class.

1. Gain an un- Magazines, 1. Discussion: derstanding on Newspapers, Small group and similarities and Books, Com- whole class disdifferences puters, Cam- cussion on what among people eras, Poster factors contribute and communi- Paper, Variety to our quality of ties. of fabrics, vari- life? (Food and 2.Examine the ety of writing water, Clothing various charac-and drawing and Shelter, teristics that af- utensils (paint, Friends and Famfect quality of markers, ily, Occupations, life in commu- crayons) Schooling, Transnities in other portation, health parts of the Care). world by ex-How are these ploring and refactors affected flecting upon by climate different facchange? tors 2. In the inquiry 3.Demonstrate groups, choose 3 skills of oral, factors to rewritten and vissearch on that ual literacy contributes to the quality of life in 4.Develop one of the four skills of media countries that literacy they choose from. -Research about how these factors are affected by climate change. 3. Create a quality of life collage in the inquiry groups using pictures and words from magazines, newspapers and online information -Choice of creating a hard copy or using media.

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
-Climate Creating a Science, Social Stud- change Greenhouse ies, Lanknowledge guage Arts based on previous lessons 1. Develop an understanding on how the greenhouse gas effect works. 2.Explore the effects of climate change on the environment

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

1. Documentation of their discussions and observation process outside. 2. Journal entries on observations and thoughts

Pots, Soil, Alfalfa seeds, Plastic bags, Thermometers, journals

1. Go outside and observe naturethe leaves, flowers, trees and document in their journals through writing or drawing. -Discussion about what they noticed or found interesting 2. Creating a Greenhouse: Students will fill two pots with soil, placing one in a plastic bag with a thermometer and predict and observe the growth of alfalfa seeds. Students will see and acquire an understanding of how heat and moisture is trapped in the greenhouse and observe what affects it has on the seeds. -Record their observations and thoughts in their journals.

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
Map & Ge- Science, Art, Social ography Studies, Language Arts -Researching Skills -Climate change knowledge based on previous lessons

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

1. Documentation on their group discussions and their inquiry process of researching and creating the map. 2.Self- Assessment on their map based on a rubric created by the whole class.

1. Understand Video, Poster 1. Watch Video: the effects of Paper, Atlas, Global Warming: climate change Cameras, Vari- A Way forward: as a global is- ety of writing Facing Climate sue. and drawing Change utensils (paint, -Followed by a 2. Understand markers, discussion how climate crayons) change is af2. In the inquiry fecting our gegroups, research ography. on how the geography is being af3. Acquire fected by climate knowledge on change in one of how the geogthe four counraphy of other tries. Research countries are on how plants, being affected soil and water are by climate being affected by change. climate change. 3. Create a map consisting of the outline of one of the four countries with their research information that they gathered. -Choice of creating a hard copy or using media.

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
Animal Cre- Art, Social Studies, ation Science, Language Arts -Researching Skills -Climate change knowledge based on previous lessons 1.Acquire an understanding of how climate change affects animals in different countries

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

1.Documentation on their group discussions and their inquiry process of researching and creating the animal artwork 2.Self Assessment on their animal artwork based on a rubric created by the whole class.

Video, Poster 1.Watch video: Paper, Com- The impacts of puters, Cam- global warming eras, Variety of on wildlifewriting and www.nwf.org drawing utensils (paint, 2. In the inquiry markers, groups, research 2.Acquire crayons) about animals in knowledge on one of the four characteristics countries. Reof different anisearch about how mals, animal these animals life cycles and can be or are beidentify their ing affected by adaptations to climate change. different environments 3. Create an artwork that consists of a drawing of one of the animals and place the research information inside the outline of the animal -Choice of creating a hard copy or using media. 1.Hands-on ex-Journals, Writ- Field trip to the ploration of ing utensils Calgary Zoo: AdPerus three ventures in Peru main regions, -Students will be animals and documenting culture their observations in their journals 2.Gain an unthrough writing derstanding of and illustrations our global connections 3. Enrich knowledge on animals and how they can be affected by climate change

Field Trip

Science, None Social Studies, Language Arts

1. Documentation on their discussions and observation process. 2. Journal entries on observations and thoughts

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
Animal Creation ( create an animal that has mutate due to environmental issues)

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

:

The purpose of Paper, pencil the activity is tocrayons, the students to erasers do some deep thinking on how might animals have to adapt if the climate changes To learn ways -work sheet that you can -magic school help prevent bus story climate change -work sheet

Students are to design an animal that has to adapt due to climate change. The animal each student choose should be from their country of inquiry and Intro: Magic School Bus and the Climate Change story -activity sheet on what they heard from the story -activities on what you can do

None What is be- Science, Language ing done in Arts Canada

-activity sheet on the Magic school bus and the Climate Change

What can Art, science None we do? Reduce, Reuse, and Recycle!

To demonstrate ways to help with climate change and showing that the small things we can do will make a difference

-ask to see if stu-recycled padents know what per the three Rs are; -Sponge have a lesson on Reduce, reuse, -Window recycle; sharing Screening what its all about (mold) and ways to put -Wood Frame into action the (old picture three Rs; read frame can be story My Big used too) Green Teacher -Make paper; -Plastic showing how to Basin/Tub (Large enough save trees by to totally im- creating your own merse frame) paper from recycled paper -Blender/Food Processor -White Felt or Flannel Fabric -Staples or Tacks (For tacking screen on frame) Liquid starch (optional)

Participation in creating paper, how well they followed instructions

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
What can we do? Compost bins Science, LA To demonReduce, strate ways to Reuse, Rehelp with clicycle Lesmate change son and showing that the small things we can do will make a difference

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

Journal writing

-two seeCreating compost through plastic bins project in the containers of classroom and the same size, showing that with lids worms are na-earthworms tures recyclers. -natural Students will set garbage items up two plastic (egg shells, bins: one with soil apple cores, and garbage, and carrots...) the other with -student journ- soil, garbage, als and worms. Students will make hypothesis of what will happen, and write down what they observe.

Sing! Sing Social Stud- What is climate a song about cli- ies, Science, Fine change, mate change! Arts ideas on (Drama, what can Music), be done to English stop cliLanguage mate Arts change, rhyming words

Research what is being done in assigned country

Previous lesson on what is being done in Canada and examples of what is being done

-Using what they To be creative Highlighter know about clipens, felt and have fun, mate change and pens, and while gaining chart paper, ways to stop cliawareness and mate change, communicating audio tape recorder(s) and working in about climate groups, students blank audio change and tapes, student will take a popuways to stop lar song (e.g. Spiclimate change handout of lyrics to environ- der man theme) mental songs, and they will creCD or tape of ate a climate the sample en- change song. -Students will vironmental perform their song song -Students also have the option to create a rhyming poem instead of a song To learn what Computers, li- -Using resources is being done brary, research on the internet about climate questions and library to change in anlearn about what other country is being done and looking at about climate how its being change in their implemented assigned country -Answering the questions

-Student evaluation: students evaluate each other on participation and group cooperation -Teacher evaluation: the final product, how well students worked together, participation

-Worksheet on research questions answered

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
Writing letters to government/media. Students will:

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

-write the let-Letters can ter to their be evaluated home country for correct in their first use of gramlanguage mar and con(Write it first in tent. their first lan-Evaluate guage and then in Eng- students on their ability to lish) *dont know if learn from this is appro- constructive criticism and priate implement changes suggested

Sciences, What is beHomemade Use paper that To encourage Social Stud- ing done Paper (for final was made in students to ies, English about clidraft), scrap class to write a speak up and Language mate paper (for letter to the govexpress their Arts change, rough draft) ernment views on a critproper forpen/pencil -discuss ways to ical issue immat of letter take action, inpacting their writing cluding writing future letters to decision makers -write and send letters to politicians or media

Country presentations and Kyoto/ Fictitious Schools Name Accord debates

Science, The previPoster paper Students will Social Stud- ous lessons demonstrate ies, Lanshould prowhat they have guage Arts vide the learned and knowledge make global needed for connections students to through the properly presentation of present ininformation on formation different counfrom the fotries cus countries.

Activities: 1) Group work to Country preEach country help scaffold sentations group will present research and can be gradtheir findings on presentation ed using a climate change skills rubric. and how it connects to their country of choice. 2) Question period. Students may ask questions to the presenters 3) Class discussion and debate. What is common to all the countries? What is not common? What solutions based on what is occurring in your country may be transferred and used in another?

Lesson Num- Cross Previous Purpose ber and Curricular KnowlName Connec- edge tion Needed
Students Solution for Science, Students will our school and Social Stud- will have an take their ies, Lanundercommunity knowledge and guage Arts standing of create real what is ocworld (school) curring solutions to the globally in big issue of cliregards to mate change. climate change.

Material

Activities

ELL/Inclu- Assesssion Adap- ment tations

Activities: 1) Class mind map of the local (school, community, Canada) issues regarding climate change. 2) Break into groups and come up with at least one solution that could be implemented to help environmental issues on the local level. 3) Class chooses one solution and sets a plan to implement it in their school (ie. composting, recycling project etc.) 4) Information is shared with the school.

Guiding Questions
1. How did you decide on an interdisciplinary theme, issue, or phenomenon for inquiry? How does this topic live in the world and (if appropriate) in the secondary program of studies? We began planning our unit plan based on a Social Studies theme, after our group discussions and collaborations, we decided on planning our unit plan around the global issue of climate change. Environmental issues such as climate change demand an interdisciplinary approach. It is impossible to study such interconnected topics through the lense of a single discipline. With this interconnectedness in mind we chose climate change because it is a problem that affects every individual on this planet and connects every country on a global scale. Climate change as a topic allows us to connect to the 4 countries of focus in the Social Studies curriculum. It provides the opportunity for students to inquire using Science, Math, and Art into the links that bind this global issue. 2. Why is this topic worthwhile for students to learn? What do you want them to learn about in this interdisciplinary unit? Climate change is an important global issue in our world today; students need to acquire an understanding on this issue, in order to become critical thinkers and active global citizens. We want students to learn that they and their actions are interwoven into a global web. That they as global citizens can impact the world; we want them to dive into different cultural groups and realize that not only are there similarities between cultures but that each and every one makes valuable contributions to the world as a whole. The topic of climate change is interdisciplinary in nature and presents a real world problem that students can, through inquiring and exploration, develop skills that will help them tackle other issues they are likely to face as 21st century learners 3 .What diverse disciplinary contributions were made and what did individuals contribute (please provide 2-3 sentences from each group member). Everyone contributed equally and assisted each other in the development of the unit plan. Our team worked very well together.

-Nicole (ELL Specialization): ELL and inclusive/diverse learning accommodations. Nicole was a team player in assisting in designing and sequencing lesson plans. She also did the artwork for the classroom layout. She contributed to the rational and guiding questions. -Peter (Math Specialization): Math activities integrated into lessons. Peter was the Chart Master. Wrote the KSA section and assisted in flow and design. He gave high fives. -Stephanie (Music Specialization): Music activities integrated into lessons. She was great in finding relevant and engaging activities. Crafted the assessment section and her creative energy to the project -Vivianne (Early Childhood Specialization): Art + Language Arts activities integrated into lessons. She helped with early childhood activities, kept us organized with her mind/concept map, planned some wicked awesome field trip ideas and lesson plans. 4. How did you address critical and compelling issues such as social justice, social and cultural diversity, FMNI cultural perspectives, inclusive learning, and special education, to name only a few important considerations? This unit was designed to utilize environmental awareness as an overarching theme. Approaching a unit with an environmental concern as its base opens many opportunities to integrate FMNI, ELL, and inclusive practices into each lesson. The Aboriginal perspective on the interconnectedness of all living things was incorporated to highlight the attitudes that contribute to climate change. This theme of interconnectedness also flows as the unit takes a global approach examining the issue from a variety of countries and with a diverse range of perspectives. Care was taken to embed within the unit, activities and good teaching practices to foster the inclusion of English language learners. Visual aids, graphic organizers, lexical activities, the encouragement to use first languages, as well as the incorporation of a variety of mediums in which to express ones opinions all open the door for inclusive learning. 5. How did you use interdisciplinary activities to stimulate and engage your thinking/creative processes and thus take up learning and teaching in new ways We began our planning process with a big question and theme in mind, climate change. We then brainstormed questions and ideas that we thought were linked to climate

change. Through our discussions, we began creating activities that incorporated our specializations and other subject areas.