Your name: Jordan Bailey in collaboration with Morgan Richards and Ansley Duncan

Grade level: 2 Grade

nd

School and district: Little River Elementary School in Cherokee County

 
Step 1: Learning Describe the various boards/wall-based resources (e.g., white boards, smart
Identify Context boards, word wall, etc.) and where they are located
Learners In the front of the room, there are two small white boards on both sides of the
(Classroo smart board. Right now, the smart board in the classroom does not work very
m Context) well. All students are placed in a position where they can easily see the smart
board and white boards.
 
How are the desks/table(s) arranged and why?
The desks are constantly moving and changing. Although this is the case,
right now the desk is in three different groups. There are about six desks in
two groups. All the students are facing one another. The two desks on the end
are facing the other students, making a sort of T-shape with the desks. The
third group of desks are in a straight line closer to the smart board. There are
three desks in this row. They are arranged this way, so students can
collaborate with one another and have quality discussions amongst one
another when needed.
 
What “special” areas (carpet, bookshelves, “peace” chairs, etc.) are in the room?
There are two carpeted areas in the classroom. The first one is in front of my
desk, closer to the computers. The second one is in the back of the room near
the read-aloud area where some of the bookshelves are located. There is a
rocking chair placed in this area, so the teacher can read-aloud to the
students. There is also an ABC mat located in the front of the classroom, right
under the smart board. There are four main bookshelves in the classroom
with leveled reading books. Two are located right when you walk in the room
in the back, near the meeting area rug. The other two are located on the left
corner in the front of the room, near the smart board.
 
Describe the technology tools located in the classroom/school
There are five desktop computers lining the left, half back of the wall. Some
students are assigned to a desktop computer. There are also iPad and laptops
assigned to other students. These are kept in the classroom to charge. The
students use these often during group rotations. There is also the smart board
at the front of the room. This board is not working very often. The teacher
has a laptop at her desk as well.
 

Learner Number of students in class: 18 students

Description  
Number of boys:
-    10
 
Number of girls:
-    8
 
 Learning Needs Number of Students Supports,
Accommodations,
Modifications

Students’ w/ IEPs or 504 plans 0 N/A

Students in EIP 3 2 students –

reading pullout
 
1 student – math
pullout

English learners 0 N/A

Gifted program 0 N/A

Students with gaps in academic 0 N/A

knowledge

Other learning needs 2 Behavior related

needs
Anxiety – flexible
seating options,
practicing deep
breathes, counting
down, brain breaks

Personal Personal:
Assets, The students in the class bring a wide variety of interests, family backgrounds,
Cultural, experiences, etc. When getting to know these students and what their lives look like
Assets, outside of school, I was able to gather some common interest among the students.
Communit Most students in my classroom are really into video games such as Roblox and
y Assets  Minecraft. When talking to the students, I also learned that many of them like to read
and take naps when they get home from school. Many students expressed an interest
in the Bad Kitty book series. Another thing I was able to gather from the students is
the diversity of family backgrounds that are brought into the classroom. There is a
wide variety of culture, ethnicity, and race within the class. There are a few students
who are not classified as ESOL students, but their home language is Spanish. We also
have one student who was adopted as a baby. This student knows he is adopted and
attends therapy and is in communication with his biological mom. Most students also
expressed having siblings or cousins in which they hang out often. Some even have
siblings who attend the same school as them.
 
Cultural:
Some students in the class have families who are bilingual and have a different home
language other than English. These students are not considered ESOL students but are
bilingual. I know that some of my students in my class expressed that they do attend
the local churches and read the bibles. Most of my students come from middle-to-
upper-class two-parent households. Many students have told me about the family
vacations they have been on as well as the sports they are into after school. There is
 one student in the class whose family is part of Jehovah’s Witnesses. This student and
her family do not observe or celebrate any holidays. They also do not salute the
national flag or sing the national anthem, and they refuse military service
 
Community:
The community surrounding the school and the neighborhoods where the students
live is a suburban area. There are many subdivisions around the community. It does
have a small city feel with lots of shopping and neighborhoods. After talking with
some students, I learned that there are water parks and nature trails that students enjoy
going to outside of school. One student mentioned the nature trail is a place right near
his neighborhood that allows him to climb trees and go on hikes. Another student
mentioned that she loved going to the water parks surrounding Woodstock. Outside
of school, two girls in the class cheered on the same cheerleading team in the
community. I also learned that multiple students are active in the sports community in
Cherokee county. Many are involved in soccer. These students expressed that they are
actively participating in after school practices. Some students also attend local
churches such as Woodstock City Church where they attend youth groups and church
camps such as UpStreet.

Step 2: Overarching Goal, Big

Identify Idea, or Essential
Curricular Question(s) Through this unit, I want students to be able to understand and identify the
Priorities positive and negative impacts that humans have on the environment. Students
will get to research using multiple resources to learn about this topic. I want
students to be able to identify their own impact on the environment and how
they are causing changes to the world around them. Students will work in
collaboration and independently to uncover answers to the questions that they
are curious about in relation to the positive and negative impacts. This unit is
pointing students in the direction of identifying different ways to lessen the
effects on the environment. Students will get to research and create ways to
advocate for the environment by completing a final project over their specific
inquiry topic.

Georgia Standard (s) of

Excellence, WIDA  S2E3: Obtain, evaluate, and communicate information about how
Standard(s), etc. humans cause changes to the environment. 

 ELAGSE2W7: Participate in shared research and writing projects (e.g.,

read several books on a single topic to produce a report; record science
observations)

Prior Academic Knowledge

and Prerequisite Skills  Students will activate their prior knowledge on what the environment
means.
  Students will activate their prior knowledge on how to complete science
observations.
 Students will activate prior knowledge on how to research a topic. 
 Students will activate prior knowledge on how to read and comprehend
the meanings of books. 

This unit will activate prior reading comprehension skills. Students will need
these skills when reading through and researching the impacts on the
environment from different sources. This unit will also have students engaged in
science observations to determine the positive and negative impact that humans
have on the environment. Students will also need to be able to use facts and
definitions to write about the research they have gathered. 
 
Learning Objective(s) or
Learning Target(s)  I can evaluate how I impact the environment. 
 I can evaluate how humans impact the environment.
 I can communicate information about how humans have a positive and
negative impact on the environment. 
 I can research the effects humans have on the environment and
pollution. 
 I can read several books about the human impacts on the environment. 
 I can record science observations about the human impacts on the
environment. 

Vocabulary Language Supports

List of vocabulary and Whole-class and differentiated supports to help students learn the vocabulary:
phrases students need to
know to master the
standards and objectives:

 Obtain   Graphic Organizers/Anchor charts can be used and displayed

 Evaluate  o Obtain, evaluate, opinion, research, report, science observations
 Humans  o See Appendices H-K 
 Environment 
 Pollution 
 Recycling   Teacher Modeling
 Impact o Research, Report, science observations
 Opinion 
 Research 
 Science  Sentence Starters 
Observations o Obtain, evaluate, report, observations

 Vocabulary review with teacher 

o Humans
 o Environment
o Pollution 
o Observations
o Research 
o Impact 
o recycling

 Students will also include words into their “Word Wall Journal”
(personal dictionary) 
o See Appendix L for example

 Vocabulary Sheet (See Appendix E)

Step 3: Assessment Plan

Design
Assessmen Georgia Corresponding Format of Assessment(s)
t Performance Learning
Framework Standard(s) Objective(s) or
Learning
Target(s)
Pre-Assessment:
S2E3. Obtain, I can evaluate
evaluate, and how I impact n/a
communicate the
information about environment.
how humans cause
changes to the Formative Assessment:
environment.  I can
Turn and Talk/ Share Out
communicate
ELAGSE2W7: information
Participate in about how Exit Ticket
shared research and humans impact
writing projects the Wonder Wall
(e.g., read several environment.
books on a single Self and Peer Assessment
topic to produce a I can research
report; record the effects
science humans have
observations) on the Summative Assessment:
environment
and pollution Presentation
using different
sources. 
 I can record
science
observations
about the
impacts on the
environment. 

Type of Format of Supports, Evaluation Criteria 

Assessment Assessment Accommodations, How will you know or measure if the
(e.g., quiz, test, Modifications students have met the learning objective(s)
checklist, (Differentiated or learning target(s)?
KWL chart, Assessments,
performance Culturally Relevant
task) Assessment)
Any pre-
assessment N/A N/A N/A
information you
already know
Formative Day 1 (Intro) Provide books and See Appendix C for Self and Peer
assessment(s) Wonderwall specific online resources assessment
Turn and for students to conduct
5-day unit Talk/Share out their research. (Ex: ___ Our project was (sunny cloudy, or
Video printing articles)  rainy)
Exit ticket
Video resources to help ___ My work was (sunny, cloudy, or rainy)
Day 2 students evaluate the
(planning and environmental impacts ___ Our group work was (sunny, cloudy,
research) or rainy)
Compost Bag  Refer to Wonderwall
and sticky note charts ___ My job was…
Day 3 (Begin (share out)
research) ___ I did a good job on…
Self and Peer
Assessment ___ Our group did a good job on…
Day 4 (Finish ___ Next time our group will improve
up research/ on…
project)
Self and Peer
___ Circle the resources you used 
Assessment
See Appendix A for Exit ticket
Day 5
(Presentations
__How do humans negatively impact the
)
environment?
Wonderwall 
__How do humans positively impact the
environment?

__Circle which topic you are most

 interested in researching positive or
negative.

__Bonus: What other factors can impact

the environment?

__What questions do you have about

human impacts on the environment? 

Exit Ticket: The teacher will assess

students exit tickets based on how students
communicate the positive and negative
impacts that humans have on the
environment. 

Turn & Talk: The teacher will listen to

turn and talk conversations to assess how
well students discuss and evaluate the
impact humans have on the environment.

Wonder Wall See (Appendix D): The

teacher will observe students discussing the
questions and things they want to learn
about the topic.

Summative Presentation of Choice will be given to See Appendix B for poster Rubric 
assessment(s) Advocation of the students in the way
Environment they would present their ____ Presentation is 2-3 minutes long 
Project research project.
____ 2-3 Resources (circled on paper)
Choice Options: 
 Create a Poster  ___ Include the topic 
 Record a 2–3-
minute video  ___ Include at least 1-2 ways that humans
impact the environment   
Supports:
 Providing the ___ Describe one way that you can
students with an advocate for your topic
example of each
choice option.  ___ Include at least one picture or visual 
 Checklist
matching the See Appendix B for video Rubric 
rubric
requirements.  ____ 2-3 Minutes long 
 Discuss the
rubrics with the ____ 1-2 Resources (circled on paper)
students prior to
starting them. ____ Include the topic 
 Allow time for
 students to ask ____Include at least 1-2 ways that humans
questions and impact the environment   
uncover
misconceptions.  ____ Create a plan that advocates for the
environment (ex: how will you recycle?) 

___ Include at least one picture or visual

Compost Bag (See Appendix F)
The teacher will assess students by having
students orally explain the impact a
compost bag might have on the
environment. 

How We Came Up with Lessons and How To Support Students

The unit will include observations of students' work and formative assessments that will help the teacher figure
out what extra support the students might need. There will be no formal Pre-Assessment for students to
complete in this unit as this is mostly a new concept for the students. The students' exit ticket from day 1 will
support and help decide what students will be researching for one of the four topics.

Step Material
4: s Needed Day 1: Introduction 
Create
Learni Wonderwall
ng  sticky notes 
Activi
ties Read aloud: Becoming a Good Creature by Sy Montgomery

Video: https://www.youtube.com/watch?v=Um-bo2MWDsQ

Exit Ticket: 
 See appendix A

Day 2:(Compost Bag/Planning and research) 

Compost bag (dry):

 video: https://www.youtube.com/watch?v=qHYzRaepeMw
 Empty soda bottles (1 for each student)
 soil
 spray bottle 
 water
 fruit scraps 
 dirt 
 fertilizer 
 chicken manure fertilizer 
 leaves 
Hypothesis and Observation sheet (See Appendix G)

Website/article links:
 https://kids.nationalgeographic.com/science/article/plastic-pollution
 https://kids.nationalgeographic.com/nature/save-the-earth/topic/save-the-
earth-tips
 https://kids.nationalgeographic.com/science/article/tour-a-recycling-
center 
 https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip,shib&db=prh&AN=143076496&site=ehost-
live&scope=site&custid=ken1

Books:

 What a Waste: Trash, Recycling, and Protecting our Planet by Jess

French

 Kid's Guide to Helping the Planet by Kai Brown 

 The Plastic Problem: 60 Small Ways to Reduce Waste and Help Save the
Earth (Lonely Planet Kids) by Aubre Andrus 
 Don't Let Them Disappear by Chelsea Clinton

 Kenya's Art by Linda Trice

 Seeds of Change by Jen Cullerton Johnson 

Wonderwall
 Sticky notes 

Day 3: (Continue research and begin project)

 Group Self-Assessment-see appendix

 Computers
 Articles and books

Day 4: (Finish up project)

 Group Self-Assessment- see appendix

 Computers
  Articles and books

Day 5: Presentations 

 Poster and Video Rubric- see appendix

 Students Presentations

 Wonderwall
o Sticky notes 

APA Citations:

Day 1:

Montgomery, S.,

 Green, R., & Montgomery, S. (2020). Becoming a good creature. Houghton

Mifflin Harcourt. 

YouTube. (2020). YouTube. Retrieved November 2, 2021, from

https://www.youtube.com/watch?v=Um-bo2MWDsQ.

YouTube. (2017). YouTube. Retrieved November 2, 2021, from

https://www.youtube.com/watch?v=qHYzRaepeMw.

 Day 2: 

Andrus, A. (2020). The plastic problem: 60 small ways to reduce waste and save
the Earth. Lonely Planet Global Limited.

Clinton, C., & Marino, G. (2019). Don't let them disappear: 12 endangered
species across the globe. Philomel Books. 

French, J. (2019). What a waste: Trash, recycling, and protecting our planet. DK
Publishing.

Fox, C. C. (2021, February 16). Plastic pollution. Science. Retrieved November 2,

2021, from https://kids.nationalgeographic.com/science/article/plastic-pollution.

Johnson, J. C., & Sadler, S. L. (2011). Seeds of change: Wangari's gift to the
world. Lee & Low. 

Kid's Guide to helping the planet: Brown, kai, Brown ... (n.d.). Retrieved
November 2, 2021, from https://www.amazon.com/Kids-Guide-Helping-Planet-
Brown/dp/B0851MHJ8Z. 

Potenza, A. (2020). Marching for the Planet. Science World, 76(9), 18-21.

Save the earth tips. National Geographic. (n.d.). Retrieved November 2, 2021,
from https://kids.nationalgeographic.com/nature/save-the-earth/topic/save-the-
earth-tips.

Shaw, A. (2021, March 25). Tour a recycling center. Science. Retrieved

November 2, 2021, from https://kids.nationalgeographic.com/science/article/tour-
a-recycling-center.

Trice, L., & Mitchell, H. (2016). Kenya's art. Charlesbridge. 

Day 3:

Andrus, A. (2020). The plastic problem: 60 small ways to reduce waste and save
the Earth. Lonely Planet Global Limited.

Clinton, C., & Marino, G. (2019). Don't let them disappear: 12 endangered
species across the globe. Philomel Books. 

French, J. (2019). What a waste: Trash, recycling, and protecting our planet. DK
Publishing.

Fox, C. C. (2021, February 16). Plastic pollution. Science. Retrieved November 2,

2021, from https://kids.nationalgeographic.com/science/article/plastic-pollution.

Johnson, J. C., & Sadler, S. L. (2011). Seeds of change: Wangari's gift to the
world. Lee & Low. 

Kid's Guide to helping the planet: Brown, kai, Brown ... (n.d.). Retrieved
November 2, 2021, from https://www.amazon.com/Kids-Guide-Helping-Planet-
Brown/dp/B0851MHJ8Z. 

Potenza, A. (2020). Marching for the Planet. Science World, 76(9), 18-21.

Save the earth tips. National Geographic. (n.d.). Retrieved November 2, 2021,
from https://kids.nationalgeographic.com/nature/save-the-earth/topic/save-the-
earth-tips.

Shaw, A. (2021, March 25). Tour a recycling center. Science. Retrieved

November 2, 2021, from https://kids.nationalgeographic.com/science/article/tour-
a-recycling-center.

Trice, L., & Mitchell, H. (2016). Kenya's art. Charlesbridge. 

Day 4: 

Andrus, A. (2020). The plastic problem: 60 small ways to reduce waste and save
the Earth. Lonely Planet Global Limited.
 Clinton, C., & Marino, G. (2019). Don't let them disappear: 12 endangered
species across the globe. Philomel Books. 

French, J. (2019). What a waste: Trash, recycling, and protecting our planet. DK
Publishing.

Fox, C. C. (2021, February 16). Plastic pollution. Science. Retrieved November 2,

2021, from https://kids.nationalgeographic.com/science/article/plastic-pollution.

Johnson, J. C., & Sadler, S. L. (2011). Seeds of change: Wangari's gift to the
world. Lee & Low. 

Kid's Guide to helping the planet: Brown, kai, Brown ... (n.d.). Retrieved
November 2, 2021, from https://www.amazon.com/Kids-Guide-Helping-Planet-
Brown/dp/B0851MHJ8Z. 

Potenza, A. (2020). Marching for the Planet. Science World, 76(9), 18-21.

Save the earth tips. National Geographic. (n.d.). Retrieved November 2, 2021,
from https://kids.nationalgeographic.com/nature/save-the-earth/topic/save-the-
earth-tips.

Shaw, A. (2021, March 25). Tour a recycling center. Science. Retrieved

November 2, 2021, from https://kids.nationalgeographic.com/science/article/tour-
a-recycling-center.

Trice, L., & Mitchell, H. (2016). Kenya's art. Charlesbridge. 

Technol I will use technology to drive instruction as students use multiple resources for
ogy their research of the chosen topic. Students will be provided with select resources
Connecti based on articles, videos, and books. This is the best option because all students
on will be able to get reliable information from credible sources and have more
protection of being safe online. Then for the final summative assessments,
students will use Seesaw to submit their video or picture of their poster they made
about the topic they worked on researching. On seesaw there will be the rubric
attached in the appendix for students to refer to and a drobox for their assignment.
Seesaw will also help students as it has multiple features that can benefit students.

Connecti I will incorporate creative expression by allowing students to choose how they
on to the design their final product. This will give students a chance to show their
Arts personality and character. Students will also have to create a visual or picture to
go along with their research which will bring in support and more comprehension
for the students assigned topic.

Supporti I will support my students with ADHD by giving frequent time reminders (e.g.,
ng 10 more minutes, 5 more minutes) to ensure the student knows exactly how much
Diverse time they have left to work on the activity.
Learner
s   I will support my students who struggle with writing by providing sentence
starters.

I will support gifted students by having them complete an extension activity that
asks them to draw three images that represent what they found while doing
research. This challenges students to pick out quotes and use information to
support their images.

I will support my students with IEPS and 504 plans by making sure that the plan
is addressed throughout the unit.

I will support my students with academic gaps by providing more support and one
on one time to help them complete the final product.

Cultural This unit is connected to my student’s community assets because they will be
ly examining the impacts that affect the environment around them. The students are
Responsi familiar with some of the issues that are involved in the community, but we will
ve put further focus on what specific changes and factors impact the environment. As
Teachin an extension activity, students could create or draw images that show the
g environmental impacts or what could be impactful in their school. 

Researc The project is based on the small group inquiry model. Students will be guided in
h and their research but will be asking their own questions and working together. During
Theory, research and work time the teacher will act as a facilitator and a source as students
or explore their topics and choose how they will present it. By presenting, students
Principl will share their research findings as well as teaching the rest of the class a new
es of topic. (Harvey, 2015) 
Child
Develop This lesson also takes inspiration from the 5E’s Instructional model, Specifically
ment Exploration, Elaboration, and Explanation. Students will be exploring their topics
through research. They will elaborate on their findings by creating their final
product, a poster or video. They will present their projects to the class based on
the rubric. The 5E model will help frame and organize science lessons to deepen
student comprehension and boost student engagement. (Bybee, 2009)

This lesson connects with Vygotsky’s Zone of Proximal Development. The Zone
of Proximal Development refers to what students can achieve independently, with
peers, and with support from adults (Kurt, S., 2020). Students can be more
successful with teamwork and support from others as they will be able to gain
feedback and share their ideas. This will connect as the teacher guides the student
to start thinking about the topics that they will research during this lesson and the
students beginning to research what they are interested in.

Higher
Order
Thinkin 1. Summarize the ways you impact the environment. (Evaluate, level 6)
g
Question 2. Why does the compost bag affect the environment? (Apply, level 3)
s
(HOTQs
) 3. How would you advocate for the environment based on the impacts of
humans? (Evaluate, level 6) 

4. Create a project that advocates for the environment and includes a

positive or negative impact. (Create, level 7) 

5. Defend how your plan advocates for the environment? (Evaluate, level 6)

6. Compare your plan to your peers’ plans to advocate for the environment.
(Evaluate, level 7)

Instructi Day 1: Introduction  

onal
Strategie Beginning:  
s and Teacher will introduce what students will be learning for the unit.
Learnin
g Tasks  The lesson will begin by activating prior background knowledge students may
have with human impacts on the environment. The teacher will use a Wonder
Wall to ask students what they know and what they have questions about
regarding the topic of environmental changes from human impact. 

1. Students will start by gathering what they know about human impact on
the environment and writing this down on sticky notes. 
2.  Students will then place their sticky notes on the left side of the chart
labeled “know.”
3. The teacher will then go through these sticky notes with the students and
share what they wrote. 
4. Students will then write what they want to know/have questions about
regarding human impact on the environment on some sticky notes. 
5. Students will then place their sticky notes on the right side of the chart
labeled “wonder.”
6. The teacher will then go through these questions and read them to the
class. 
1. This may allow students to become interested in ways they can
help fix the negative impacts and what they want to research. 

During: 
The teacher will then start the lesson by reading Becoming a Good Creature by Sy
Montgomery. 
  The students and teacher will discuss what they learned from the book. 

Then, the teacher will show a video about human impact on the Environment.
 Video: https://www.youtube.com/watch?v=Um-bo2MWDsQ

Students will turn and talk about things that stood out to them during the video.
The teacher will then have the students share with the entire class. The teacher
will then lead a discussion about how humans impact the environment.
“Summarize the ways you impact the environment.” (Evaluate, level 6)

After:  
The teacher will show the students an example of a compost bag. The teacher will
explain that they will be creating one themselves tomorrow. 

Students will complete the exit ticket and turn it in. The teacher will read some of
the answers to the questions out loud anonymously to get students further thinking
about what they want to research. The exit ticket will determine which students
will be researching positive impacts and which students will be researching
negative impacts. 

Day 2: Compost Bag and Beginning of research

Beginning: 
The teacher will separate the students in groups based on their topic. (Positive
impacts or negative impacts) 

During: 
Students will watch a video and complete a compost bag in their groups using:
 Empty soda bottles (1 for each student)
 soil
 spray bottle 
 water
 fruit scraps 
 dirt 
 fertilizer 
 chicken manure fertilizer 
 leaves 
 Video: https://www.youtube.com/watch?v=qHYzRaepeMw

After:
The teacher will orally assess the students where they’ll explain how their
compost bag helps the environment. “Why does the compost bag affect the
environment? (Apply, level 3)” The teacher will review research expectations and
safety as a class. The students will work in their groups to plan and brainstorm
their research. 

Day 3: (Begin research and project)

Beginning: 
The teacher will explain what students will be doing today and get students in
their groups. Students will start their research in their groups based on either
negative or positive impacts. “How would you advocate for the environment
based on the impacts of humans?” (Evaluate, level 6)

During: 
The teacher will walk around to check in on groups to answer any questions as
students research about their topic. The students will use articles and books
provided by the teacher to research or find information about their topic.

After: 
The teacher will see if students have any questions so far about their research and
help clarify any misunderstandings. Students will turn in a group self-assessment.
The self-assessment will be based on where students are at with their groups and
how they are feeling.

Day 4: (Finish up research and project)

Beginning:
The teacher will begin the lesson by telling students that they will be presenting
tomorrow and that today will be for them to wrap up any research they still need
and their final product. Create a project that advocates for the environment and
includes a positive or negative impact (Create, level 7). 

During:
Students will continue and wrap up their final product. Students will also share
their work with their peers to revise and edit what they have so far if needed.

After:
The students will turn in a second group self-assessment. The teacher will check
with each group to see how much they have progressed on their projects and
clarify that presentations will begin starting in class tomorrow. 

Day 5: Presentations 

Beginning:
The teacher will begin the lesson by making sure students' presentations are ready
to present. Once students are ready, students will start presenting.

During:
Students will present their presentations to the class while the teacher grades each
student or takes notes based on the final product. The rubric will be used to
support and help grade the final product.
During the presentations, students will be writing what they learned and what they
have questions about on sticky notes (wonder wall). After each presentation, the
students will come up and post their sticky notes on the wonder wall. The students
presenting will discuss these questions the students may have or what they have
learned. “Defend how your plan advocates for the environment?” (Evaluate, level
6) 
 After:
The lesson will close with the presentations that were presented being
summarized and allowing students to talk about what they learned from their
classmates' presentations. “Compare your plan to your peers’ plans to advocate
for the environment.” (Evaluate, level 7)

Lesson Day 1:
Closure Students will complete the exit ticket and turn it in. The teacher will read some of
the answers to the questions out loud anonymously to get students further thinking
about what they want to research.

Day 2:
Students will explain how their compost bag helps the environment. The teacher
will review research expectations and safety as a class. The students will work in
their groups to plan and brainstorm their research.

Day 3:
The teacher will see if students have any questions so far about their research and
help clarify any misunderstandings. The teacher will check with each group to see
how much they have progressed on their projects as well as look over the group
self-assessment.

Day 4:
The teacher will check with each group to see how much they have progressed on
their projects and clarify that presentations will begin starting in class tomorrow.

Day 5: 
The lesson will close with the presentations that were presented being
summarized and allowing students to talk about what they learned from their
classmates' presentations.

Re- Day 1
teaching The first lesson is based on a whole group discussion of positive and negative
- impacts that humans have on the environment. As a reteach or practice, there
Engage could be particular focus on some ideas students already know about or can
ment, connect with.
Practice
Day 2
The second lesson is based on students completing a compost bag. Then starting
their research. There could be connections of what was talked about yesterday to
get students thinking about what they want to read and research. As well as the
questions students had on their exit ticket or compost bag be answered or
prompted to students for research.

Day 3
The third lesson is based on students starting to complete their research. The
teacher can have students ask questions and provide time for students to talk to
their peers about what they read to get more engaged with the texts they haven't
 read or looked at yet for tomorrow's research. The reading articles and books can
be sorted by level of comprehension for differentiation.

Day 4
This is the day for students to wrap up their research and presentations. The
teacher can support students by allowing for an extra few minutes of the next class
to submit everything. The teacher can also provide a script (video), or template
based on how the student is choosing to present the topic.

Day 5
Students will encourage one another and ask questions, if any, as their peers
present their projects. This will allow for more understanding, clarification, and
discussion. 

Extensio Day 1
ns Come up with a strategy of conducting your research and provide some sources
that you might use and how you know they are credible based on the given
resources. Focus more on the questions being asked from the exit tickets.

Day 2
Students can create their own compost bags of found materials for further
understanding and scaffolding of the activity.

Days 3 and 4
Students can come up with their own source to research more about their topic.
This will allow students to practice doing more research and finding a credible
source. If needed, students can explore the impacts of plants, weather, and
animals. 

Day 4 and 5
Students can make a poster or a summary with multiple positive and negative
impacts of the environment based on their research and their peers' presentations.
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Appendices
Appendix A: Exit Ticket
 Appendix B: Poster and Video Rubric

Total: ____/ 100

___Presentation or Video is 2-3 minutes long 20 points

___1-2 Resources (circled on paper) 20 points

___ Include the topic 10 points

__Include at least 1-2 ways that humans impact the environment 20 points

__Create a plan that advocates for the environment (ex: how will you recycle?) 20 points

__ Include at least one picture or visual 10 points

Notes:
Appendix C: Group Self-Assessment:
Appendix D: Wonder Wall
Appendix E: Vocabulary Support
Appendix F: Compost Bag
Appendix G: Observation Sheet
Appendix H: Anchor Chart for Evaluate
Appendix I: Anchor Chart for Opinion

Appendix J: Anchor Chart for Research

Appendix K: Anchor Chart for Science Observations
Appendix L: Word Wall Journal