UBD Curriculum Unit

Subject: People and the Environment, 9th grade

Unit Topic: Understanding how people and the environment are interconnected

Author: Rebekah Pinedo

UbD Template 2.0 Linear Version (Rose, 2023)

Stage 1 Desired Results

Standards for the Unit

ELA Standards:

RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text

W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.

ELD Goals:

• Collaborative, Bridging, 1: Exchanging information/ideas – Contribute to class, group,

and partner discussions, sustaining conversations on a variety of age and grade-
appropriate academic topics by following turn-taking rules, asking and answering
relevant, on-topic questions, affirming others, and providing coherent and well-
articulated comments and additional comments.

Learning goal: By the end of the lesson, my students will be able to contribute to class
discussions by asking and answering relevant, on-topic questions, affirming others, and
providing well-articulated comments.
Transfer Goal for the Unit

When confronted with questions regarding the interconnectedness of people and the
environment, students will be able to recognize and articulate how their environment affects
the way that they live. They will be able to articulate on paper and with others how the
environment can change the trajectory of a person’s life and does not solely consist of earthly
climate but can also consist of social climate as well.

Enduring Understandings for the Unit (min of 3)

Both fiction and nonfiction texts will reveal:

• People and the environment are connected

• Nature affects the way that people live

• People harming the environment results in the harming of people

Essential Questions for the Unit (min of 3)

• What is the relationship between people and the environment?

• What do nonfictional texts reveal about the connection between humans and
nature?

• What do fictional texts reveal about the connection between humans and nature?

Acquisition: Students will know… (List all the vocabulary and concepts your students will
need for this unit.)

Students will know the relationship between people and the environment by reading both
fictional and nonfictional texts. Students will come to the conclusion that people and the
environment affect one another. Vocabulary that they would need to know include:
ecosystem, environment, & sustainable. Students will be skilled at identifying themes within
text and crafting an argument with evidence.

Acquisition: Students will be skilled at… (List all the skills that your students will need for this
unit.)

• Students will be skilled at analyzing texts including what the theme of the text is and
how the author was able to achieve such theme
• Collaborating with other students to achieve their goal of crafting an argument that
contains sufficient and relevant evidence
• Writing arguments that include relevant evidence which will demonstrate their ability
to articulate their thoughts in an organized manner

Stage 2 Evidence

Performance Assessment (Summative Assessment for the Unit)

Photo essay project: Students will be asked to craft together a series of photos in which they
display the connection between humans and nature. There should be a clear theme within the
essay. Students are to incorporate a piece of evidence which can be from the list of resources
provided in class, or a separate outside resource that they have found. The piece of evidence
may consist of a short story, film, piece of literature, or Youtube video. A caption should be
provided for each picture. Students are to capture each picture. If a person’s picture is taken,
students are to obtain permission to place the image in their photo project. The project should
include at least 15-20 photographs. Students are not to exceed the maximum amount of
photographs. Students have permission to complete this project on any source they prefer.
The goal is to organize a series of photos that demonstrate their understanding of how well
they understand the connection between people and the environment. My role is to provide
guidance on how to create the photo essay project and to explain the requirements. My target
audience are students who do not typically complete assignments. The challenge involves
teaching students who need additional assistance in completing assignments. I will create a
series of questions in addition to a graphic organizer for students to use. Their work will be
judged by the rubric below.

Rubric for Performance Assessment

Self assessment:

5: Totally get it. Perfect. Could not have done better.

4: Better than a 3, but not perfect.
3: Kind of got it. Could use some work.
2: Understood some of it.
1: Didn’t get it at all.

Other Evidence (Formative Assessments throughout the Unit)

Lesson 1: (Formal Assessment) Guided reading questions and short answer questions from
Common Lit website. Students will answer the guided reading questions to help assist in their
understanding of the text. Then, students will answer a short answer question from Common
Lit to demonstrate whether they understand the theme of the text in addition to how the
author developed the theme.

Lesson 2: (Informal Assessment) Students will turn in a notes sheet which they will complete
during the film. The notes sheet will demonstrate not only their understanding of the film, but
also their understanding of how the film answers the essential question of: What is the
relationship between people and the environment? Students will also complete a summary
and reflection. The will summarize the film and theme of the film. They will reflect on how the
theme of the film can apply to their own life.

Lesson 4: (Formal Assessment) Reflection on the debate - Students will turn in a reflection on
the debate that took place in class. They will summarize the points covered in the debate.
Then, they will answer whether the debate has changed their mind or strengthened their
argument on the question: What is the relationship between people and the environment?.

Links to answer keys, rubrics, other criteria used

• Padlet

16 Minute Essay
TRUISM = a seemingly obvious truth, but actually an opinion
This is where This is where you are going to This is where you will write
the writing respond your polished version of the
prompt is ↓ to the writing prompt ↓ writing task. Think about
The language patterns below ways in which you could re-
are for you to use as options organize your work so that it
to ‘get going’, but you do not is meaningful and
have to use them. communicates your thoughts
in a way that you are proud
of and want to share with
others .
2 Students react to [I agree/disagree with the
Min the truism: idea that… because…]

4 Students connect [In the

Min their belief about article/autobiographical
the truism to piece, __________, … ]
something they [I read somewhere that …]
have read
4 Students connect [In addition, I saw a
Min their belief about movie/show where …]
this truism to
something they
have seen in a
movie or show
4 Students connect [In my own life, I …]
Min their belief about [Personally, …]
the truism to [I have experienced ___…]
 something they
have personally
experienced
2 Students [Due to …, this is why I
Min elaborate on the believe… ]
significance of this [I never really considered
truism _____ before, but now I…]

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction

(7-14 Lessons in Sequence)
Attach a link to each lesson plan in the unit
Lesson 1: Intro to The Interconnectedness of People and the Environment

Lesson Title: The interconnectedness of the environment and people

Grade Level/ Content: 9th English

Standards

RI.9.2: Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text

Objective

Students will read “Lee Sherman and the Toxic Louisiana Bayou” from Common Lit where they
will determine the central idea of the text and analyze its development over the course of the
text. Students will use this text to answer the essential question: What is the relationship
between people and the environment?

Enduring Understanding
 Students will read an informational text which will help them understand that nature affects
the way people live.

Essential Question

What is the relationship between people and the environment?

Assessment and Feedback

Students will answer the guided reading questions in the Common Lit site while they are
reading the text. Students will answer the guided reading questions as a class. The short
answer question will be answered individually. Students will complete the short answer
question after the text has been read as a class.

Learning Experiences (Label WHERETO)

Intro: I will begin by asking students: Can someone please tell me what would happen if all the
trees were to suddenly die? What would happen to the earth? To us? To the animals? We will
engage in this discussion for the first few minutes of class. I will then direct students to the
Padlet in which they will answer the question: Does the environment affect people, or do
people affect the environment? Students will be allotted five to ten minutes to complete the
Padlet.

Body: I will then tell students: Today we will be reading a text to help you all answer the
essential question: What is the relationship between people and the environment? This is the
essential question we will be focusing on for the next couple weeks. This unit is meant to help
you understand the ways in which people and the environment are interconnected. This unit,
we’ll be reading texts and watching films to help answer this question. At the end of the unit,
you will show me in your own way how people and the environment are connected. First, we
will start with a short story.

Students will then be directed to Common Lit. We will read the text as a class. While we are
reading, we will answer the guided reading questions altogether. Students will look out for: the
theme of the text, and how the author demonstrates that theme. I will walk students through
the text by pausing intermittently to ask questions and reveal connections found in the text. I
will also be sure to connect the text to the essential question.

Once we finish reading the story, students will be asked to discuss with their partners what
they believe the theme of the story to be and why they believe what they do. In addition, they
will also discuss whether their answer to the Padlet question has changed. They will be
permitted 2-3 minutes to do so. Once finished I will ask students to share what they or their
partner said. This will allow time for students to share their ideas with one another and to
understand how the text impacted their answer to the Padlet question.

Lastly, students will complete the Short Answer Question found in Common Lit: “You have just
read ‘Lee Sherman and the Toxic Louisiana Bayou’ by Arlie Hochschild. Describe how the
incident with the bird in paragraphs 17-18 develops the author’s claim about PPG.
Understanding the claim will help students understand the theme of the story. This will be their
exit ticket. Students will be allotted ten to fifteen minutes to do so.

Closure:

I will tell students: This text will help you answer the essential question: What is the
relationship between people and the environment? We are answering this question because
we are all humans who live in an environment. We are learning how we affect our
environment, and how our environment affects us.

Lesson 2: Films and the Environment

Lesson Title: Films and the Environment

Grade Level/ Content: 9th English

Standards

RI.9.2: Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.

Objective

Students will watch “Avatar: The Way of Water”. They will determine the central idea of the
film and analyze its development over the course of the film. Students will use this film to
answer the essential question: What is the relationship between people and the environment?

Enduring Understanding

Students will watch “Avatar: The way of Water” to help them understand the connection
between people and the environment.

Essential Question
What is the relationship between people and the environment?

Assessment and Feedback

Students will fill out a notes sheet in which they will provide a summary of the film and also
answer how this film helps them answer the essential question: What is the relationship
between people and the environment?.

Learning Experiences (Label WHERETO)

Opening:

We have been learning about how the environment and people are connected. Today, we are
going to continue learning about this but will do so in film format. You will watch a film that
will help you to see how people and the environment are connected. This is a fictional film.
Despite being a fictional film, it demonstrates themes that can be applicable to everyday life.
What I would like you all to watch out for while you are watching is the main idea of the text.
What is the film trying to say about nature and people? On your desks is a notes sheet. Be sure
that you attempt to fill out the page while you are watching. In addition, you will complete a
summary and film once the novel is completed, so be sure that you pay attention.

Body:

I will pause the film intermittently to ask students questions. Such questions include: (1) What
is this scene saying about people and the environment? (2) Does this demonstrate a positive
relationship between people and the environment? (3) So far, what is the film telling us? These
questions will be used to ensure that students are reminded of what they are looking for.

Students will be able to take notes in different formats: drawings or bullet points. Students will
simply be required to attempt to fill out the page. This is to be completed while the film is
taking place.

Once the film is finished, students will be asked to complete a summary and reflection.
Students will write a summary of what the text was about. Students will need to write at least
three sentences. Students will then complete a reflection in which they write about how the
film helps to answer the question: What is the relationship between people and the
environment?
Closure:

Today, we watched a film which helped you to answer the question: What is the relationship
between people and the environment? This film in addition to the short story we read recently
will help you to see the different ways in which people and the environment are connected.
This also demonstrates how the people and environment can also cause harm to one another.
This is important to think about as this is a concept that can be observed in everyday life.
When we do not take care of our environment, often we find that we become unhealthy. This
is all meant to help you pay attention to your environment and see the connections in your
own life.

Teacher Notes

Need to provide the notes template

Lesson 3: Short story and the Environment

Lesson 4: Debate and the Environment

Lesson Title: Debate and the Environment

Grade Level/ Content: 9th grade English

Standards

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.

Objective

Students will participate in a class debate to discuss how people and the environment are
connected.

Enduring Understanding

Students will participate in a debate in order to learn how to communicate their ideas to one
another in a scholarly setting.

Essential Question

What is the relationship between people and the environment?

Assessment and Feedback

The reflection following the debate

Learning Experiences (Label WHERETO)

Opening:

Today, we will be doing something a little bit different. Everyone will be participating in a
debate where you will have the opportunity to share your ideas with one another. We will be
answering the question: What is the relationship between people and the environment? Here
is how this will work: You will all be separated into two groups. Each group will be assigned a
stance. Group one will have the stance: There is a negative relationship between people and
the environment. Group two will have the stance: There is a positive relationship between
people and the environment. Before this, you are going to review different resources that I
will provide for you. In addition, you will answer a few questions. You are going to take about
twenty minutes to review the resources and answer the questions. After this, you will take
about ten minutes to discuss your findings with your group. Your goal is to put together an
argument that is strong enough to convince others of your argument. Out of your group, four
people from each group will be debating with one another. The rest of you who are not
debating will be taking notes. You are allowed to elect the four students who will represent
your group.

Students will then be directed to Canvas where they will find the list of resources and
questions. Here are the questions that they will answer:

• Is there a negative relationship between people and the environment? How do you
know?
• Is there a positive relationship between people and the environment? How do you
know?
• What evidence can you use to build your argument? Place them here. Explain how it
can be used.

After thirty minutes, students will be asked to discuss with one another their findings. They will
then elect the four students who will engage in the debate. Those who are chosen to engage in
the debate will be asked to write down notes that they will use to debate. Each student is
expected to participate in this discussion. Once time is up, those who are elected will be placed
at the front of the room where there will be chairs and tables set up. Students who are
observing will be required to take notes.

The debate will take place for about fifteen to twenty minutes. Once the debate is concluded,
all students will be required to complete a reflection in which they answer the questions: (1)
What was your personal belief regarding the question: What is the relationship between
people and the environment? As the result of this debate, has your personal belief changed or
remained the same? Why? Support with evidence from the debate.

Conclusion:

Today, you all participated in a debate in which you answered the essential question: What is
the relationship between people and the environment? This debate not only sharpened your
argument on the essential question of what is the relationship between people and the
environment, but it also taught you all how to communicate your ideas with one another in an
organized manner with strong evidence. This is an essential skill to have. Communication is
key for any relationship, and especially in a job environment. This goes for any job. You will be
able to carry these communication skills into any aspect of your life.

Teacher Notes

The room will be set up where there is a group on each side of the room. At the front of the
room, there will be chairs and tables set up. This will be where the spokespeople will be
sitting. I will ensure that all students will have a chance to share by crafting rules. The
“winner” may be voted for by students.

Lesson 5: Essay and the Environment

Lesson 6: Workshop Day

Lesson 7: Photo Essay