522+Final+Project



Name of My Unit:
 * The Earth**

Unit Essential Question:
 * Within your family in Ventura County how can you help save The Earth?**

Activities and Assignments: Procedures and Materials Group Discussion: Students will get into groups of four and brainstorm on a piece of paper how they think they could save the earth! Show a You Tube video related to helping save the Earth. Students will draw posters of recycling and will post them throughout the school. All questions are rated on a scale: STRONGLY AGREED, AGREED, NETRUAL, DISAGREED, STRONGLY DISAGREED. (SA || A || N || D || SD) PowerPoint: Students would see a powerpoint on recycling. Students will listen and practice singing the "3 R's song" by Jack Johnson. media type="file" key="3rs song.mov" width="300" height="300"
 * Day One**: Read the book "I can save the Earth" to the whole class.
 * Day two**: Give students a survey to take home and give it to their parents.
 * **You are clear about GLOBAL WARMING, the problem that Earth faced today.**
 * **You are clear about POLLUTION, the problem that Earth is facing today.**
 * **You are clear about OZONE DEPLETION, the problem that Earth is facing today.**
 * **You recycle at least once in a week.**
 * **You think the government is responsible in making people practice the 3 Rs (Recycle, reduce, reuse)**
 * **You think you are wasting our earth’s resources (Water, electricity etc)**
 * **You find it hard to conserve our earth’s resources.**
 * **You think you are contributing to the problems Earth is facing.**
 * **You are willing to change your habits despite the many challenges.**
 * **You choose eco-friendly products that will not harm the Earth instead of normal products.**
 * **You take part in environmental events and watch films like “The 11th Hour” that talks about our environment.**
 * **You think that the change Earth is facing is very serious and will affect the future generation.**
 * Day Three**: Students will interview an adult asking them questions about how they could help to save the earth.
 * Day Four**: Students will be assigned a book report on Earth plus a diorama for the rest of the month.


 * Day Five**: Read "Be a Friend to Trees" and then plant seeds and start a garden.
 * Day six:** The Three R's: Reuse, Reduce and Recycle then follow it by playing with Learn to Recycle activity kit.

Give students the Three R's Brochure so they could take it home. National Educational Technology Standards Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitate and Inspire Student Learning and Creativity **
 * b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources **

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

.

Culminating Project/Assessment
 * Presentation**: Students will do an oral report on how they could help save the earth. Along with the presentation they will have visuals on a chart paper.

Technologies Used/Intelligences Accessed: Powerpoint You Tube Videos Microsoft Office

__**CA State Standards Addressed**:__


 * Reading**

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. //1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.// 1.6 Use sentence and word context to find the meaning of unknown words. 1.7 Use a dictionary to learn the meaning and other features of unknown words.
 * Decoding and Word Recognition**
 * Vocabulary and Concept Development**
 * 2.0 Reading Comprehension** Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. //**Comprehension and Analysis of Grade-Level-Appropriate Text**// 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 2.3 Demonstrate comprehension by identifying answers in the text. 2.4 Recall major points in the text and make and modify predictions about forthcoming
 * Structural Features of Informational Materials**

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). //**Organization and Focus**// 1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details. 1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence. //**Research**// 1.3 Understand the structure and organization of various reference materials (e.g., dictio-nary, thesaurus, atlas, encyclopedia). //**Sentence Structure**// 1.1 Understand and be able to use complete and correct declarative, interrogative, impera-tive, and exclamatory sentences in writing and speaking. //**Grammar**// 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjec-tives, compound words, and articles correctly in writing and speaking. 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking. 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. //**Punctuation**// 1.5 Punctuate dates, city and state, and titles of books correctly. 1.6 Use commas in dates, locations, and addresses and for items in a series. //**Capitalization**// 1.7 Capitalize geographical names, holidays, historical periods, and special events correctly. //**Spelling**// 1.9 Arrange words in alphabetic order.
 * 1.0 Writing Strategies**
 * Penmanship**

Number Sense

1.0 Students understand the place value of whole numbers:

1.1 Count, read, and write whole numbers to 10,000. 1.2 Compare and order whole numbers to 10,000. 1.3 Identify the place value for each digit in numbers to 10,000. 1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand. 1.5 Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).

Statistics, Data Analysis, and Probability 1.0 Students conduct simple probability experiments by determining the numberof possible outcomes and make simple predictions:

1.1 Identify whether common events are certain, likely, unlikely, or improbable. 1.2 Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times. 1.3 Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot). 1.4 Use the results of probability experiments to predict future events (e.g., use a lineplot to predict the temperature forecast for the next day).

Rosie- I think this is a great unit to teach. The Earth is such an important topic that should not be pushed to the bottom of lesson plans. I like the idea about giving the students a survey to take home to the parents. Parental involvement is important in the classroom as it encourages participation and awareness. I also enjoy the idea that students will be interviewing an adult of their choice about how they can help save the earth. This is another great way to help students develop a better understanding about the Earth. Good luck while developing your unit. Ashley Rosie: Great job mapping out your unit on the Earth. The students will be excited to do their part once you share with them this lesson. I also really like that you are including the interviews. As Ashley said, the students will get a chance to learn from multiple sources this way. Great job! Stacy Rosie, I love your essential question. It helps bring this global issue home to your students. I am looking forward to seeing which of the earth's problems you select to challenge your students. Susie
 * Instructor/Peer Constructive Criticism and Positive Feedback**:

Rosie: I really like your questions. I think your unit will really make the students think and inspire them to learn about the Earth. As Ashley mentioned above, the Earth is an important topic that students should learn about. Overall, I think you've done a great job planning this unit and I am excited to see the final product! ~Hannah

Dear Rosie,

This is a strong start to this unit and choosing a topic might be half the battle. But the next - and crucial step - will be to start choosing many diverse strategies that use different intelligences to allow as much access as possible to as many students as possible. Over the next four weeks let's sit down and see how many different intelligences you can cover -- you do a good job of explaining what you want students to know... but final projects? individual assignments? music? You have the destination, but now let's fill in all the information between the start and end of your unit.

We will start here on Tuesday, eh?

Very Truly Yours,

Richard