Gantner Bridget Stem Unitplan

GANTNER, BRIDGET
Integrated STEM + PE Unit Plan
Stage I. Desired Outcomes:
Unit Name: HOW DOES OUR USE OF NATURAL RESOURCES AFFECT OUR ENVIRONMENT?
Grade Level: Estimated Duration:
4th Grade Four Weeks (14 sessions)
Key Knowledge and Understandings (Standards)
Next Generation Science Standards:
NGSS 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural
resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy
resources could include wind energy, water behind dams, and sunlight; nonrenewable energy resources are fossil f
and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat d
to surface mining, and air pollution from burning of fossil fuels.]
Cross Cutting Concepts: Science and Engineering Practices:
Cause and Effect Obtaining, Evaluating, and Communicating Information

● Cause and effect relationships are Obtaining, evaluating, and communicating information in
routinely identified and used to explain 3–5 builds on K–2 experiences and progresses to evaluate
change. the merit and accuracy of ideas and methods.
● Obtain and combine information from books
Connections to Engineering, Technology, and and other reliable media to explain
Applications of Science phenomena.
Interdependence of Science, Engineering, and

Technology
● Knowledge of relevant scientific concepts
and research findings is important in
engineering.
Influence of Engineering, Technology, and Science
on Society and the Natural World
● Over time, people’s needs and wants
change, as do their demands for new and
improved technologies.
PE Standards:
PE 1.22 Perform a routine to music that includes even and uneven locomotor patterns.
PE 5.3 Accept responsibility for one’s own performance without blaming others.
Common Core ELA Standards:
CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
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CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
CCSS.ELA-LITERACY.RI.4.10 By the end of year, read and comprehend informational texts, including history/social
studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and informa
clearly.
CCSS.ELA-LITERACY.W.4.7 Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
CCSS.ELA-LITERACY.W.4.8 Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information, and provide a list of sources.
CCSS.ELA-LITERACY.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
Common Core Math Standards:
CCSS.MATH.CONTENT.4.MD.A.1 Know relative sizes of measurement units within one system of units including
km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a
larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know t
1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for
feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …
Social Studies:
CA HSS 4.1. Students demonstrate an understanding of the physical and human geographic features that define
places and regions in California.
5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation,
wildlife, climate, population density, architecture, services, and transportation.
21st Century Success Skills (Creativity, Collaboration, Communication, Critical Thinking/Problem Solving) to be
integrated throughout the unit:
Critical Thinking/Problem Solving: Creativity:
Use Systems Thinking ` Work Creatively with Others
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● Analyze how parts of a whole interact with ● Develop, implement, and communicate new ideas
each other to produce overall outcomes in to others effectively
complex systems ● Be open and responsive to new and diverse
Students will analyze, synthesize, and evaluate both perspectives; incorporate group input and
the causes and the effects of their community’s use feedback into the work
of natural resources as energy on the environment. Students will organize, analyze, synthesize, and evaluate
Students will focus on California’s natural resources, information as they work creatively with their partners
how we choose as communities to use renewable or and small groups. Students will have several
non-renewable resources for energy, how those opportunities to give creative input, including through
resources are harvesting, and how harvesting can Jigsaw teaching on different topics and working on the
affect the environment. Students will learn that their culminating project with a peer. In addition, the
choices affect the health of the environment they live culminating project will involve creative problem solving
in. in the creation of a representative diorama either
through tactile material or Minecraft. Furthermore,
students will appraise their finished Project and evaluate
the projects of their peers.
Collaboration: Communication:
Collaborate with Others Communicate Clearly
● Assume shared responsibility for ● Articulate thoughts and ideas effectively using
collaborative work, and value the individual oral, written, and nonverbal communication skills
contributions made by each team member in a variety of forms and contexts
Students will organize, analyze, and synthesize Students are expected to use their “I” statements to work
information as they work kindly and compassionately through conflict and come to agreements with their peers
with their partners and classroom peers. Most work when working together. Students are expected to
for this unit, and indeed completed in the class, is alternate acting as leaders in their groups if one is
collaborative. Students learn to cohesively work in deemed necessary. Students are always expected to
heterogeneous groups (e.g. different pairs), as well as contribute to the work as a whole. Community Circle will
in homogeneous groups. be used to practice being good listeners and speakers,
which translates directly into partner and small group
work.
Unit Summary:
The purpose of this unit is to build upon the students’ previous knowledge of natural resources and human effects
on the environment by researching the natural resources specific to California and its geography, how and why
these natural resources are harvested, and environmental effects that are caused by continued non-renewable
resource use. As such, the essential question of this unit asks “How does our community’s use of natural
resources affect our environment?” Supporting questions in this unit ask “What natural resources are important
to the community? How do we as a community interact with our environment? How can we use natural resources
while acting as stewards for our environment?” Ultimately, students will come to understand the cause and effect
relationships between energy use and environmental damage. This unit will serve as a building block for future
learning and research about the negative effects of burning fossil fuels, the study of renewable sources of energy,
and the effects of renewable sources of energy on the environment.
Unit Driving Questions:
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GANTNER, BRIDGET
Compelling/Essential Question for Unit:

How does our community's use of natural resources affect our environment?
Supporting Questions:
What natural resources are important to our community?
How do we as a community interact with our environment?
How can we use natural resources while acting as stewards for our environment?
Unit Learning Targets:
I can explain what an informational video is mostly about.
I can explain when an informational video occurs in time.
I can distinguish between very important and not very important information.
I can defend my explanations.
I can justify my work with evidence.
I can demonstrate my understanding of pounds and ounces in a two-column table.
I can evaluate data to find a numerical pattern.
I can assess and then apply my previous math understanding to new math learning.
I can interpret word problems to solve for mathematical answers.
I can justify my answers in written or spoken form.
I can categorize facts and events I research.
I can synthesize factual information I find through research.
I can summarize an informational text through speaking.
I can summarize an informational text through writing.
I can interpret inferences from text features.
I can compare renewable and non-renewable natural resources.
I can discriminate between what I already know and do not yet know about energy.
I can infer the causes and effects of different sources of energy.
I can assess how sources of energy address human energy needs.
I can observe information with my five senses.
I can infer information from my observations.
I can justify my scientific observations and inferences.
I can explain my scientific observations and inferences in both writing and in spoken words.
I can perform a dance routine to music that includes even and uneven patterns of movement.
I can acknowledge responsibility for my own performance,
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I can interpret inferences from informational text.

I can compose my ideas about a topic clearly in writing.
I can appraise knowledge I gain through a short research project.
I can organize information from primary and secondary sources in writing.
I can organize through drawing where natural resources in California exist.
I can conclude that our relationship with the environment has effects.
I can justify my work with text evidence.
I can plan a model of my knowledge about natural resources and harvesting.
I can construct a representation of my knowledge about natural resources and harvesting,
I can appraise my work through self-assessment successfully.
I can evaluate the work of my peers successfully.
Stage II: Assessment/Evidence

Culminating Task:
Adapted from: Teachers Pay Teachers (ARTASTIC Products)
https://www.teacherspayteachers.com/Product/Natural-Resources-Renewable-Non-Renewable-Resources-Projec
t-Based-Learning-3057551
Students will research, design, and construct a diorama (either traditional or modern, such as Minecraft or
Fortnite) that displays the synthesis of their knowledge about a single California natural resource and one method
on harvesting it.
● Each student will choose to work either with a partner or by himself.
● A letter will be sent home to parents explaining the details of the project.
● Research will be conducted throughout the unit in preparation for the final product.
● Projects will be graded according to the rubric.
● Students will self-assess their final product.
● Each student will appraise the work of a peer’s final product.
● All Natural Resource Projects will be displayed and celebrated in the classroom at the project’s culmination.
Individual Products: Group Products:
● Sticky Notes (KWonderL) from students ● Source A: Student Notebook pages: 4; 6-7; 8-10.
● 2 Instagram photos with captions ● Math Worksheet (Source D)
● 2 Peer Responses on Instagram ● Anchor Chart - Whole Class
● Source A - Peer Reviews of Project - Student ● Source A - Student Notebook: Pages 11-12
Notebook page 21 ● Source G - Harvesting Worksheet
● Source A - Self-Assessment of Work - Student ● Source I - Energy Plan Worksheet
Notebook page 22 ● Source J - Renewable Energy Worksheets
● Source A - Student Notebook: Pages 14-16 and 18-20
● Anchor Chart - Student Notebook page 14
● Source A - Student Notebook pages 17-20
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● Natural Resources Project (Culminating Project)

What criteria will you use to evaluate student products and performance tasks (rubric)?
● Rubric for Culminating Task: Rubric & Self-Assessment for Culminating Project
Other Evidence:
● Thumbs Up/Down
● Think-Pair-Share
● Whole Group Share
● Fist of Five
● Anecdotal Records
● Finger Show for Time Needed
● Student Self-Assessment (1 lowest, 5 highest) for understanding
● Observation: Anecdotal Records
● Observation - Jigsaw
● Observation - Dance
Stage III: Learning Plan

Entry Event for Unit: How are you going to Stage and Engage?
● Introduce an exemplar of the culminating project.
● Show a brief video segment of the previous class’s party celebrating the culminating project.
● Begin to access what the students already know about California’s natural resources.
● Begin to access what actions the students have already taken to help the environment.
Week 1: 4 Sessions (240 mins.)
Focus Question:
What natural resources are important to our community?
Learning Targets:
I can demonstrate my understanding of pounds and ounces in a two-column table.
I can evaluate data to find a numerical pattern.
I can assess and then apply my previous math understanding to new math learning.
I can interpret word problems to solve for mathematical answers.
I can justify my answers in written or spoken form.
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Learning Activities:
Week 1, Day 1 (60 mins.):
Source A: Student Notebook (pages 1-5) - https://bit.ly/3aV4XTm
Source B: Video: https://bit.ly/2KNpezA
Teaching Point: Today, we will begin to learn more about natural resources, including renewable resources and
non-renewable resources, that we use for energy so that we can begin to understand how our choices affect our
community. We will do this by activating our prior knowledge and finding the main idea and details of an
informational video. Think of yourselves as Explorers!
Teaching:
● Source A
○ Model
○ Students will discuss what they know and think they know about: different types of energy; how
our community uses energy; how energy use affects our environment.
● Source B
○ Students will find the main idea and details of the video.
Independent Work:
● Source A - Student Notebook
○ Each student will work independently on page 4 (KnowWL).
Collaborative Work:
● Source A - Student Notebook
○ Students will work in pairs.
○ Students will share page 4 with each other.
○ Students will take turns reading page 5.
○ Students will add any information gained from reading to page 4 (KnowWL).
● Students share with the class what they KWantL to learn about natural resources
○ Students will write on sticky notes and place them on the whiteboard.
Source C: Lesson slides: http://bit.ly/2QfWByc
Source D: Worksheet: http://bit.ly/3cUNGf4
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Teaching Point: Explorers, today I want to teach you how to change pounds into ounces by using your previous
math understanding to discover mathematical rules. I also want to teach you how to demonstrate and justify your
math by using a two-column table. We do this so that we can apply the measurement of weight to our everyday
lives. We will also use this learning to keep our backpacks as light as possible on our First Expedition.
Teaching:
● Source C
○ Model
○ Students will learn different conversions and discuss them with one another.
● Source D
○ Model
Collaborative Work:
● Source D
○ Students will work in pre-assigned table groups to complete worksheet page 1.
Independent Work:
● Source D
○ Students will work independently to complete worksheet page 2.

Source A: Student Notebook (pages 6-7): https://bit.ly/3aV4XTm
Teaching Point: Explorers, today we will plan our expedition! First, we will research California’s basic geography
and natural resources so that we understand what we will look for. Then, we will use our math skills to purchase
only the supplies we can carry in our backpacks.
Teaching:
● Source A
○ Each Student will research the natural resources of California
○ Each student will research weights, in ounces, of expedition supplies and convert weight to
pounds. Total pack must weigh less than 8 pounds.
Collaborative Work:
● Source A
○ Students will work in pairs to complete pages 6-7
■ Answers will be typed/written and drawn (with Kami Chrome Extension - Ad Added Kami
Extension - PDF and Document Annotation 8490).
● Students will discuss what they have discovered about California’s natural resources so far.
● Have any of the sticky note questions on the whiteboard been answered?
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Teaching Point: Explorers, today you’ll embark on your First of three Expedition to gather facts and make
inferences about California’s natural resources. You will each become an expert for the day on either a renewable
or non-renewable resource, living or nonliving, gather facts, and share them with your Colleagues. We do this so
that we can better understand what kind of energy our community uses.
Teaching:
● Source A
○ Model pages 8-9
○ Each Student will research the natural resources of California
○ Each student will research and draw four additional natural resources.
Collaborative/Independent Work:
● Source A
○ Each student will choose to either work with a partner or on his own to complete both pages 8-9.
○ Answers will be typed/written and drawn (with Kami chrome extension).
Collaborative Work:
● Source A
○ Page 10 of Student Notebook will become a large Anchor Chart hung on the wall.
○ Jigsaw - Students write their findings on the Anchor Chart and the class discusses what they
notice and what they continue to wonder.
Week 1: Formative Assessment Strategies and Checks for Understanding

● Thumbs Up/Down
● Fist of Five
● Student Notebook (Source A) pages: 4; 6-7; 8-10.
● Math Worksheet (Source D)
● Anchor Chart - Whole Class
● Sticky Notes (KWonderL) from students
Week 1: Instructional Strategies for ALL Learners:
To ensure the content in the lesson introduction has multiple means of representation, I will:
● Perception: Thinking questions and activities will be displayed in a slide show, in addition to spoken by the
teacher, and important vocabulary will be boldface and in colored type.
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● Comprehension: Auditory Wait Time.

To ensure the content in the lesson body has multiple means of engagement, I will:
● Recruiting Interest - Students will be able to use alternative seating choices when working (where in the
classroom they want to work, and whether they will sit or stand).
● Sustaining Effort and Persistence - Students will work collaboratively.
● Self-Regulation - Students will share the regulation of work and time monitoring with their group
members.
● Executive Functions - Students will observe the Math Exemplars of their peers during Group Share and will
be able to alter their individual work if desired.
To ensure the content in the lesson closing has multiple means of expression, I will:
● Physical Action - Student groups will explain their findings through sharing their worksheet physically (the
overhead) and verbally.
● Expression and Communication - Students will complete their work and answer in heterogeneous groups
for scaffolding.
Universal Design for Learning for English Learners (SDAIE) include:
● Thumbs Up, Wait Time, and Think-Pair-Share - EL students can listen to and talk with peers to clarify
information and thoughts.
● Small Group and Collaborative Work - EL students can listen to and talk with peers to clarify information
and thoughts.
● Wait Time - EL students can listen to and talk with peers in their group before presenting, and listen to the
responses of other groups.
Universal Design for Learning for GATE/Advanced learners include:
● Compacting - Instead of completing the assigned Independent Practice, Advanced Students will work on
their long-term STEM project (diorama) that has been pre-approved by the Teacher.
● Advanced Work - Advanced Students will continue working on their individualized STEM project; Students
will explain what they completed at a pre-arranged brief conference with the Teacher.
Universal Design for Learning for Students with Special/Exceptional needs include:
● Thumbs Up, Wait Time, and Think-Pair-Share Time - Struggling students can listen to and talk with peers
to clarify information and thoughts..
● Small Group and Collaborative Work - Struggling students can listen to and talk with peers to clarify
● Wait Time - Struggling students can listen to and talk with peers in their group before speaking, and listen
to the responses of other groups.
Focus Question:
Learning Targets:
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Adapted from: ACTIVITY: FOSSIL FUEL EXTRACTION (adapted from: Cookies in the Lab)
Source E: Lesson slides: http://bit.ly/2HrpjqM

Source F: Flocabulary video: Natural Resources - Fossil Fuels for Kids - Elementary School Science
Source G: Worksheet: http://bit.ly/2uEwrxv
Teaching Point: As Scientists, it is important to observe the ways that we harvest, or get, energy to use in our daily
lives, and to infer what effects this might have on our environment. Today, I want to teach you about fossil fuels as
sources of energy through an activity in which you “mine” for “fossil fuels”.
Teaching:
● Source E
○ Model
○ Class discussion about energy.
● Source F
○ CLass discusses what the main idea of the video was and the information gained from it.
● Source G
○ Guided Practice
Collaborative Work:
● Source G
○ Students will work in heterogeneous groups to complete the assignment.
○ Jigsaw - Groups present their findings to the class.
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Teaching Point: Explorers, today you’ll embark on your Second Expedition to continue learning how natural
resources in California are harvested and how we use them to create energy. We do this so that we can better
understand how we, as a community, interact with our environment in both positive and negative ways.
Teaching:
● Source A
○ Model and explain expectations for both research and student work on harvesting natural
resources.
● Source A
○ Each student will choose to either work with a partner or on his own to complete pages
11-12.
○ Answers will be typed/written and drawn (with Kami chrome extension).
● Jigsaw - Page 12 will be shared by students and discussed as a class.
● Have any of the sticky note questions on the whiteboard been answered? Students add any
additional “Wonders”.
Adapted from: Mystery Science - Energizing Everything - Mystery 8 -
https://mysteryscience.com/energy/mystery-8/renewable-energy-natural-resources/269?r=59393372#slide-id-0
Source H: Mystery Science Video - https://bit.ly/2Yu0GUe

Source I: Energy Plan Worksheets - https://bit.ly/3fjLxuT
Source J: Energy (Sun, Wind, Water) Worksheets - https://bit.ly/2KTe1xh
Source K: Classroom Signs - https://bit.ly/2xy67qg
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Teaching Point: Scientists, today we will continue to learn about natural resources that are renewable through
informational videos and research, and by creating energy plans for the imaginary town of Boulderville using
either wind, sun, or water. We do this so that we can better understand how we, as a community, interact with
our environment in both positive and negative ways.
Teaching:
● Source H
○ Watch.
○ Class will discuss: What changed? Why was my childhood life so much easier than my
great-grandma’s? So far, what are the advantages (good parts) of getting energy by burning coal?
Besides coal and wood, what other sources of energy have YOU heard of that you burn to release
energy? What kinds of alternative sources of energy have you heard of?
● Source I
○ Model
● Source J
○ Model
● Source K
○ Signs are hung on the walls of the classroom.
Collaborative Work:
● Source I and Source J
○ Activity - Alternative Energy Sources for Boulderville.
○ Students will work in heterogeneous small groups to complete the assignments.
● Source K
○ Jigsaw - Students will share information about the energy source they chose for Boulderville.
Week 2, Day 4 (60 mins.) - At-Home:

Source A: Student Notebook (page 13) - https://bit.ly/3aV4XTm
● At Home - Each student will choose to either work with a partner or on his own.
● Students will spend one hour walking around their community and taking pictures of natural resources
they notice.
○ Page 13
● Students will share two of their photos on the Classroom Instagram account. Each photo will have a
caption briefly explaining what the photo captures.
● Each student will comment on two of their peer’s photos on the Instagram account.
○ Questions to think about: How is the resource being captured in the photo? Why is the resource
important to the community? How does the resource positively or negatively affect the
environment?
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● Thumbs Up/Down
● Fist of Five
● Source A - Student Notebook: Pages 11-12
● 2 Instagram photos with captions
● 2 Peer Responses on Instagram
● Source G - Harvesting Worksheet
● Source I - Energy Plan Worksheet
● Source J - Renewable Energy Worksheets
● Language, Mathematical Expressions, and Symbols: Students will learn factual information from videos.
● Language, Mathematical Expression, and Symbols: Students will be encouraged to use Brave Spelling and
Invented Spelling when writing.
● Recruiting Interest - Students will be able to use alternative seating choices when working (where in the
classroom they want to work, and whether they will sit or stand).
members.
● Self-Regulation - Students will be asked to assess their use of time while working.
● Expression and Communication: Students will convey their ideas and understanding through illustration.
● Expression and Communication - Students will complete their work and answer in heterogeneous groups
for scaffolding.
● Frayer Model - EL students will learn new vocabulary and cement their understanding of old vocabulary
through a variety of techniques.
● Small Group and Collaborative Work - EL students can listen to and talk with peers to clarify information
and thoughts.
● Wait Time - EL students can listen to and talk with peers in their group before presenting, and listen to the
responses of other groups.
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● Advanced Work - Advanced Students can choose a challenging topic of their choosing to research.
● Advanced Work - Advanced Students can read/write more than what is required of the assignments.
● Thumbs Up, Wait Time, and Think-Pair-Share Time - Struggling students can listen to and talk with peers
to clarify information and thoughts..
● Small Group and Collaborative Work - Struggling students can listen to and talk with peers to clarify
Focus Question:
Learning Targets:
I can perform a dance routine to music that includes even and uneven patterns of movement.
I can acknowledge responsibility for my own performance,
I can interpret inferences from informational text.
I can compose my ideas about a topic clearly in writing.
Teaching:
● Source A
○ Model
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● Each student will choose to either work with a partner or on his own to complete pages 14-16 of the
Student Notebook.
○ Answers will be typed/written and drawn (with Kami Chrome Extension).
● Anchor Chart - A giant copy of page 14 of the Student Notebook which all student groups write on.
● Jigsaw - Student groups share their knowledge of renewable and non-renewable resources.
● Sticky Notes - Notes are added and answers are written as they are found.
Authentic Learning:
● A Native American Community Member will visit the classroom to share his beliefs about the
interconnectedness of community and environment.
○ He will teach a dance about or to celebrate the environment.
○ Discussion of how community and environment affect one another, and what a community’s
allegiance to the environment is.

Source A: Student Notebook (pages 17-23)
Teaching Point: Today, we will take what we learned from our Community Member yesterday and combine it with
our schema and knowledge about natural resources. We will continue to research California’s natural resources
and express everything we have learned about the topic so far in a project. We will do this so that next week we
can celebrate your hard work and continuous learning with a party!
Teaching:
● Source A
○ Model pages 17-20
○ Outline the assignment in detail and explain the expectations.
● A finished product of the assignment will be displayed for the students as an example.
Independent Work:
● Each student will write a paragraph reflection on what they learned from the previous day’s Guest
Teacher.
● Each student can choose to work either with a partner or by himself on his project.
○ Each student will complete pages 18-20 of the Student Notebook.

● Thumbs Up/Down
● Fist of Five
● Student Self-Assessment (1 lowest, 5 highest) for understanding
● Source A - Student Notebook: Pages 14-16 and 18-20
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● Anchor Chart - Student Notebook page 14

● Sticky Notes of KWonderL
● Observation - Dance
● Perception: Students have the opportunity to kinesthetic movement to learn.
● Comprehension: Students will learn from an authentic source of information.
● Sustaining Effort and Persistence - Students will engage in Productive Academic Talk with their peers.
members.
● Executive Functions - Students Self-Monitor and rate their level of comprehension.
● Self-Regulation - Students will be asked to assess their use of time while working.
● Front Loading - Vocabulary for the lesson will be pre-taught to students at an earlier date.
● Fingers - Students will hold up a number on their fingers that signals their understanding of the lesson’s
content.
● Advanced Work - Advanced Students can lead their think-pair-share discussions and give responses during
Group Share.
● Compacting - Advanced students can continue working on a long0term STEM project of their choosing.
● Wait Time and Think-Pair-Share - Struggling students can listen to and talk with peers to clarify
information and thoughts..
● Teacher will work one-on-one with the struggling students at their desks if needed.
Focus Question:
Learning Targets:
I can conclude that our relationship with the environment has effects.
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I can plan a model of my knowledge about natural resources and harvesting.
I can construct a representation of my knowledge about natural resources and harvesting,
I can appraise my work through self-assessment successfully.
I can evaluate the work of my peers successfully.
Teaching:
● Source A
○ Review expectations of the project
● Students will continue to work on their Natural Resources Projects.
○ Students can take their projects home to continue working.
Teaching:
● Source A
○ Review expectations of the project
● Students will continue to work on their Natural Resources Projects.
○ Students can take their projects home to continue working.
Source A: Student Notebook (page 17): https://bit.ly/3aV4XTm
Teaching Point: Today is our Natural Resources Project Viewing Party! It is important that you not only see the
product of your persistence and hard work by sharing your project with your classmates and their parents, but
receive compliments for your accomplishments. This is important so that you build confidence in actively sharing
your ideas out in the real world.
Teaching: “VIEWING PARTY!”

● Parents/guardians of parents are invited into the classroom for the session
● Students explain and share their final products with their peers and the parents
Community Circle:
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● Each student shares one thing of interest from their project to the room at large.
Whole Group:
● Each student shares the whole of their project with their peers and the adults present in the classroom.
○ Parents walk around from group to group and move at their leisure.
Community Circle: Students will have a conversation about what they noticed about their natural resources
projects. Students will think and respond to Student Notebook page 21 to give peer feedback. Have all sticky note
Wonder questions been answered?

● Source A - Student Notebook: Pages 17-20
● Natural Resources Project (Culminating Project)
● Scoring Rubric - Student Notebook pages 22-23
● Peer Reviews of Project - Student Notebook page 21
● Student Self-Assessment - Student Notebook page 22
● Comprehension: Students will have access to Anchor Charts made earlier in the unit.
● Comprehension: Students will have access to an exemplar of the finished Project.
● Recruiting Interest - Students will participate in Community CIrcle.
members.
● Executive Functions - Students will self-assess their final Project.
● Open Notes/Open Book - EL Learners can look through all of the work completed for the unit as reference.
● One-On-One - Teacher will work with EL Learners independently to ensure their success at Project
completion.
● Advanced Work - Advanced Students can work at their own pace, independent of their peers.
● One-On-One - Teacher will work with students independently to ensure their success at Project
completion.
● Peer and Community Support - Students will receive praise and support from their peers and community
members (parents) during the Party.
19
GANTNER, BRIDGET
All Attachments:
Rubric for Culminating Task: Rubric & Self-Assessment for Culminating Project
Kami Chrome Extension - Ad Added Kami Extension - PDF and Document Annotation 8490).
Source A: Student Notebook: https://bit.ly/3aV4XTm
Source B: Video: https://bit.ly/2KNpezA
Source C: Lesson slides: http://bit.ly/2QfWByc
Source D: Worksheet: http://bit.ly/3cUNGf4
Source E: Lesson slides: http://bit.ly/2HrpjqM
Source F: Flocabulary video: Natural Resources - Fossil Fuels for Kids - Elementary School Science
Source G: Worksheet: http://bit.ly/2uEwrxv
Source H: Mystery Science Video - https://bit.ly/2Yu0GUe
Source I: Energy Plan Worksheets - https://bit.ly/3fjLxuT
Source J: Energy (Sun, Wind, Water) Worksheets - https://bit.ly/2KTe1xh
Source K: Classroom Signs - https://bit.ly/2xy67qg
20

Gantner Bridget Stem Unitplan

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Gantner Bridget Stem Unitplan

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GANTNER, BRIDGET

Integrated STEM + PE Unit Plan

Stage I. Desired Outcomes:

Cause and Effect Obtaining, Evaluating, and Communicating Information

Interdependence of Science, Engineering, and

Compelling/Essential Question for Unit:

I can interpret inferences from informational text.

Stage II: Assessment/Evidence

● Natural Resources Project (Culminating Project)

Stage III: Learning Plan

Week 1, Day 3 (60 mins.):

Source A: Student Notebook (pages 8-10): https://bit.ly/3aV4XTm

Week 1: Formative Assessment Strategies and Checks for Understanding

● Comprehension: Auditory Wait Time.

I can infer the causes and effects of different sources of energy.

Source E: Lesson slides: http://bit.ly/2HrpjqM

Week 2, Day 2 (60 mins.):

Source A: Student Notebook (pages 11-12) - https://bit.ly/3aV4XTm

Source H: Mystery Science Video - https://bit.ly/2Yu0GUe

Week 2, Day 4 (60 mins.) - At-Home:

Week 2: Formative Assessment Strategies and Checks for Understanding

Week 3, Day 3 (60 mins.):

Week 3: Formative Assessment Strategies and Checks for Understanding

● Anchor Chart - Student Notebook page 14

I can justify my work with text evidence.

Week 4, Day 2 (60 mins.):

Source A: Student Notebook (pages 17-23): https://bit.ly/3aV4XTm

Week 4, Day 3 (75 mins.):

Source A: Student Notebook (page 17): https://bit.ly/3aV4XTm

Teaching: “VIEWING PARTY!”

Week 4: Formative Assessment Strategies and Checks for Understanding

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