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Environmental Earth Science: Water resources unit

Stage 1: Desired Results Established Goals: HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards and changes in climate have influenced human activity. HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ETS1-1. Analyze a major global challenge to specific qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. CCSS.ELA-LITERACY.RST.9-10.2. Determine the central ideas of conclusions of a text; trace the texts explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Understandings: -Water is a local issue Essential Questions: Where is all of the water?

-Water, though seemingly unlimited, has limited -What are the components of the water cycle? availability due to pollution and poor management -What is a watershed? Why are they important? -The water we use today is the same water used by our ancestors, and the same water that will be used -What are the types and sources of pollution and by our childrens children how do they affect watersheds? Students will know: Students will be able to: -Earth is a water-based planet -Give an accurate and detailed description of the water cycle and sources of water -Water is essential for life -Compare and contrast basic water filtration -The water cycle is a closed system methods -Water is a natural resources that is managed for human use -Develop and communicate solutions to a community problem involving water

Stage 2: Assessment Evidence Performance Tasks: Other Evidence: Students will demonstrate their knowledge through Students will work with table partners to estimate in-class activities (color me a watershed, the percentage of water in each water source understanding the water cycle game, comparing (ocean, glaciers, etc.) before the All the Water in results in Mock Muck engineering activity), quick the World demonstration. I will use whiteboards warm-up activities each class, formative quizzes, and yes/no cards throughout the unit to assess and a summative test on water. In addition, student understanding. Students will complete a students will work in chosen groups to research a LCBW scavenger hunt before choosing a LCBW pollutant/human impact on the Lake Champlain issue, and will complete some questions based on Basin Watershed (LCBW) in Water, water, read all readings about water. I will also have students about it. This project will summarize and extend complete a google survey about their water the lessons in the water unit, and students will be footprint and where their home water comes from assessed through a rubric that includes a (interviewing their family if necessary). description of a watershed and how it relates, the ecology, use of data, description of human impacts, and recommendations for management, as well as on the creativity and quality of written work and presentation.

The products to assess student progress in relation to standards will be test and quizzes, evaluation of meeting the standards through warm-up activities, and Water, water, read all about it project rubric. Stage 3: Learning Plan Learning Activities: The learning activities, as outlined in the lesson plans of this unit, range from demonstrations to mapping watersheds to hands-on engineering of water filtration methods to in-depth research into a water-related issue of the students choice. Addressing the physical, social, emotional and intellectual developmental needs of my students: The activities in this unit address the physical, social, emotional and intellectual developmental needs of my students based on the variety of the types of activities as well as the shift from simple to more complex as the unit progresses. The unit begins with a simple demonstration showing the relative volumes of water sources. Students will play a quick understanding the water cycle game which will build upon what they have learned about the water cycle in earlier grades. They will expand upon their experiences with watersheds in the Create-a-Continent watershed portion through the color me a watershed activity. We will spend two days diving into ground water sources and pollution. This addresses the intellectual developmental needs of my students, because it naturally builds upon what they already know about water resources. Students will work in a variety of grouping situations, from a group of 2-3 for the Water, water, read all about it project to table partners and independent work in other activities. The Water, water, read all about it project addresses emotional needs by addressing student choice in researching a close-to-home issue of their choice. Addressing the varied learners and learner profiles in my class: The learning styles of my class vary, though many of the students identified themselves as predominantly kinesthetic, linguistic or visual learners through a learner profile given at the beginning of the year (Thomas Armstrong, Multiple Intelligences in the Classroom). This class is a mix of honors and non-honors students. The honors students tend to have a higher readiness, and are able to address abstract portions of the content. Many of the non-honors students are still concrete learners, some benefitting from additional scaffolding in certain activities. The activities in this unit address the different learners in my class through the variation that they offer. Within the unit I will facilitate hands-on activities, virtual activities, will show short movies and clips, will give whole group demonstrations. Students will work in groups and independently, targeting both the interpersonal and intrapersonal intelligences. Students have a choice in how they present their final LCBW project, and are encouraged to be creative. Variety of instructional approaches related to lesson objectives: I will help students meet the lesson objectives through a variety of instructional approaches. The students will be given background information on much of the content through articles, google presentations, and guided notes. Though guided notes are important for students to refer back to and use as study guides (Robert Marzano in Classroom Instruction that Works), not all students are able to

really understand and process the content in this way. The content will always be reinforced with an additional activity, whether that is a demonstration, game, mapping activity, or the culminating project. Routines, procedures, rules, expectations, and management strategies used during the unit: Many of the routines, procedures, rules and expectations have already been established in this class. The students that when the second bell rings it is time for class to begin, and that they must sign out and use the wooden hall pass to visit the restroom or to get their work from the printer. I will establish a new routine of a Do Now warm-up at the beginning of each class. There are often times where I will need to check off homework to establish the students that will need to stay afterschool for the freshmen coop homework club. The Do Now activities are also an important way for me to gauge understanding and misconceptions. I would also like to establish the routine, regular use of yes/no cards and whiteboards engage students and check for understanding. I have seen students use the whiteboards in groups during jeopardy review, but not as individuals and they are not used regularly. We also have classroom clickers, which can be used instead. All students should now be familiar with how to properly submit work through the Schoology platform, but I will need to be sure to be clear to the students when and how I would like their work submitted. I will likely need to revisit the classroom expectations with the 6th period class. Literacy strategies to help support students: Students will be given guided notes to record important information from direct instruction/google presentations. Students will read articles for homework and in the class, and will be given guiding questions to focus their reading. Students will carry out a scavenger hunt on a LCBW with guided questions to navigate and explore the site. When I introduce the Water, water, read all about it project, students will take turns reading through how to meet the standard on the given rubric. Connecting learning to other content areas: Students will use their math skills to calculate the percentage of water in different sources based on the All the Water in the World demonstration of volume. Though many of the unit activities will connect to literacy and history of land use, the culminating Water, water, read all about it project really exemplifies the connection of this unit to other content areas: students will use the researching and works cited strategies they have learned in English, will look at the historical causes of their specific issue on Lake Champlain and its connection to societal needs (Social Studies), and will represent the issue using a form of data (Math). I will be sure to clarify these connections, and draw upon what I know they have already covered in their other content areas (for example, referencing their research projects in English). Accommodations to meet the needs of students who need additional support: Some students will be accommodated by the variety of instructional approaches in this unit. Others will be provided scaffolding where it is necessary. Honors students, where appropriate, will be asked extension questions, often in place of a concrete question. Many of my students become more focused when they can see how the content directly relates to them. I will bring in current, local issues (like Hurricane Irene) and help them see the connection between the content and their lives. This can be

done through the google form or through different levels of questioning through direct and indirect instruction. Students will be given quite a bit of time to work in their LCBW groups on the culminating project or on other in-class activities. During this time I will be able to target students who may struggle and pay particular attention to any anticipated misconceptions. Student and teacher use of technology in this unit: Student groups will use technology of choice when deciding how to present their LCBW project. I will use google presentations to deliver background content, and will post this and other resources on the Schoology platform for students to access. Students will receive extra credit for visiting the ECHO Center, and will be able to access different technology there. I will use a google form to gather initial understanding of water resources and each students home water source. We will watch the short film Chasing Water through YouTube and the film Bloom about Lake Champlain through the Bloom website. Students will you the National Geographic Water Footprint Calculator to estimate their own water footprint. Unit design and implementation collaboration: I will collaborate with my mentor teacher, as well as the other Environmental Earth Science teachers. I will use a groundwater simulator, which Ive never used before, so will need to get a run-through on how it works. I will also collaborate with the school librarians to make sure students have access to LCBW resources for their group project. As students will be given extra credit for visiting the Resource Room at the ECHO Center, I will communicate with the Resource Room ahead of time to let them know about the project. I will also communicate with the other coop teachers and the Learning Lab during the coop meeting to let them know about the larger scale project so that they will be able to support the students if necessary. I will also collaborate with the students: I will establish a procedure using red (stop) or green (go) post-it notes where students can reflect on what they do or do not understand, and activities that did or did not work for them as a learner. This is important for me as a new teacher, but also gives the students a chance to be involved in how they learn. Grading rules and maintaining and communicating student progress in relation to standards: Students will be given the rubric for the LCBW group project ahead of time, and we will read through the rubric as a class to make sure they know the expectations. The presentations will be graded based on the All School Presentation Rubric that students are already familiar with. The basic homework (like the LCBW scavenger hunt and google form) will be graded based on completion. The in-class comparison of water filtration methods in the Mock Muck activity will be graded on depth of answers. I will likely give the students a rubric so they know the expectations before undergoing the investigation. Student progress will be communicated through Family Link, the grade progress platform, which will be updated regularly. Students will also receive written and verbal feedback on the in-class and homework assignments. In cases where individual students are showing major misconceptions or lack of understanding, I will address those students individually during work time or in-class activity time.
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