Ji-Young Ham Ted Young Unit Topic: ___Sustainability________ Grade level:__6__________ Stage 1 – Desired Results Content Standard

/Established Goals(s): S6.A.1.2.1: Use evidence, observations, or explanations to make inferences about changes in systems over time. S6.A.1.2.2: Identify variables that cause changes in natural or human-made systems. S6.B.3.2.1: Compare the usage of fossil fuels and alternative energy resources (e.g., oil, natural gas, coal, wind, solar, water). Understanding(s) Students will understand that:  People have impact on their environment  There are causes and effects on global warming  Environment has an impact on humans’ lives Essential Question(s):  How do we impact our environment?  How does the environment affect people?  What are good sustainable practices and why?  What are the issues around sustainability?

Student objectives (outcomes): Students will be able to….  Communicate and convey their thoughts and opinions that are supported by evidence.  Use data and graphs to support an argument  Identify the targeted audiences and biases of published works  Outline essays by using an Outline Template. This template includes the students stating their opinion and statement, write 3 reasons with 3 examples for each reason, and write a concluding sentence.  Peer Review by having a student pair with another student to read and edit each other’s work. They would give feedback and suggestions for improvement in grammar, structure, and content. Students will know…  Different practices that support sustainability such as planting more trees, cleaning water, stop smoking, recycling, turning off and unplugging electronics, and composting.  Causes and effects of climate changes such as the ozone layer deteriorating increase in air and water pollution, and increase of littering.  Sustainability vocabulary terms: sustainability, ozone layer, pollutant, filtration, practice, facilitate, efficient, ultraviolet rays, and exhaust.  Issues that complicate sustainability with supply and demand, economic profit, life-style choices.  Find good evidence and identify pros and cons of the uses of sustainable practices.

Stage 2 – Assessment Evidence Performance Task(s): Other Evidence:  Writing a persuasive essay about  Oral and written responses to the why sustainability practices should essential questions by responding be adopted. to the writing prompts in their writing journals.  Create a poster about explaining why people should adopt 3  Carbon Footprint worksheet (See sustainability practices. lesson plans)  Participate in a class debate on a  Carbon Footprint Pie Chart (See specific topic of defending one of lesson plans) the three sustainable practices that  Jigsaw Handout (See lesson plans) the students voted for as a class.  Outline Handout

Stage 3 – Learning Plan Learning Activities:  Calculating carbon footprints and discuss why they create carbon  Creating outlines for essays  Writing a persuasive essay  Create a pie chart of students’ carbon footprints  Jigsaw sustainability articles about sustainable practices, problems, and effects on climate change  Watching videos on water treatment and food justice. Objectives/Goals:  Calculate and give reasons why we should adopt sustainable practices  Write an organized outline for paper  Write an organized paper  Create pie chart correctly with data  Understand articles’ point and comprehend on what they read  Describe sustainable practices Formative Assessments:  How can we reduce our carbon usages? Use Exit Ticket  Rubric for outline  Rubric for essay  Rubric for pie chart  Carbon Footprint Worksheets (Calculations and Pie Chart)  Jigsaw Handout with questions about the articles  Individual questions and broad questions worksheet  Students’ dream house with sustainable appliances design