Integrated Understanding by Design (Ubd) Lesson Plan 1

Integrated Understanding by Design (UbD) Lesson Plan 1
Classroom Teacher: Andrea Reyes
Grade (K-12)/Developmental Level: 2nd
Date Lesson Will Be Taught: TBD

Lesson Topic: Conservation of Natural Resources:
Introduction
Lesson Subject Area: Science, Language Arts, Social Studies

Preservice Teacher: N/A
Stage 1- Desired Result
Established Goals/Big Ideas (Include):

What are the big picture concepts, conceptual anchors, and connections?
Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to comprehend
and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited supply of
resources should be protected from pollution.
People become figures of authority in different ways.
The government helps people in different ways.
Common Core Standards:

http://standardstoolkit.k12.hi.us/common-core/language-arts/language-arts-grade-5-common-core-standards/
Language Arts:
CCSS.ELA- 2.RL.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA- 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA- 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Hawaii Content & Performance Standards III:

http://standardstoolkit.k12.hi.us/
Social Studies:
Benchmark SS.2.3.1 Stewardship: Describe ways in which specific government agencies are responsible for environmental issues and concerns
Science:
Benchmark SC.2.2.1 Unifying Concepts and Themes: Describe changes that have occurred in society as a result of new technologies
Benchmark SC.2.8.2 Earth Materials: Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and
recycling
General Learner Outcome (GLO):
GLO #1: Self-Directed Learner - The ability to be responsible for one's own learning.
GLO #2: Community Contributor - The understanding that it is essential for human beings to work together.
GLO#5: Effective Communicator - The ability to communicate effectively.
Understandings:
Students will understand that
Students will understand that specific government agencies are

responsible for environmental issues and concerns.
Students will understand how to use the element of space and the
principles of repetition and variety, with a variety of art media.
Students will understand that changes have occurred in society as a
result of new technologies.
Essential Questions:
What questions highlight the big ideas?
How do you determine key details and the main topic of a multiparagraph text?
Who is responsible for environmental issues and concerns?
What new technologies caused changes in society?
What changes have occurred in society as a result of new
technologies?
Students will understand that there is a limited supply of natural

resources and how they can be extended through conservation,
reuse, and recycling.
What are our limited supplies of natural resources?

How can they be extended through conservation, reuse, and
recycling?
Content Acquisition (Objectives):

Skill Acquisition (Objectives):
Student will know.
Student will be able to
Students will know how to use key details in a text to answer who,
Students will be able to ask and answer who, what, where, when, why,
what, where, when, and why.
and how of key details in a text.
Students will know how to identify the main topic of a multi Students will be able to identify the main topic of a multi-paragraph
paragraph text.
text as well as the focus of specific paragraphs within the text.
Students will know how government agencies are responsible for
Students will be able to describe ways in which specific government
environmental issues and concerns.
agencies are responsible for environmental issues and concerns.
Students will know how to describe changes that have occurred
Students will be able to describe changes that have occurred in
in society as a result of new technologies.
society as a result of new technologies.
Students will know what are the Earths limited supplies of
Students will be able to identify the limited supply of natural
natural resources.
Students will know how they can be extended through
conservation, reuse, and recycling.
Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to demonstrate understanding?
- Students will define key terms: natural resource, synthetic resources, renewable resources, and nonrenewable resources.
- Students will identify natural resources and synthetic resources.
- Students will identify renewable resources and non-renewable resources.
Other Evidence:
What other things can students do to
show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets
Self-Assessments:
What ways can students check understandings to set future goals?
-
Students will complete pretest and gain understanding of what concepts they know and what
concepts they need to learn.
Students will fill out natural resource worksheet.
Students, in groups, will identify and list examples of natural resources and synthetic resources,
renewable resources and non-renewable resources.
Reflections:
What did you identify during selfevaluation?
- N/a
Assessment Rubric:
Responsibility
Participation
Attitude
Overall Class Participation Rubric

ME
MP
DP
Very self-directed, accepts
Self-directed cleans up
Usually self-directed,
extra class duties, cleans up after self, uses materials
cleans up after self most of
after self and others uses
safely and responsibly.
the time, uses materials
materials safely and
safely
responsibly.
Leads discussion and group
activities, assists others,
initiates positive peer
relations.
Participates in discussions
and group activities and
maintains positive peer
relations.
Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.
Demonstrates effort,
curiosity, and enthusiasm
during class activities.
and activities when
requested and is working to
develop positive peer
relations.
during class activities most
of the time.
WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
Struggles to participate in
discussions and activities
and is challenged in
maintaining positive peer
relations.
Struggles to demonstrate
enthusiasm: requires a lot
of prompting and
encouragement.
Use of class time
Practices extensive selfdiscipline, always stays on

task, uses class time very
effectively.
Practice self discipline,

stays on task, uses class
time well.
Usually practices selfdiscipline, stays on task

most the time, uses time
well with some prompting.
Practices some selfdiscipline, but requires a lot

of prompting; struggles to
use class time well.
Stage 3 Learning Plan

Learning Activities:
Conservation of Natural Resources: Introduction
Introduction:
Students will complete Pre-test.
Whats in the Bag Activity:

- All students will pull out everyday items that we use from a bag and return to their seats.
- Teacher will pose the following questions to the class:
o What item did you get?
o In one sentence how do you use it?
o Can it be found in nature or is it mad made?
- Teacher will then discuss:
o The things that we, people, use are called resources.
o There are different types of resources: natural resources, synthetic resources, renewable, and non-renewable resources.
Developmental:
Teacher will read along with students pages 100 101 in Social Studies Textbook covering the key natural resources, synthetic resources,
renewable, and non-renewable resources.
- Resources: A supply of something that we, people, can use to fulfill a need.
- Natural Resources: Something found in nature that people use.

- Synthetic (Man Made) Resources: Something that is not found in nature that is made by people.
- Renewable Resources: Resources that can be replaced (i.e. air, water, trees, etc.)
- Non-renewable Resources: Resources that cannot be replaced or will not be replaced in our lifetime (oil, diamonds, gold, etc.).
Check for understanding Activity
- Students will break off into groups.
- Groups will be given an allotted time limit to come up with a list comprised of natural resources and synthetic resources.
- At the end of the time limit the groups will share their lists. If another group has that same resource they are to cross it off.
- After all groups share all of their resources the group with the most resources still remaining on their list they are the winners.
- Groups will repeat activity by making lists of renewable and non-renewable resources.
Conclusion:
Students will share in groups 1 thing they already knew and 1 thing they learned.
Students will write out reflection in their science journals about one natural resource that they use everyday.
Students will complete key terms worksheet for homework.
Extension:
Students will watch the following videos as another means to anchor their learning.
This short clip shows a song that defines and shows examples of key terms: https://www.youtube.com/watch?v=s5gD35seucs
Modification/Accommodation:
Students with difficulty:
Students will be given guided notes to fill in the blanks.
Students will be given more time to read the necessary information.
Students will be allowed to take breaks when necessary.
Students that are more advanced:
Students will identify 20 resources that they use at home or at school. They will identify if they are natural or synthetic resource and if they are
renewable or non-renewable.
If resources are synthetic, what natural resources do they come from?
Resource(s):
Kyle, William C., Joseph H. Rubinstein, and Carolyn J. Vega. SRA Real Science. Columbus, OH: SRA/McGraw-Hill, 2000. Print.
Viola, Herman J., and Sarah Bednarz. Houghton Mifflin History-social Science. Neighborhoods. Boston, MA: Houghton Mifflin, 2007. N. Print.
Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)

Using Resources The Lorax

Lesson Subject Area: Science, Language Arts, Social Studies


Language Arts:
CCSS.ELA- 2.RL.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.
CCSS.ELA- 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support
the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA- 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Social Studies:
Benchmark SS.2.5.1 Rights and Responsibilities: Demonstrate own roles and responsibilities in caring for others and the environment.
Science:
Benchmark SC.2.2.1 Unifying Concepts and Themes: Describe changes that have occurred in society as a result of new technologies.
recycling
GLO #3: Complex Thinker - The ability to demonstrate critical thinking and problem solving.
Understandings:
Students will understand that it is important to focus on a topic and

strengthen writing through writing process.
Students will understand their own roles and responsibilities in
caring for others and the environment
What is the importance of supporting details?
What role and responsibilities do we have in caring for others and the
environment?
technologies?

Student will know.
paragraph text.
Students will know how to strengthen their writing.
Students will know their own roles and responsibilities in caring
Students will be able to demonstrate own roles and responsibilities in
for others and the environment.
caring for others and the environment.
natural resources.
10
Performance Tasks:
- Students will define key terms: natural resource, synthetic, renewable resources, and non-renewable
resources.
Other Evidence:
- K-W-L Sheets
Self-Assessments:
Reflections:
- N/a
Students will identify the beginning, middle, and the end and provide two supporting details from
the text.
Student will identify the natural resources and synthetic resources in the text.
Students will apply knowledge of natural resources and synthetic resources from the text to real life
situations.
11
Assessment Rubric:
Responsibility

ME
MP
DP
extra class duties, cleans up
after self, uses materials
safely
responsibly.
relations.
relations.
Attitude
activities.
Use of class time

effectively.

time well.
Participation
and activities when
relations.
of the time.
WB
relations.
of prompting and
encouragement.
12
Narrative Writing Rubric
Ask Yourself:
ME
MP
DP
WB
Did you recount a wellelaborated event or short

sequence of events?
Yes, I recounted an event or

Well, I somewhat recounted
Yes, I recounted an event or
No, I didnt recount an
short sequence of events in
an event or short sequence
short sequence of events.
event at all.
a very creative way!
of events.
Did you include details to

describe actions,
thoughts, and feelings?
Yes, I included details to

describe actions, thoughts,
and feelings in a very
creative way!
Yes, I included several

details to describe actions,
thoughts, and feelings.
Well, I included some

details to describe actions,
thoughts, and feelings.
No, I didnt include details

to describe actions,
thoughts, and feelings at
all.
Did you use temporal

words to signal event
order?
Yes, I used many temporal

words to signal event order
I a very creative way!
Yes, I used several

temporal words to signal
event order.
Well, I used a few temporal

words to signal event order.
No, I didnt use temporal

words to signal event order.
Yes, I provided a sense of

closure.
Well, I somewhat provided

a sense of closure.
No, I didnt provide a sense

of closure at all.
Yes, I provided a sense of

Did you provide a sense of
closure in a very creative
closure?
way.

13
Conservation of Natural Resources: Utilizing Natural and Synthetic Resources

Introduction:
Review with the class the key terms: Resources, Natural Resources, Synthetic Resources, Renewable Resources, and Non-Renewable Resources.
Read A Loud: The Lorax by Dr.Suess
o During read a loud discuss:
Natural resources depicted in the book (i.e. pond water, truffula trees, clouds (air), humming fish, etc.)
Synthetic resources depicted in the book (i.e. thneed, super-axe-hacker, factories)
Developmental:
Using key details students will retell the story using Sequence Graphic Organizers focusing on Beginning, Middle, and End.
Beginning:
Middle:
End:
o Beginning:
Students will identify who the main characters of the story are: Once-ler, the Lorax
Students will identify where the story is taking place: Street of the Lifted Lorax
o Middle:
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o End:
Students will identify what the problem in the story is: Once-ler is using up all of the natural resources (truffula trees) to make
thneeds, but is creating pollution and making it difficult for the other creatures to live in their natural habitats.
Students will identify how the problem was solved: The boy receives the last Truffula seed in order to restore the natural resource of
the truffula trees, thus cleaning up the pollution that the Once-ler created.
After determining the main points in the Beginning, Middle, and End students will then support each main point with at least two supporting
details from the book.
Beginning:
Supporting Detail #1:

Middle:

End:

15
Using their graphic organizer students will write a narrative writing piece retelling The Lorax.
o Students will utilize the writing process in order to strengthen their narrative writing:
Prewrite graphic organizer
Draft Write 1st draft using graphic organizer.
Revise Add details and transitional words. Do my sentences make sense? Are my sentences on topic? Do I need to rearrange
any of my sentences?
Edit Check for errors: spelling, capitalization, punctuation, and grammar mistakes.
Publish Write final draft neatly.
Conclusion:
Students will then reflect on the writing process and which strategies worked best for them. Students will also share at least one thing that they
need to work on.
Extension:
This clip is a read aloud of The Lorax : https://www.youtube.com/watch?v=soRbNlPbHEo

Students will have access to the book and to a computer to utilize the auditory read aloud video
16
Students will identify 20 resources that they use at home or at school. They will identify if they are natural or synthetic resource and if they are
renewable or non-renewable.
If resources are synthetic, what natural resources do they come from?
Resource(s):
Seuss. The Lorax. New York: Random House, 1971. Print.

17

Pollution and Consequence Pt. 1

Lesson Subject Area: Science, Social Studies


Language Arts:
18
setting, or plot.
Social Studies:
Benchmark SS.2.5.1 Rights and Responsibilities: Demonstrate own roles and responsibilities in caring for others and the environment
Science:
Benchmark SC.2.1.1 Scientific Inquiry: Develop predictions based on observations
Benchmark SC.2.1.2 Scientific Inquiry: Conduct a simple investigation using a systematic process safely to test a prediction
recycling
19
Understandings:
Students will understand how to form an opinion and provide

supporting details.
Students will understand how to develop predictions based on
observations and conduct a simple investigation using a systematic
process safely to test a prediction.
resources.
environment?
technologies?

Student will know.
paragraph text.
Students know how to develop predictions based on observations
Students will be able to develop predictions based on observations
and conduct a simple investigation.
and conduct a simple investigation using a systematic process safely
to test a prediction.

natural resources.
resources.
20

Performance Tasks:
- Students will define key terms: conservation, natural resource, synthetic, renewable resources, nonrenewable resources, and pollution.
- Students will describe the affects of pollution on the environment.
Other Evidence:
- K-W-L Sheets
Self-Assessments:
Reflections:
- N/a
Students will define what pollution is.

Students will determine the cause of pollution.
Assessment Rubric:
Responsibility
Participation

ME
MP
DP
safely
responsibly.
and activities when
WB
21
Attitude
Use of class time
relations.
relations.
activities.

effectively.

time well.
Experimental/Hypothesis
Conclusion

Pollution in a Box Experiment Rubric

MP
DP
The purpose of the lab or
question to be answered
the question to be answered
during the lab is identified, during the lab is partially
during the lab is clearly
but not stated in a
identified, and is stated in a
identified or stated.
somewhat unclear manner. somewhat unclear manner.
Hypothesized relationship
between the variables and
the predicted results is
the predicted results is clear
the predicted results has
reasonable based on
and reasonable based on
been stated, but appears to
general knowledge and
what has been studied.
be based on flowed logic.
observations.
Conclusion includes
Conclusion includes
Conclusion includes what
whether the findings
whether the findings
was learned form the
supported the hypothesis,
supported the hypothesis
experiment.
possible sources or error,
and what was learned from
ME
Question/Purpose

relations.
of the time.

relations.
of prompting and
encouragement.
WB
during the lab is irrelevant.
No hypothesis has been

stated.
No conclusion was
included in the report or
shows little effort and
reflection.
22
Spelling, Punctuation,
and Grammar.
and what was learned from

the experiment.
One or fewer errors in
spelling, punctuation, and
grammar in the report.
the experiment.
Two or three errors in
Four errors in spelling,

punctuation, and grammar
in the report.
More than 4 errors in


Conservation of Natural Resources: Pollution Pt.1
Introduction:
Review key terms: resources, natural resources, synthetic resources, renewable resources, and non-renewable resources
Review The Lorax:
o What did the Once-ler do?
o What happened to all of the animals? Why did they leave?
o What was he doing to the environment with his machines?
Teacher will read: Oil Spill! By Melvin Berger

Group discussion:
o Based on what we read what does pollution mean? What is pollution?
o What are the sources of pollution? Where does pollution come from?
o How do we fix pollution?
Developmental:
Students will conduct experiment using the scientific method focusing on industrial pollution (pollution created by factories/ businesses) i.e. oil
spills, smog, toxic waste, etc.
23
Pollution in a Box
o Set up:
Clear bin filled with clean water.
Recreate pollution with vegetable oil (oil spill), coffee grinds (chemical toxins), food coloring (smog introduced into the water
cycle)
o Scientific Method Approach:
Step 1 Ask a question or make an observation:
(What are you curious about, or what have you seen that makes you wonder?)
Observation: The water is dirty. It changed colors. Etc.
Question: How will the pollution be cleaned up? Will it be easy to clean up the pollution?
Step 2 Hypothesis:
(What do you think is the answer to your question or the reason for your observation?)
The pollution will be easy/hard to clean up.
Step 3 Make Predictions:
(What are some if/then statements that explain and confirm your hypothesis?)
If we remove the pollution, then the water will be clean.
Step 4 Perform Tests or Experiments:
(What will you do to test your predictions? Your hypothesis may not have been correct. Thats ok!)
Students will use strainers, tongs, and other tools to remove all of the toxins.
Step 5 State your Conclusions:
(What did your experiment show? Did the experiment confirm your hypothesis?)
Students will find that it is easier to create pollution, but difficult to remove/ fix pollution.
Conclusion:
Students will come to the conclusion that industrial pollution is easy to make, but difficult to clean up. Sometimes the methods we have for
cleaning pollution can also harm the environment.
Extension:
24
This short shows a recent oil spill and how it is cleaned. : https://www.youtube.com/watch?v=3DbSlAg3F3A
Students will apply activity to everyday life by making a connection between the experiment and current events.
Resource(s):
Berger, Melvin, and Paul Mirocha. Oil Spill! New York: HarperCollins, 1994. Print.
25

Pollution and Consequences Pt. 2

Lesson Subject Area: Science, Social Studies, Language Arts


Language Arts:
26
setting, or plot.
CCSS.ELA- 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.

Social Studies:
Science:
recycling
27
Understandings:

supporting details.
resources.
How do you write an opinion piece in which they introduce?
environment?
technologies?

Student will know.
paragraph text.
Students will know how to write opinion pieces stating their
Students will be able to write opinion pieces in which they introduce
opinion, supply supporting details, and provide a concluding
the topic they are writing, state an opinion, supply supporting details,
statement or section.
and provide a concluding statement or section.
Students will be able to focus on a topic and strengthen writing as
needed by revising and editing.
Students will know how use a variety of digital tools to produce
28
and publish writing, including in collaboration with peers.

natural resources.
Students will be able to use a variety of digital tools to produce and

publish writing, including in collaboration with peers.
resources.
Performance Tasks:
Other Evidence:
- Students will define key terms: conservation, natural resource, synthetic, renewable resources, non- show what they know?
renewable resources, and pollution.
- K-W-L Sheets
Self-Assessments:
-
Students will define what pollution is.

Students will determine the cause of pollution.
Reflections:
- N/a
Assessment Rubric:
Responsibility

ME
MP
DP
WB
29
Participation
Attitude
Use of class time
Did you introduce the

topic you are writing
about?
Did you clearly state your
opinion?
Did you supply reasons to
extra class duties, cleans up

responsibly.
after self, uses materials


safely

relations.
relations.
activities.
and activities when
relations.
of the time.

effectively.

time well.
ME
Yes, I introduced the topic
in a very creative way!
Yes, I clearly stated my
opinion in a very creative
way!
Yes, I supplied three or
Opinion Writing Rubric

MP
Yes, I introduced my topic.


relations.
of prompting and
encouragement.
DP
Well, I somewhat
introduced my topic.
WB
No, I didnt introduce my
topic at all.
Yes, I stated my opinion.
Well, I somewhat stated my No, I didnt state my

opinion.
opinion at all.
Yes, I supplied two reasons
Well, I supplied one reason
No, I didnt supply any
30
support your opinion?

Did you provide a
concluding statement or
section?
more reasons to support my

way!
Yes, I provided a
section in a very creative
way!
to support my opinion.
reason to support my
opinion.
Yes, I provided a
section.

a concluding statement or
section.
No, I didnt provide a

section at all.

Conservation of Natural Resources: Pollution Pt.2
Introduction:
Review key terms: resources, natural resources, synthetic resources, renewable resources, and non-renewable resources
Review Oil Spill! and Pollution in a Box Experiment
o Whats oil?
o Whats an oil spill?
o How does it happen?
o How do we fix it? What are the different methods that are used to clean oil spills?
Teacher will read: Garbage Monster by Joni Sensel
Garbage Monster Activity

Teacher will outline one of the students using a marker and butcher paper. The outline of the students represents the earth.
Teacher and students will briefly walk around outside and pick up pollution around their classroom ad designated area on school grounds.
Teacher and students will glue their pollution to the garbage monster.
31
Group discussion:
o Based on what we read and garbage monster activity what does pollution mean? What is pollution?
o What are the sources of pollution? Where does pollution come from?
o How do we fix pollution?
o What are your thoughts on how we affect the environment?
o What are your thoughts about pollution?
Developmental:
Students will form their own personal opinion regarding pollution and writing a paper utilizing the writing process and graphic organizers.
Step 1 Prewrite graphic organizer

Students will write a topic sentence, three main points, and two supporting details for each point.
First,

Then,

In conclusion,

32
Step 2 Draft Students will write their 1st draft using graphic organizer.
Step 3 Revise Students will add details and transitional words. (Do my sentences make sense? Are my sentences on topic? Do I
need to rearrange any of my sentences?)
Step 4 Edit Students will heck for errors: spelling, capitalization, punctuation, and grammar mistakes using their quick word
books, word wall, and peer and teacher conferencing.
Step 5 Publish Students will, with assistance, type their final product and publish there writing in standard format.
Conclusion:
need to work on.
Extension:
This clip is brief video of the affects pollution has on our environment: https://www.youtube.com/watch?v=laIjdCJ2328
33

Students will give at least three supporting details. Students will write a possible solution to the problem of pollution in their conclusion.
Resource(s):
Sensel, Joni, and Christopher Bivins. The Garbage Monster. Enumclaw, WA: Dream Factory, 2000. Print.
34

Conservation Solution Pt.1



Language Arts:
35
setting, or plot.
Social Studies:
Science:
recycling
Understandings:
36


environment?
technologies?
recycling?

Student will know.
paragraph text.
natural resources.
37
Performance Tasks:
- Students will define key terms: conservation, natural resource, synthetic, renewable resources, nonrenewable resources, pollution, reduce, reuse, and recycle.
- Students will identify different items that can or cannot be recycled.
- Students will write an opinion paper in a form of a letter regarding conservation.
Other Evidence:
- K-W-L Sheets
Self-Assessments:
Reflections:
- N/a
Students will complete post-test and compare what they did or did not know in the beginning of the
unit to their posttest.
Students will create conservation mobile that requires them to define key terms and analyze them in
real life settings.
Students will write opinion papers regarding conservation concepts.
Assessment Rubric:
Responsibility

ME
MP
DP
safely
responsibly.
WB
38
Participation
Attitude
Use of class time

relations.
relations.
activities.

effectively.

time well.
and activities when
relations.
of the time.
relations.
of prompting and
encouragement.

Conservation of Natural Resources: Conservation Solution Pt. 1
Introduction:
Review key terms: resources, natural resources, synthetic resources, renewable resources, non-renewable resources, pollution, conservation,
reduce, reuse, and recycle.
Teacher will read Where Does the Garbage Go by Paul Showers and Randy Chewning
Group discussion:
o What were some of the natural resources that you saw?
o What were some of the synthetic resources did you see?
39
o When people were done with it where did they go?

o What are the better alternatives than landfills and incinerators?
Developmental:
Teacher will read along with students pages B16 B19 in Science Textbook in Social Studies Textbook covering the key terms: conservation,
o Conservation to use resources wisely
o Reduce to use resources
o Reuse to use resource/something again
o Recycle the process of breaking down an old/used resource into its raw materials, reforming it, and using it again in its new form.
Conservation: Reduce Examples
o Group discussion:
How would we reduce the resources in school?
How would we reduce the resources we use at home?
How would reducing the resources we use affect/ save the environment?
What other sources energy do we have?
Solar power, hydro power, and wind turbines
Students will fill out guided notes worksheet focusing on the key terms: conservation, reduce, reuse, and recycle.
Conclusion:
Students will write out reflection in their science journals about three ways that they can reduce the amount of resources they use everyday.
Extension:
This clip is a fun song that defines the terms reduce, reuse, and recycle: https://www.youtube.com/watch?v=wtoeZ9Nkeqk
40
Students will have access to computers in order to watch videos that explain the key terms and process of recycling.
Students will identify the different alterative forms of energy and how they are applied in everyday life.
Resource(s):
Showers, Paul, and Randy Chewning. Where Does the Garbage Go? New York, NY: HarperCollins, 1994. Print.

41

Conservation Solution Pt. 2



Language Arts:
42
setting, or plot.
Social Studies:
Science:
recycling
GLO #4: Quality Producer - The ability to recognize and produce quality performances and quality products.
Understandings:
How do you determine key details and the main topic of a multi-
43

paragraph text?
environment?
technologies?
recycling?

Student will know.
paragraph text.
Students will be able to use the element of space and the principles
of repetition and variety, with a variety of art media.
Students will know what the Earths limited supplies of natural
resources are.
44
Performance Tasks:
Other Evidence:
- K-W-L Sheets
Self-Assessments:
Reflections:
- N/a
Students will successfully identify which resources can be recycled and which resources cannot.
Students will explain the purpose and importance of conserving natural resources.
Students will explain the process in which resources are recycled.
Assessment Rubric:
Responsibility
Participation

ME
MP
DP
safely
responsibly.
and activities when
WB
45
Attitude
Use of class time

relations.

relations.
activities.

effectively.

time well.

relations.
of the time.
relations.
of prompting and
encouragement.

Conservation of Natural Resources: Conservation Solution Pt. 2
Introduction:
Review key terms: resources, natural resources, synthetic resources, renewable resources, non-renewable resources, conservation, reduce, reuse,
and recycle.
Teacher will read Brother Eagle, Sister Sky: A Message from Chief Seattle
o Group Discussion:
According to Chief Seattle how should we be treating the earth and our environment?
Why should we treat it that way?
What are some of the consequences he talks about if we dont take care of the land?
46
Students will watch video giving a brief introduction to what reusing resources is and what recycling is and how to do it:
https://www.youtube.com/watch?v=Il1RX6_h9Xc
Developmental:
Students will use a graphic organizer to show the similarities and differences between reusing a resource and recycling a resource.
Reuse
Recycle
Only glass, paper, cardboard, and plastic can be recycled.

Old resources are broken down into raw materials, and reshaped into something new.
Reuse any material.
Good for the environment
Overall remains the same, just used differently.
Helps reduce the amount of resources used
It can be used again.
Conclusion:
47
Students will write out reflection in their science journals about the differences and similarities of reusing and recycling.
Extension:
This clip shows the students a more in depth explanation of the process of how items are recycled: https://www.youtube.com/watch?v=w1l8HXa3HLk
Students will have access to the computer in order to re-watch/ listen to videos that will explain the similarities and differences between reusing
resources versus recycling them. The video will also explain the process in which resources are recycled.
Students will be able to explain the process in which items are recycled and how they can implement this knowledge in everyday life either school
at home.
Resource(s):
Seattle, Susan Jeffers, and Athae Tehon. Brother Eagle, Sister Sky: A Message from Chief Seattle. New York: Dial, 1991. Print.

48
49

Introduction

Lesson Subject Area: Science, Language Arts, Social Studies, Fine Arts


Language Arts:
50
peers.
Social Studies:
Fine Arts:
Benchmark FA.2.1.1 How the Arts are Organized: Use the element of space and the principles of repetition and variety, with a variety of art media.
Science:
recycling
51
GLO #6: Effective and Ethical Users of Technology - The ability to use a variety of technologies effectively and ethically.
Understandings:

supporting details.

environment?
How can you use the element of space and the principles of
repetition and variety?
technologies?
recycling?

Student will know.
52

Students will know how to utilize the element of space and the
natural resources.


Performance Tasks:
- Students will define key terms: resources, natural and synthetic resources, renewable and nonrenewables resources, pollution, conservation, reduce, reuse, and recycle.
- Students will describe, compare, associate, analyze, and apply the information they have learned.
Other Evidence:
- K-W-L Sheets
Self-Assessments:
Reflections:
- N/a
Students will create banner.

o Students will define key terms: reduce, reuse, and recycle.
o Students will compare the affects of conservation and the lack of conserving resources.
o Students will associate the knowledge they have of recycling to what they see in everyday
life.
o Students will analyze the purpose and effectiveness of conservation.
53
o Students will create at least 3 different ways they can apply their knowledge of conservation
in their own personal lives.
Assessment Rubric:
Responsibility
Participation
Attitude

ME
MP
DP
safely
responsibly.
relations.
relations.
activities.
and activities when
relations.
of the time.
WB
relations.
of prompting and
encouragement.
54
Use of class time
Title
Attractiveness
Element of Space
Ideas

effectively.

time well.

Environmental Awareness Poster Rubric

ME
MP
DP
Title is clear, can be read,
Title is somewhat clear, can
Title can be read.
and is creative.
be read, and neat.
The poster is exceptionally
The poster is attractive in
The poster is acceptably
attractive in terms of
terms of design, layout, and attractive though it may be
design, layout, and
neatness.
a bit messy.
neatness.
Consistently uses the
Sometimes uses the
Usually uses the element of
elements of space and the
element of space and the
space and the principles of
principles of repetition and
principles of repetition and
repetition and variety, with
variety, with a variety of art
a variety of art media.
media.
media.
Ideas were expressed in a
Ideas were somewhat
clear and organized
pretty clear manner, but the organized, but were not
fashion. It was easy to
organization could have
very clear. It took more
figure out what the letter
been better.
than one reading to figure

WB
Title cannot be read or
missing.
The poster is distractingly
messy or very poorly
designed. It is not
attractive.
Rarely uses the element of
The letter seemed to be a
collection of unrelated
sentences. It was very
difficult to figure out what
55
out what the letter was

about.
was about.
the letter was about.

Conservation of Natural Resources: Banner Project
Introduction:
Developmental:
Students will create banner mobile, which encompasses all that they have learned regarding conservation.
Banner Mobile Project:
o Describe It Students will define, give at least one example per term, and draw corresponding pictures for the key terms: reduce, reuse, and
recycle.
o Compare It Students will draw two pictures and write at least one or two comparative sentences explaining each picture. One picture will
convey a world that does not conserve resources and the other a world in which conservation is practiced.
o Associate It Students, using the knowledge they have gained form this unit, will associate that knowledge to things they see everyday.
They will draw and label resources that they know that can either be recycled or are biodegradable.
o Analyze It Students will write at least one paragraph analyzing the purpose and the effectiveness of conserving resources.
o Apply It Students will write at least three examples as to how they can apply the knowledge they have gained and apply that information
into their own personal lives outside of the classroom.
Conclusion:
56
Extension:
Students will research other methods of conservation that were not covered in this unit.
Resource(s):
57

Research/Opinion Writing

Lesson Subject Area: Science, Language Arts, Social
Studies,


Language Arts:
58
setting, or plot.
peers.
Social Studies:
Science:
recycling
59

Understandings:

supporting details.
environment?
technologies?
recycling?
60

Student will know.
paragraph text.

natural resources.
Performance Tasks:
Other Evidence:
- K-W-L Sheets
61
Students will write an opinion regarding an aspect of conservation of their choosing.
Self-Assessments:
-
Students will write opinion paper regarding conservation concepts that have been pre-approved by
teacher.
Students will know their own personal responsibility in taking care of the earth.
Reflections:
- N/a
Assessment Rubric:
Responsibility
Participation

ME
MP
DP
safely
responsibly.
relations.
relations.
and activities when
WB
62
Attitude
activities.
Use of class time

effectively.

time well.
Did you introduce the

topic you are writing
about?
Did you clearly state your
opinion?
Did you supply reasons to
support your opinion?
Did you provide a
section?
ME
Yes, I introduced the topic
in a very creative way!
Yes, I clearly stated my
way!
Yes, I supplied three or
more reasons to support my
way!
Yes, I provided a
section in a very creative
way!
Opinion Writing Rubric

MP
Yes, I introduced my topic.
relations.
of the time.
relations.
of prompting and
encouragement.
DP
Well, I somewhat
introduced my topic.
WB
No, I didnt introduce my
topic at all.
Yes, I stated my opinion.
Well, I somewhat stated my No, I didnt state my

opinion.
opinion at all.
Yes, I supplied two reasons

Well, I supplied one reason

No, I didnt supply any

reason to support my
opinion.
Yes, I provided a
section.

a concluding statement or
section.
No, I didnt provide a

section at all.
63

Conservation of Natural Resources: Research/Opinion Writing
Introduction:
Group Discussion:
o What is pollution?
o Who or what does it affect?
o How does conservation help?
o What problems do we face because we are not being responsible with our resources?
Developmental:
Students will research and write an opinion paper on any topic in regards to a pre-approved environmental issue. The students will write their paper
utilizing the writing process and graphic organizers.
Research:
o Students will use the following sites for their online research in addition to their in print research (at least two book resources):
Tennessee Electronic Library: http://tntel.tnsos.org/index.htm
KidsClick!: http://www.kidsclick.org
World Almanac for Kids: http://www.worldalmanacforkids.com
Fact Monster: http://www.factmonster.com
Brainpop: www.brainpop.com
National Geographic for Kids: http://kids.nationalgeographic.com/kids/
64
Internet Public Library-Kidspace: http://www.ipl.org/div/kidspace
o Students will take notes on provided graphic organizers

Step 1 Prewrite graphic organizer
Using their research students will write a topic sentence, three main points, and two supporting details for each point.
First,
Then,


In conclusion,

Step 2 Draft Students will write their 1st draft using graphic organizer.
Step 3 Revise Students will add details and transitional words. (Do my sentences make sense? Are my sentences on topic? Do I
need to rearrange any of my sentences?)
Step 4 Edit Students will heck for errors: spelling, capitalization, punctuation, and grammar mistakes using their quick word
books, word wall, and peer and teacher conferencing.
Step 5 Publish Students will, with assistance, type their final product and publish there writing in standard format.
Conclusion:
65
need to work on.

Extension:
Students will anchor their learning by researching local agencies that specialize in their chosen topic.
Students will be given more time to complete assignment.
Students, depending on IEP, will only need to provide 2 main points.
Students will give at least three supporting details. Students will write a possible solution to their given topic.
Resource(s):

66

You Can Make a Difference

Lesson Subject Area: Science, Language Arts, Social
Studies, Fine Arts


Language Arts:
67
peers.
Social Studies:
Fine Arts:
Benchmark FA.2.1.1 How the Arts are Organized: Use the element of space and the principles of repetition and variety, with a variety of art media.
Science:
recycling
68
Understandings:

supporting details.

environment?
technologies?
recycling?

Student will know.
69

natural resources.


Performance Tasks:
- Students will research local government agencies that specialize in their pre-approved topic.
-
Other Evidence:
- K-W-L Sheets
Self-Assessments:
Reflections:
- N/a
Students will write opinion paper in the form of a letter to a local agency regarding conservation
concepts that they have chosen to research.
Students will be able to identify the cause of their environmental concern, what is being done, and
what they can do to further the restoration efforts.
70
Assessment Rubric:
Responsibility
Participation
Attitude
Use of class time

ME
MP
DP
safely
responsibly.
relations.
relations.
activities.

effectively.

time well.
and activities when
relations.
of the time.
WB
relations.
of prompting and
encouragement.
71
Letter Writing Rubric

ME
MP
Salutation and Closing
Salutation and closing have

no errors in capitalization
and punctuation.

1-2 errors in capitalization
and punctuation.
Capitalization,
Punctuation, Spelling,
and Grammar
Writer makes no errors in

capitalization, punctuation,
spelling, and/or grammar.
Writer makes 1-2 errors in

Ideas

clear and organized
was about.

pretty clear manner, but the
been better.
Format
Complies with all

requirements for a friendly
letter.
Complies with almost all

the requirements for a
friendly letter.
DP
3 or more errors in
capitalization and
punctuation.
Writer makes 3-4 errors in
Ideas were somewhat
organized, but were not
about.
Complies with several of
the requirements for a
friendly letter.
WB
Salutation and/or closing
are missing.
Writer makes more than 4
errors in capitalization,
punctuation, spelling,
and/or grammar.
Does not have any of the
requirements for a friendly
letter.
72
Title
Attractiveness
Element of Space

ME
MP
DP
Title is clear, can be read, Title is somewhat clear,
Title can be read.
and is creative.
can be read, and neat.
The poster is
The poster is attractive in The poster is acceptably
exceptionally attractive in terms of design, layout,
attractive though it may
terms of design, layout,
and neatness.
be a bit messy.
and neatness.
Usually uses the element
Sometimes uses the
elements of space and the of space and the
element of space and the
principles of repetition
and variety, with a variety and variety, with a variety and variety, with a variety
of art media.
of art media.
of art media.
WB
missing.
designed. It is not
attractive.
space and the principles
of repetition and variety,
with a variety of art
media.

Conservation of Natural Resources: You Can Make a Difference
Introduction:
73
Group Discussion:
o Now that you know what you know about resources, pollution, and different conservations strategies what will you do with that
knowledge? What can you do?
o What are your responsibilities now?
o How can you make a difference?
Teacher will show class a few short clips of students making a difference:
o Star Fish Story Making a Difference Everyday: https://www.youtube.com/watch?v=1wuSaNCIde4
o Sam, Recycling to Make a Difference: https://www.youtube.com/watch?v=dITDvRLSAa4
Developmental:
Students research which agency, local agency preferably, that specialize in their environmental concern.
Students will edit their published opinion papers and change them so that they become letters to their respective agencies.
Students will then create a poster depicting either the problem or the solution of their researched environmental problem.
Conclusion:
Students will come up with a realistic and tangible solution to the environmental problem that they have researched and will explain how they
would implement it.
74
Resource(s):

75
Lesson Subject Area: Science, Language Arts, Social Studies, Fine Arts

School Presentation



Language Arts:
CCSS.ELA- 2.SL.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and
larger groups.
76
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care. speaking one at a time about the
topics and texts under discussion).
b. Build on others talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Social Studies:
Fine Arts:
Benchmark FA.2.1.1 How the Arts are Organized: Use the element of space and the principles of repetition and variety, with a variety of art media
Science:
Benchmark SC.2.1.1 Scientific Inquiry: Develop predictions based on observations
Benchmark SC.2.1.2 Scientific Inquiry: Conduct a simple investigation using a systematic process safely to test a prediction
recycling
77

Understandings:

supporting details.
environment?
technologies?
recycling?
78

Student will know.
paragraph text.


natural resources.
79
Performance Tasks:
Other Evidence:
- K-W-L Sheets
Self-Assessments:
Reflections:
- N/a
Students will complete post-test and compare what they did or did not know in the beginning of the
unit to their posttest.
Students will create conservation mobile that requires them to define key terms and analyze them in
real life settings.
Students will write opinion papers regarding conservation concepts.
Assessment Rubric:
Responsibility

ME
MP
DP
safely
responsibly.
WB
80
Participation
Attitude
Use of class time
Title
Attractiveness
Element of Space

relations.
relations.
activities.

effectively.

time well.
and activities when
relations.
of the time.

ME
MP
DP
Title is clear, can be read,
Title is somewhat clear, can
Title can be read.
and is creative.
be read, and neat.
The poster is exceptionally
The poster is attractive in
The poster is acceptably
attractive in terms of
terms of design, layout, and attractive though it may be
design, layout, and
neatness.
a bit messy.
neatness.
Usually uses the element of Sometimes uses the
elements of space and the
space and the principles of element of space and the
principles of repetition and repetition and variety, with principles of repetition and
variety, with a variety of art a variety of art media.
relations.
of prompting and
encouragement.
WB
missing.
designed. It is not
attractive.
81
media.
Ideas
Preparedness
Collaboration with Peers
Volume
Speaks Clearly

clear and organized
was about.
ME
Student is completely
prepared, has obviously
rehearsed, and shows a
full understanding of the
topic.
Almost always listens to,
shares with, and supports
the efforts of others in the
group. Tries to keep
people working well
together.
Volume is loud enough to
be heard by all audience
members throughout the
presentation.
Speaks clearly and
distinctly all the time, and
does not mispronounce

pretty clear manner, but the
been better.
media.
Ideas were somewhat
organized, but were not
about.

Oral Presentation Rubric

MP
Student seems pretty
prepared, but might have
needed a couple more
rehearsals. Student shows
good understanding of the
topic.
Usually listens to, shares
with, and supports the
efforts of others in the
group. Does not cause
disturbances in the group.
DP
Student is somewhat
prepared, but it is clear
that they did not
rehearse. Student shows a
good understanding of
parts of the topic.
Often listens to, shares
group, but sometimes are
not a good team member.
WB
Student does not seem
prepared at all and does
and does not understand
the topic very well either.

members at least 90% of
the time.
Speaks clearly and
distinctly most of the
time, but mispronounces

members at least 80% of
the time.
Speaks clearly some of
the time and
mispronounces several
Volume often too soft to

members.
Rarely listens to, shares

group. Often is not a good
team member.
Often mumbles or cannot

be understood.
82
any words.
a few words.
words.

Conservation of Natural Resources: Conservation Presentation
Introduction:
Students will watch video of how students from another school are promoting conservation in their school: https://www.youtube.com/watch?
v=WbPqJO-FtU8
Developmental:
Students will be broken up into six different groups focusing on their own key term. They are to define it, explain, and give a few examples. Each
group need to make sure they answer the following questions:
What is it?
What are they used for? Or what does it do?
What are examples?
Groups:
Natural Resources
Synthetic Resources
Pollution
Reduce
Reuse
Recycle
Each group will create some sort of visual display to go along with their presentation. Whether it is a poster or visual aids.
83
Conclusion:
Students will take post-test and compare their results with their pretest
Students will write in their science journal a brief reflection their overall experience. What they learned, and how they will apply this information
to their lives.
Students will be in charge of making sure their group is well informed of what they are to do and they stay on task.
Resource(s):
84

Integrated Understanding by Design (Ubd) Lesson Plan 1

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Integrated Understanding by Design (UbD) Lesson Plan 1

Classroom Teacher: Andrea Reyes

Grade (K-12)/Developmental Level: 2nd

Date Lesson Will Be Taught: TBD

Lesson Subject Area: Science, Language Arts, Social Studies

Established Goals/Big Ideas (Include):

Common Core Standards:

Hawaii Content & Performance Standards III:

Students will understand that specific government agencies are

Students will understand that there is a limited supply of natural

What are our limited supplies of natural resources?

Content Acquisition (Objectives):

Overall Class Participation Rubric

Use of class time

Practices extensive selfdiscipline, always stays on

Practice self discipline,

Usually practices selfdiscipline, stays on task

Practices some selfdiscipline, but requires a lot

Stage 3 Learning Plan

Students will complete Pre-test.

Whats in the Bag Activity:

- Natural Resources: Something found in nature that people use.

If resources are synthetic, what natural resources do they come from?

Integrated Understanding by Design (UbD) Lesson Plan 2

Classroom Teacher: Andrea Reyes

Grade (K-12)/Developmental Level: 2nd

Established Goals/Big Ideas (Include):

Common Core Standards:

Students will understand that it is important to focus on a topic and

Content Acquisition (Objectives):

Overall Class Participation Rubric

Use of class time

Practices extensive selfdiscipline, always stays on

Practice self discipline,

Narrative Writing Rubric

Did you recount a wellelaborated event or short

Yes, I recounted an event or

Did you include details to

Yes, I included details to

Yes, I included several

Well, I included some

No, I didnt include details

Did you use temporal

Yes, I used many temporal

Yes, I used several

Well, I used a few temporal

No, I didnt use temporal

Yes, I provided a sense of

Well, I somewhat provided

No, I didnt provide a sense

Yes, I provided a sense of

Stage 3 Learning Plan

Conservation of Natural Resources: Utilizing Natural and Synthetic Resources

Supporting Detail #1:

Supporting Detail #1:

Supporting Detail #1:

This clip is a read aloud of The Lorax : https://www.youtube.com/watch?v=soRbNlPbHEo

Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________

Integrated Understanding by Design (UbD) Lesson Plan 3

Classroom Teacher: Andrea Reyes

Grade (K-12)/Developmental Level: 2nd

Stage 1- Desired Result

Acknowledged: __________________________________ Date: _ Grade (if applicable): _____