Intel Teach Program

Essentials Course

Causal Relationships in the

Environment
Unit Author
Almeida, Esther Casuela
First and Last Name

Cayabyab, Kathleen Joy

Jamili, Coleen Rodriguez
Konishi, Keito Lopez

School Name

University of St. La Salle - Bacolod

School City

Bacolod City, NIR

Unit Overview
Unit Title
Causal Relationships in the Environment
Unit Summary
We have a give and take relationship with our environment. Just like a domino effect, one thing leads
to another may it be in a positive or a negative way. Man has a certain way of doing things that help
our society but sometimes, these things have a negative impact in our environment. In this unit plan,
the students will explore the environment through relating cause and effect relationships between
natural phenomenon and man-made activities. KWL chart will be used to assess the students prior
knowledge about causal relationships. After a class discussion about cause and effect relationships,
through a PowerPoint presentation created by the students, they will identify and research more on
the causal relationship of natural calamities and man-made activities. By the end of the unit plan, the
students will have to come up with a short film production related to the environment and applying
causal relationships within the short film. Three small projects will be included in the final submission
of the big project which is the short film production. These small projects would include a copy of the
script used in the film production, a PowerPoint presentation of the film backdrops to be used in the
preliminary presentation of the short film, and a movie poster created either in Photoshop or
Publisher.

Subject Area
English
Grade Level
Grade 8
Approximate Time Needed
Week/s: 3
Meetings: Monday to Friday
Hours: One and a half hour per meeting
Grading: Fourth Grading

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Intel Teach Program

Essentials Course

Unit Foundation
Targeted Content Standards and Benchmarks (taken from Deped K-12 Curriculum Guide)
EN8WC-Ia-1.1: Generate ideas and their relationships
EN8VC-Ie-9: Organize information from a material viewed
EN8LT-Ic- 2.2.1: Express appreciation for sensory images used

Student Objectives/Learning Outcomes

Students must have:
A. Identified the definition of cause and effect.
B. Evaluated the causal relationships between the environment and man made activities
by giving their ideas and opinions through
C. Demonstrated the effects of the given causes through a short film production.
Curriculum-Framing Questions
Essential
Question

Unit
Questions

Content
Questions

How does man respond to calamities?

How are man made activities and the environment connected to each other?
Why do we need to be aware of our natural environment?
What can we do to prevent/minimize the damage of calamities?
What is a natural environment?
How do landslides occur?
What are the effects that can be identified in the given causes of calamities?

Assessment Plan
Assessment Timeline

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Intel Teach Program

Essentials Course

Before project work

begins

KWL

Brainstorming

Student
Discussion

Students
Groupings Checklist

Create and
Present PowerPoint
Presentations on
Causal Relationships

Rubric for the

student reporting
assessment

Students work on projects and

complete tasks

After project work is

completed

Presentation of Short Film

Making

Final Short Film

Presentation

Checklist of Tasks for each

member

Project Rubrics

Script Making Rubric

Unit Reflection

Poster Making Rubric

Trailer Making Rubric

Writing Self-Assessment

Anecdotal Observations of
Members

Peer Evaluation Forms

Teacher- Group Conferences

Short Film Proposal

Presentation and Feedback

Assessment Summary
Students write in their KWL charts about what they know and want to know about causal
relationships related to the environment. The information from these charts is used to provide
information and ideas that can be utilized before they work on their reporting about causal
relationships. After a class discussion about cause and effect, the students will be grouped and they
will research more about the man made activities and how they affect the environment. Students
will work on a PowerPoint presentation to be reported in class. The students will be evaluated through
a rubric for the PowerPoint they made and how they reported. Students will be given a presentation
of the short film making they will have to accomplish and a checklist of the tasks will be given to each
group so they can assign a member for each task. Students will be making the script (Word
Processed) and a rubric will be provided to them, they will create a poster (Photoshop or Publisher)
with a rubric as well and lastly, a short trailer video (e.g. Movie Maker) These small projects will be
assessed through rubrics to make sure they are following the mechanics for a good output.
After creating small projects, students use their Self Assessment Notes to determine their
contribution to the short film production project. Anecdotal Observations and Peer Evaluation Forms
will be used to reflect on how each of the members complied to their tasks and how they worked with
the group. A rubric for the final short film presentation and viewing will be used to evaluate the final
project of each group. At the end of the unit, the students will write their reflections and set future
learning goals. This will be used by the teacher to track their learning progress.
Unit Details
Prerequisite Skills
Word Processing
PowerPoint Making
Use of Photoshop or Publisher

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Intel Teach Program

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Use of Movie Maker or Video Editing Applications

Basic Internet Use
Instructional Procedures

Week #1
Prior Knowledge on Causal Relationships and Group Reporting
In the first week of the class, the students are to write a KWL chart to identify their prior knowledge
about cause and effect relationships. This will help the teacher determine the students level of
understanding about the topic and it will help filter out the ideas the students already have so new
information can be connected to what they already know. After the teachers discussion, the students
will be grouped and the topic causal relationships will be related to the environment. They will
research about causal relationships in the environment (may be positive or negative) and present it
in class. A maximum of 30 minutes will be given to each group and a rubric will be used to evaluate
their reporting and presentation. By Friday, the presentation of their final project which would be a
short film production will be presented and student samples such as a movie poster, a sample script
and a short trailer will be shown to the students.
Week #2
Causal Relationships Short Activities and Film Making Week
By this week, the students will be answering some activities related to the topic to provide awareness
in terms of environmental issues and that causal relationships are present in the community. After
these 20-minute activities, the time will be given for the students to accomplish their scripts, movie
posters and short trailer. Rubrics will be provided to the students so they can be guided as to how
they will make these small projects. While on the process, the students will also accomplish their self
assessment records together with their anecdotal observations of the members to monitor their
progress and contributions to the group. Peer evaluation forms will also be accomplished by the
whole group and these will be submitted during the teacher group conferences. The teacher will be
able to provide feedback and suggestions to the group and this will also provide a chance for the
teacher to check the progress of the group on the project. The students should be able to explain and
provide the teacher a gist of what their short film is about. The students can proceed with making
their short film after providing the teacher essential information of their project such as where they
will make the film, parental consent has been given and to ensure their safety as well.
Week 3
Final Short Film Presentation and Reflections
The students should be able to present their final projects which would be the short films and these
should have duration of 15-20 minutes. Rubrics will be used to evaluate the groups work and the
whole class can also give their comments and feedback after viewing each short film. Constructive
criticism will be practiced within the class and this will help provide a give and take learning
environment inside the classroom. After all videos are viewed, the class will be asked to write their
unit reflection papers and submit it to the teacher. They should include their future learning goals
after learning to incorporate technology into making their projects so this can help the teacher track
their learning progress.

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Accommodations for Differentiated Instruction

Resource
Student

Nonnative
English
Speaker

Allow students to work with a group.

Present student samples to provide the students a guide on how their project
should be like.

Allow the students to see examples and rubrics and to ask questions before
starting the tasks in the unit.

Allow adequate wait time for questions and adjustments for the small
projects.

Group collaboration and providing feedback and help whenever the students
are confused about using technology into film making.

Repeat and clarify directions and information whenever necessary.

Non native speakers of the English language; either considered as a second or

third language depending on what location we are in, occasional use of the
vernacular language will be used.

Materials and Resources Required For Unit

Technology Hardware (Click boxes of all equipment needed)
Camera

Laser Disk

VCR

Computer(s)

Printer

Video Camera

Digital Camera

Projection System

Video Conferencing Equip.

DVD Player

Scanner

Other

Internet Connection

Television

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet

Image Processing

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software

Multimedia

Other Power Point

Encyclopedia on CD-ROM
Printed Materials

Causal Relationships Handouts Source

The Two Brothers by Leo Tolstoy
http://www.studyzone.org/testprep/ela4/a/causeandeffectl.cfm

Internet Resources

http://education.ucf.edu/litsymposium/Resources2012/Smith&Lee/THETWOB
ROTHERStextbyLeoTolstoy.pdf
http://dictionary.reference.com/browse/cause--and--effect

Other Resources

http://www.studyzone.rg/testprep/ela4/a/causeandeffectl.cfm
https://jr.brainpop.com/readingandwriting/comprehension/causeandeffect/pr
eview.weml

Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks
of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

2000-2007 Intel Corporation. All Rights Reserved.

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