Amy Peterson, Tiffany Carter, and Pearl Levy

Integrated Unit Project: Who Gives A Hoot About the Environment

The OWLs 6th Grade Team
Integrated Unit Plan

1. Unit Title:
Who Gives A Hoot About The Environment?

2. Learning Context and Implications:

In each of the content classes, the OWLS will explore how water systems are effected by human impact. They
will uncover ways that they can become sustainable members of the community and progress along the active
citizen continuum.

3. Key Concepts/Big Issues/Essential Question Focus:

Essential Questions:
How are we responsible for our environment? What is active citizenship?
How do we track human impact?
Are you part of the problem?
How will we lead environmentally responsible lives?

4. Statement of Objectives for the Unit:

ELA: Analyzing a text within the context of a social issue

Math: Statistics and Data Analysis

Science: Water Cycle

5. North Carolina Essential Standards and Common Core Standards to be Addressed:

Math:
Ccss.Math.Content.6.Sp.A.2
Understand that a set of data collected to answer a statistical question has a distribution which can be described
by its center, spread, and overall shape.

Ccss.Math.Content.6.Sp.B.4
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Science:
6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and
abiotic factors in their environment.
Clarifying Objectives:
6.L.2.1 Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is
transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to
decomposers.

6.L.2.3 Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes
(freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive and/or
create their own food through photosynthesis.
ELA:
6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text
6. RL. 1.9 Compare and contrast texts in different forms or genres (e.g. stories and poems, historical novels and
fantasy stories) in terms of their approaches to similar themes and topics.

School DetailsBlock Schedule: 8 blocks (advisory, 4 content areas, lunch, 2 electives, and gym/health)
Advisory: 30 minutes
4 Content Area Classes: 55 minutes
2 Essentials: 50 minutes
Health/PE: 50 minutes
Transitions: 5 minutes
6th Grade Specific Schedule
Advisory
Content Area #1
Essentials Class #1
Content Area # 2
LUNCH
Content Area # 3
Essentials Class #2
Content Area #4
Health/PE

ELA: Analyzing a text within the context of a social issue

Math: Statistics and Data Analysis
Science: Water Cycle --Rivers
SS: Colonization of South America
Standards:
Math:
CCSS.MATH.CONTENT.6.SP.A.2
Understand that a set of data collected to answer a statistical question has a distribution which can be described
by its center, spread, and overall shape.
CCSS.MATH.CONTENT.6.SP.B.4
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
CCSS.MATH.CONTENT.6.SP.B.5
Summarize numerical data sets in relation to their context, such as by:
CCSS.MATH.CONTENT.6.SP.B.5.A
Reporting the number of observations.
CCSS.MATH.CONTENT.6.SP.B.5.B
Describing the nature of the attribute under investigation, including how it was measured and its units of
measurement.

CCSS.MATH.CONTENT.6.SP.B.5.C
Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or
mean absolute deviation), as well as describing any overall pattern and any striking deviations from the
overall pattern with reference to the context in which the data were gathered.
CCSS.MATH.CONTENT.6.SP.B.5.D
Relating the choice of measures of center and variability to the shape of the data distribution and the
context in which the data were gathered.
Science:
6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and
abiotic factors in their environment.
Clarifying Objectives:
6.L.2.1 Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is
transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to
decomposers.
6.L.2.2 Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance
survival in an environment.
6.L.2.3 Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes
(freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive and/or
create their own food through photosynthesis.
Social Studies
6.E.1 Understand how the physical environment and human interaction affected the economic activities of various
civilizations, societies and regions.
Clarifying Objectives:
6.E.1.1 Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human
and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition
for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions
ELA

6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text
6. RL. 1.9 Compare and contrast texts in different forms or genres (e.g. stories and poems, historical novels and
fantasy stories) in terms of their approaches to similar themes and topics.

Theme:
Active Citizenship

Essential Questions:
How are we responsible for our environment? What is active citizenship?
How do we track human impact?
Are you part of the problem?
How will we lead environmentally responsible lives?
Topical Question
Assessment:
Math- Data Collection Analysis Project/Presentation
Science- TBD
ELA- TBD
Kickoff Activity:
All member of the OWLs will gather in the auditorium at the start of the day. The OWLs will learn about the new
unit with a description of active citizenship. The students will see the continuum and learn about the different
positions along the way. Students will then get on the buses to travel to the river. At the river, students will record
observations about the river, including litter, animals, water quality, and any other points students want to take.

Students will then begin a cleanup of the river. Students will return to campus for lunch and then have a reflection
period. Then students will go to their two essential classes and Health/PE to complete the day.
Monday April 11

Tuesday April 12

Wednesday April 13

Thursday April 14

Friday April 15

Morning:
Journal Set up
Afternoon:
River Clean-Up

ELA:
Math: Describing
Data
SS:
Science: Where
does water come
from?

ELA:
Math: Displaying Data
SS:
Science: How do we
access water?

ELA:
Math: Displaying and
Describing Data
SS:
Science: What are
the processes that

ELA:
Math: Larger Look at
Water Quality and
Our Environment
SS:
Science: Lets Make A
Filter

Monday April 18

Tuesday April 19

Wednesday April 20

Thursday April 21

Friday April 22

ELA:
Math: Bias and
Creating Surveys
SS:
Science:
Ecosystems

ELA:
Math: Creating
Surveys
SS:
Science: Biotic
and Abiotic
Factors

ELA:
Math: Creating
Surveys
SS:
Science: Food Chains
and Webs

ELA:
Math: Creating
Surveys
SS:
Science: Unit Paper
Presentations and
Research Findings

ELA:
Math: Presenting
Findings
SS:
Science:
Culminating Activity

Standards

Learning Objectives

Activity

Assessment

Math:
Day
1

River Day

CCSS.MATH.PRACTIC
E.MP6 Attend to
precision.

Students can collect

data precisely.

Students will collect data

from the river on animal
population, pollution, water
quality, and an other data
they wish to collect.

Students will record in

their journal and reflect
on the process of
collecting data and the
service they will
complete

Describing
Data

6.SP.2 Understand
that a set of data
collected to answer a
statistical question
has a distribution
which can be
described by its

Students can describe a

set of data using
center, spread, and
shape.
Students will work
cooperatively and
creatively to display

In groups, students will

work with number sets and
read short passages or
watch videos on the
different ways distributions
can be arranged. Each
group will be responsible

Students will present

their description of
distribution. Students
will be evaluated for
their participation in
their presentation as
well as a written record

center, spread, and

overall shape.

their findings.

CCSS.MATH.CONTEN
T.6.SP.B.4
Display numerical
data in plots on a
number line,
including dot plots,
histograms, and box
plots.

Students can choose

appropriate plots for
data sets.
Students will work
cooperatively and
creatively to display
their findings.

Displaying
Data

Displaying and 6.SP.2 Understand

Describing
that a set of data
Data
collected to answer a
statistical question
has a distribution
which can be
described by its
center, spread, and
overall shape.

for presenting the material

to their peers.

of their groups process

(in their notebooks).

Students will investigate the

types of plots that can be
used to portray data sets.
The students will be
grouped into the same
groups as the previous day.
The students will watch
videos or find other
Students can
resources to share with the
determine the best
class. Each group will be
graph (dot plot, box
responsible for presenting
plot, or histogram) to
the material to their peers.
display the data set.
Students will need to insure
they include information on
Students can create the how to properly create the
graph (dot plot,
graph they present.
boxplot, or histogram)
with appropriate
labels, scales, intervals,
and titles.

Students will present

their description of
plots. Students will be
evaluated for their
participation in their
presentation as well as
a written record of their
groups process (in their
notebooks).

Students can describe a

set of data using
center, spread, and
shape.

Students will create a

graph that is labeled
with all of the indicated
characteristics.
Students will also
reflect in their journals
to describe what
implications their data
presents in terms of the
health of the
river/ecosystem they
observed.

Students will use the data

they collected and analyzed
in science class. They will
describe the measures of
center, spread, and overall
shape by creating a visual
graph that is labeled with
the previously stated parts.

Larger Look at
Water Quality
and Our
Environment

6.SP.4 Display
numerical data in
plots on a number
line, including dot
plots, histograms,
and box plots.
CCSS.MATH.CONTEN
T.6.SP.B.5
Summarize
numerical data sets
in relation to their
context, such as by:
CCSS.MATH.CONTE
NT.6.SP.B.5.A
Reporting the
number of
observations.
CCSS.MATH.CONTE
NT.6.SP.B.5.B
Describing the
nature of the
attribute under
investigation,
including how it was
measured and its
units of
measurement.

Bias and
Creating
Surveys

CCSS.MATH.CONTE
NT.6.SP.B.5.C
Giving quantitative
measures of center
(median and/or
mean) and
variability
(interquartile range
and/or mean
absolute deviation),
as well as describing
any overall pattern

Students can
determine the best
graph (dot plot, box
plot, or histogram) to
display the data set.

Creating appropriate graphs

for various data sets. Data
from EPA on the
environment, students
lives, and any data collected
from the river.
Students can create the Students will describe the
graph (dot plot,
data in terms of how the
boxplot, or histogram) data was collected distinct
with appropriate
points in the data, and
labels, scales, intervals, shape of the data.
and titles.

Create graphs using the

data provided in the
activity, with provided
justification for each
graph type. Students
will reflect on what
their graphs describe in
their journals.

Students can
summarize data in
relation to the sample
size and method of
data measurement.

Students will be able to

identify bias and error
in data sets.
Students will be able to
follow proper sampling
protocol.

Students will evaluate bias

and error in data sets.
Students will look at
newspapers, television, and
other media outlets and
determine the bias and
errors that may exist.
Students will examine the
data they investigated on
day 5 for possible bias
and/or error. This will then
lead into a discussion of

Students will create an

artifact of learning on
the media pieces they
investigate. They will
create an organizer that
displays their take on
the bias or errors that
they found. Students
will describe how they
identified the bias/error
and provide an idea on
how to alter the display

and any striking

deviations from the
overall pattern with
reference to the
context in which the
data were gathered.
7

Creating
Surveys

Creating
Surveys

CCSS.MATH.CONTEN
T.6.SP.A.2
Understand that a
set of data collected
to answer a
statistical question
has a distribution
which can be
described by its
center, spread, and
overall shape.
CCSS.MATH.CONTE
NT.6.SP.B.5.D
Relating the choice
of measures of
center and
variability to the
shape of the data
distribution and the
context in which the
data were gathered.

Students will be able to

create unbiased
surveys.

CCSS.MATH.CONTEN
T.6.SP.A.2
Understand that a
set of data collected
to answer a
statistical question
has a distribution
which can be
described by its
center, spread, and
overall shape.

Students will be able to

follow proper sampling
protocol.

Students will work

cooperatively and
collaboratively with
peers.
Students can address
how they are moving
up the active
citizenship continuum
through the production
of this project.

Students will work

cooperatively and
collaboratively with
peers.
Students can address
how they are moving

creating unbiased surveys

and proper sampling
protocol. Students will
receive a preview to their
upcoming project.

to mediate the bias.

Students will reflect on
the effects of bias in
their journals at the
completion of this
lesson.

Students will be asked to

create their own survey as a
group. The group must
create a survey seeking to
collect information on the
environmental awareness
of their peers (rest of
school), understanding of
pollution's effects, or any
other pertinent topic
presented. Students are
expected to begin to draft
their surveys.

Students will be
required to write an
action plan in their
journals outlining the
responsibilities each
group member has for
completing the project.
Students will be
expected to assign roles
as well as have drafted
a topic.

Students will continue to

work on their surveys. They
will finalize their surveys
and begin surveying their
population (preorganized
with other teachers for
students to come in).

Students will submit

their final drafts of their
survey.

CCSS.MATH.CONTE
NT.6.SP.B.5.D
Relating the choice
of measures of
center and
variability to the
shape of the data
distribution and the
context in which the
data were gathered.
9

Creating
Surveys

CCSS.MATH.CONTEN
T.6.SP.B.4
Display numerical
data in plots on a
number line,
including dot plots,
histograms, and box
plots.

up the active
citizenship continuum
through the production
of this project.

Students will work

cooperatively and
collaboratively with
peers.
Students can
determine the best
graph (dot plot, box
plot, or histogram) to
display the data set.
Students can create the
graph (dot plot,
boxplot, or histogram)
with appropriate
labels, scales, intervals,
and titles.
Students will be able to
identify the distribution
and characteristics of
data sets.
Students can address
how they are moving
up the active
citizenship continuum
through the production
of this project.

Students will evaluate their

data and display the data.
Students will need to
include information on the
distribution and
characteristics of this data.

Final product is
expected at the
conclusion of this class.

10

Presenting
Findings

CCSS.MATH.CONTEN
T.6.SP.B.5
Summarize
numerical data sets
in relation to their
context, such as by:
CCSS.MATH.CONTEN
T.6.SP.B.5.A
Reporting the
number of
observations.
CCSS.MATH.CONTEN
T.6.SP.B.5.B
Describing the
nature of the
attribute under
investigation,
including how it was
measured and its
units of
measurement.
CCSS.MATH.CONTEN
T.6.SP.B.5.C
Giving quantitative
measures of center
(median and/or
mean) and variability
(interquartile range
and/or mean
absolute deviation),
as well as describing
any overall pattern
and any striking
deviations from the
overall pattern with
reference to the
context in which the
data were gathered.
CCSS.MATH.CONTEN
T.6.SP.B.5.D
Relating the choice

Students will be able to

share their findings
with peers.
Students will work
cooperatively and
collaboratively with
peers.
Students can address
how they are moving
up the active
citizenship continuum
through the
completion of this
project.

Groups will present their

findings, especially the
conclusions they pulled
from the investigation of
their datas distribution.

Students will reflect on

their understanding of
how data is described
based on their
presentation and the
presentations of their
peers.

of measures of
center and variability
to the shape of the
data distribution and
the context in which
the data were
gathered.

Math Lesson Plan:

Math
Day 3--Data Representations
Introduction: 5-7 minutes
Overview of day
Standards: 6.SP.B.4
Learning Targets
Students can choose appropriate plots for data set.
Students can work cooperatively and creatively to describe data.
Students can choose the best graph (dot plot, bar graph, scatter plot, histogram, pie chart)
for the data set.
Students can create the graph (dot plot, bar graph, scatter plot, histogram, pie chart) with
appropriate labels, scales, intervals, and titles).
Access prior knowledge
What did we learn yesterday? Expect answers on measurement of data. Connect to and
answer exit slips from yesterday.
What do we know about graphs already? Take all answers, provide no evaluation of
responses.
Where have you experienced graphs in your life? Again, take all without evaluation.
Teacher Input: 3 minutes
Clear expectations for student activity. Students should maintain appropriate noise levels.
Students should remain on task. Students should ensure all members are participating. Students
should
Student Activity: 25 minutes
Students will be split into 5 groups. Each group will be assigned one type of graph. Students will
be provided one resource and expected to find at least 2 more on their topic. Access to internet is
needed for this activity. Students will need to provide an explanation of when and how to use their
type of graph. This explanation will be recorded on a large post it that can be displayed at the end
of the discussion to be used throughout the unit. The teacher will circulate to discuss findings and
ask for clarification of parts that are not well presented. Students will be expected to create an
organizer of the notes within their journal that sorts when and how to use each graph.
Starting resource for each:

Dot Plot: http://youtu.be/QUxoW9S3kKs

Bar Graph: https://www.mathsisfun.com/data/bar-graphs.html
Scatter Plot: https://www.khanacademy.org/math/probability/regression/prob-stats-scatterplots/v/constructing-scatter-plot
Histogram: http://youtu.be/4eLJGG2Ad30
Pie Chart: https://www.mathsisfun.com/data/pie-charts.html
Closure: 20 minutes
Summarize and highlight key pieces of each graph including when and how to use.
Ask questions
Sample situations-which representation would be best. Favorite candy, number of siblings,
hours of sleep, days old, height vs weight.
Exit slips
What was something new you learned about graphs?
Where do your new knowledge apply in your life?
Resources:
http://youtu.be/QUxoW9S3kKs
https://www.mathsisfun.com/data/pie-charts.html
http://youtu.be/4eLJGG2Ad30
https://www.khanacademy.org/math/probability/regression/prob-stats-scatter-plots/v/constructing-scatterplot
https://www.mathsisfun.com/data/bar-graphs.html

Culminating Activity:
For our culminating activity students will present their products from each content area. We will have a team day
in the auditorium. Students will present their PSA projects and the findings from their surveys. This will be a
cumulative assessment of knowledge. Students will reflect at the end of the presentation on their role as an active
citizen, how they impact the environment, and what they will do about the impact they have discovered.
Service-Learning/Field trip:
Students kickoff activity will serve as the service-learning portion of the unit. Students will be cleaning and
observing the river we visit. This activity is considered service-learning because we are expecting students to fulfil
the reflection portion of the day. Students will be provided nearly a class period to reflect upon the experience.
Students will also be asked to incorporate their experience at the river throughout the unit, and across disciplines.
Their final reflections will demonstrate growth and learning.
Resourcehttp://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/226/Lessons%20%20Middle%20School/Grade%206%20River%20Systems.pdf

ELA Section of Integrated Unit

I.

10 Day Unit Plan

y Standards
6.RL. 1.4 Determine the meaning
of words and phrases as
they are used in a text, including
figurative and
connotative meanings; analyze the
impact of a
specific word choice on meaning
and tone.

6.RL.1.2 Cite textual evidence to

support analysis of what the text
says explicitly as well as inferences
drawn
from the text.
6.RL.1.2. Determine a theme or
central idea of a text and
how it is conveyed through
particular details;
provide a summary of the text
distinct from
personal opinions or judgments.
6.RL.1.7. Compare and contrast
texts in different forms or
genres (e.g., stories and poems;
historical novels
and fantasy stories) in terms of
their approaches
to similar themes and topics.

Learning Objective

Activity

Assessment

Identify descriptive
devices in a text

Students will briefly reflect

on their own impact on the
environment. After
readings, students will take
a walk outside and upon
return will re-assess their
impact on the
environment.
They will be asked, for
homework, to find
something that represents
the importance (or
unimportance) of
nature/the environment to
them.

Pre-assessment:
Reflection before
readings and activity

Identify themes and

central ideas

Use textual evidence to

draw inferences

Students will read the

fiction story The Green
Morning by Ray Bradbury.
They will reflect on why
man alters his
environment.

Compare similar themes

Students will read about

6.RL.1.3. Describe how a particular

storys or dramas plot
unfolds in a series of episodes as
well as how the
characters respond or change as
the plot moves
toward a resolution.

6.RL.1.7 Compare and contrast

texts in different forms or

Readings: The Turtle by

John Steinbeck
Meeting by Rachel Field
Students will present their
artifacts and discuss why
nature is important to
humans. Students will read
pieces demonstrating
human attitudes toward
nature.

Post-assessment:
reflection after
readings and activity
Reflections to be
recorded in unit
journal
Worksheet for
descriptive devices
in the readings

Students will reflect

in their journal
comparing their
attitudes toward the
environment to the
attitudes in the
days readings.
Students will take a
short quiz/answer
questions after
reading, to gauge
their understanding
of the story. That
days journal
reflection must have
5 reasons or motives
that humans alter
their environment.
Group Participation

genres (e.g., stories and poems;

historical novels
and fantasy stories) in terms of
their approaches
to similar themes and topics.

as addressed in fiction
and nonfiction

6.RI.1.1 Cite textual evidence to

support analysis of what the text
says explicitly as well as inferences
drawn from the text.

6.W.1.3 Write narratives to

develop real or imagined
experiences or events using
effective technique,
relevant descriptive details, and
well-structured
event sequences.

6.W.1.3 Write narratives to

develop real or imagined
experiences or events using
effective technique,
relevant descriptive details, and
well-structured
event sequences.
6.SL.1.2 Interpret information
presented in diverse media
and formats (e.g., visually,
quantitatively, orally)
and explain how it contributes to a
topic, text, or
issue under study.

Writing a narrative from

a particular point of view
and using detail in
writing

invasive species and cases

of humans transplanting
plant and animal life. In
groups, they will make
concept maps comparing
the motives of the man in
the fiction story to the
motives of humans in
history, and the actual
consequences of moving
species out of their natural
habitat.
Selections from Aliens
From Earth and The Battle
Against Invasive Species
Students will read
nonfiction about local
ecosystems. They will
choose an animal to
research in order to write a
story from that animals
point of viewa simple
description of that animals
day, and begin working on
that story.

Reading
Suggestion/Example
Trees Alone Do Not Make
A Forest
Writing a narrative from
Students will continue
a particular point of view researching their animal, if
and using detail in
necessary, and continue
writing
working on their POV
stories.
Learning how to read and Students will learn how to
create a visual narrative
read a visual textthey
will learn about reading
animal tracks. In groups,
they will make a large map
of animal tracks to tell a
story, each group member
writing in the tracks of
the animal they wrote
about.
Readings/Resources:

Journal must include

chart of 5 actual
reasons humans
have altered
environments and
the related 5 results
or consequences

Comprehension
questions and
vocabulary work
attached to the
readings.
Journal reflection
must have an animal
to write about and
two points from
research

Journals must
contain research
notes and story
outline
Animal POV story
will be turned in,
along with research
notes.
Groups will present
their animal track
maps and will be
assessed as regards
to their
participation.

Conduct short research projects to

answer
a question, drawing on several
sources and
refocusing the inquiry when
appropriate.

Identifying and
researching a social issue

Gather relevant information from

multiple print
and digital sources; assess the
credibility of each
source; and quote or paraphrase
the data and
conclusions of others while
avoiding plagiarism
and providing basic bibliographic
information for
sources.
Conduct short research projects to
answer
a question, drawing on several
sources and
refocusing the inquiry when
appropriate.
Gather relevant information from
multiple print
and digital sources; assess the
credibility of each
source; and quote or paraphrase
the data and
conclusions of others while
avoiding plagiarism
and providing basic bibliographic
information for
sources.
Draw evidence from literary or
informational texts
to support analysis, reflection, and
research.
b. Apply grade 6 Reading
standards to literary
nonfiction (e.g., Trace and
evaluate the
argument and specific claims in a
text,
distinguishing claims that are
supported by
reasons and evidence from claims
that are
not).

Tracking Down A Story

Tracks And Trailcraft by
Ellsworth Jaeger
Students will read sample
news articles about local
environmental issues. They
will be divided into groups,
and each group will choose
and begin to research a
particular issue which they
will summarize in a Public
Service Announcement.

Identifying and
researching a social issue

Student groups will

continue to research local
environmental issues.

Presenting research
findings in multimedia
format for a persuasive
purpose

Students will design and

post public service
announcements about
their findings from their
local environment
research; they may make
posters to put in the halls.
Some schools may have a
video news segment shown
in the school; this might be
a good way to broadcast
the PSAs.

Students will fill in a

concept map to
demonstrate their
ability to analyze a
news article.
Groups must show a
concrete topic or
issue and at least
two points or facts
before class time is
over.
As groups complete
their notes, they
should be checked
for completeness
and organization
assessment is
assuring that the
required number of
points have been
addressed.
Research notes will
be synthesized into
the PSAs; the latter
should be a
coherent
presentation of the
findings.

II.

Detailed Lesson Plan

Story Tracking
This lesson sequence covers days 5-7 of the 10 day integrated unit plan. Students will learn how to write a
narrative from a particular point of view in this case a local animalusing details from research.
Finally, student groups will make a map that tells a story in animal tracks. Thematic purposes include
developing perspective and an understanding of the environment. The map provides a collaborative way
of telling a story, as well as developing a spatial sense of narrative.
Standards Addressed
6.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
6.SL.1.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
Introduction
We have learned about identifying detail in a text we are reading, and how detail contributes to
setting, plot, and character development. We are going to use factual details to develop a fictional
narrative from the point of view of an animal, and then, as a group, we are going to make a different kind
of narrative.
Questions:
What are some ways of telling a story? Are there ways other than writing?
Why do you think it would be beneficial to examine alternate viewpoints? What can we learn from
stepping into someone elses shoes?
What are some viewpoints on environmental issues? To whom do these viewpoints belong?

Teacher Input
Part 1. Review point of view/perspective and supporting details/description. Explain that the details in
this story must be drawn from facts. Lead reading of an informational text on local environment (example
text: Trees Alone Do Not Make A Forest). Provide list of regional animals for students to research, a
research outline (facts that can be used as story details) and a story outline.
Student Activity Part 1 below
Part 2. Teacher will provide Tracking Down A Story article for class to read, and explain that students
will construct a map that tells a story in animal tracks. Students will divide into groups to collaborate on a
narrative and execute it as a visual map, each student writing in the tracks of the animal they researched
and wrote a story about. It may be helpful for the teacher to decide beforehand who is in what group, so

that each group has a good variety of animals. Materials may also be set up beforehand, these being the
materials for creating the map, and references for animal tracks.
Student Activity Part 2 below

Materials
Part 1:
Brief informational article (Trees Alone Do Not Make A Forest)*
Outline for research*
Outline for narrative story*
Resources in the classroom or library for research (books, magazines, internet sources)
Part 2:
Tracking Down A Story article*
Medium for making the map**
Reference for animal tracks (Tracks and Trailcraft bookneeded animal tracks
scanned and handed to appropriate students)*
*See Appendix
**Possible format for mapmaking discussed in Appendix
Student Activity
Pt. 1
Students will receive research and story outlines. They will choose an animal that is native to the region
and begin research; the outlines are guides and while they must be filled in, more information is of course
acceptable. Students should have one day to research, and one day to work on the story, in class. Notes
should be put in the unit journal; they will be assessed for completeness and factualness. The completed
narrative will be turned in on day 3 of the lesson.
Pt. 2
Students will divide into assigned groups of 4. The materials should already be set up. Group members
should take about 7-10 minutes altogether to share information about their animals. They will then have
15-20 minutes to collaborate on a narrative involving all four of their animals and plan on scratch paper
how they will execute the story in a visual form. The remaining class time to complete their visual
narrative and display it in the classroom for other groups to see.
Closure
Questions:

What was it like writing from a point of view other than your own?
What have we learned about using facts as a source for narrative detail? Examples of how you
used facts in your story?
What did we learn about how wild creatures interact? How is this similar to or different from your
interactions as a group?

III.

Appendix

Resource Bibliography
Batten, Mary. Aliens From Earth Atlanta: Peachtree Publishers, Ltd., 2003. Print
Bradbury, Ray. The Green Morning The Martian Chronicles. Doubleday, 1950. 73-77. Print.
Collard III, Sneed B. Science Warriors: The Battle Against Invasive Species. Boston: Houghton
Mifflin, 2008. Print.
Jaeger, Ellsworth. Tracks And Trailcraft New York: The Macmillan Company, 1948. Print.
Field, Rachel Meeting. Sounds Of A Young Hunter Ed. Bill Martin Jr. New York: Holt,

Rinehart

and Winston Inc., 1967. 295. Print.

Steinbeck, John . The Turtle Eco-Fiction Ed. John Stadler. New York: Washington Square

Press,

1971. 14-16. Print.

Tracking Down A Story Sounds Of A Young Hunter Ed. Bill Martin Jr. New York: Holt,

Rinehart

and Winston Inc., 1967. 354-357. Print.

Trees Alone Do Not Make A Forest Sounds Of Mystery. Ed. Bill Martin Jr. New York: Holt,
and Winston Inc., 1967. 248-251. Print

Rinehart

Lesson Plan: Story Tracking

Text resources
Trees Alone Do Not Make A Forest is an article from the textbook Sounds of Mystery from the
excellent Sounds of Language anthology. I chose it because I had the book, and because I like the
format which is brief and appropriate for 6th graders; it is also a brief overview of forest life. Ideally, the
class would use a nonfiction text about a local ecosystem they live near, or to be more specific, since the
integrated unit deals with a local river, they would read about that environment. Because this is an old text
in print format, I have scanned my example.

Here is the Tracking Down A Story article, from another book in the same series.

Ideally, the students would analyze the Picture for Storytelling, however in my plan this is
basically intended to give an idea of what the students map should be. In reality, this lesson would likely
run longer than the 3 days I have allotted for the purposes of this project.
Tracks and Trailcraft by Ellsworth Jaeger is a wonderful resource for this project; since the
purpose is to create a detailed narrative, the students should have detailed resources. Whereas they could
just make animal tracks, this particular resource shows examples of how tracks differ depending on
environment, the animals health, etc, as well as other signs such as bedding, claw marks, scent marks, etc.
Its a lovely book.

The mapmaking itself could be accomplished in many ways, and would require varying degrees of
preparation. The simplest, of course, is for students to simply draw out the maps. This could be modified
via the use of stencils or even stamps so that students can walk across the surface, as it were. This is fun,
and it reinforces spatial sense, occupies the students more inclined to motion, and perhaps reinforces the
perspective and regard for all aspects of the environment that the unit attempts to foster. When I first
conceived the idea, I thought (and still think, despite its logistic problems) that the best way of making a
map would be to make prints that could be worn on the feet so that students could literally write the story
by walkingwith paint on a paper surface, or outside on a surface like snow, flour or sand. The latter
method is somewhat difficult because of its impermanence, control of the students, materials, etc. Another
method would be to take pictures of an environmentperhaps the very river of our overarching project
and write in the tracks digitally. I conceived this method as a token nod to 21st Century Skills and
technology; it is not my preferred method, because while it is interesting and engaging, it takes away some
of the creative autonomy of the student.
In designing this lesson, I tried to think of it as something I could use over the years, if it proved
successful. If it were something I could use for many classes, then I could, over time, gather the needed
materials and arrange for the right amount of time to make the lesson the best it could be. I hope it is not
too simplistic or distracting from the standards; it is after all, for 6th grade. I am quite proud of it; I woke
up one morning and there it was. I am aware that we were to have 1 lesson for 1 day; however I felt this
sequence was the most interesting and although it extends over 3 days it is one lesson.

Other Student Resources

Research Outline
Written Description
What is your animal?

Physical characteristics

What does it eat? (carnivorous, vegetarian,

omnivorous?

Prey or predator?

Where does it live? (arboreal, aquatic, etc)

Drawing

Where does it make its home? (burrow,

nest, cave, etc.)

Solitary or Gregarious?

When is it active? (nocturnal/diurnal)

Narrative Outline

Science
Tiffany Carter
Day

Standards

Learning
Objectives

Activity

Assessment

River Day

6. L.2.3 Summarize
how the abiotic
factors (such as
temperature, water,
sunlight, and soil
quality) of biomes
(freshwater, marine,
forest, grasslands,
desert, Tundra)
affect the ability of
organisms to grow,
survive and/or
create their own
food through
photosynthesis.

Students will
identify different
resources in an
ecosystem.

Students will
collect data on the
condition of the
river ecosystem
and make
observations. They
will a soil and
water collect
sample to test in
class.

Students will
record in their
journal and reflect
on the process of
collecting data
and the service
they will
complete.

What is an
Ecosystem

6. L.2.3 Summarize
how the abiotic
factors (such as
temperature, water,
sunlight, and soil
quality) of biomes
(freshwater, marine,
forest, grasslands,
desert, Tundra)
affect the ability of
organisms to grow,
survive and/or
create their own
food through
photosynthesis.

Students can
identify the
differences
between an
abiotic and biotic
factor.

Independently,
students will chose
a particular
ecosystem and
research the types
of water systems
that exist in that
system. They will
create a 30 second
elevator pitch to
share their
findings. In the
pitch, they must
live biotic and
abiotic factors.
They are trying to
get the class to
vacation at their
ecosystem
location.

As they present
their elevator
pitch they will be
formatively
assessed to see
how well they
know the
information.

6.L.2 Understand
the flow of energy
through ecosystems
and the responses
of populations to

Exit Ticket:
Students will do
a
3-2-1 about
someone elses
elevator pitch.

the biotic and

abiotic factors in
their environment.

Lets
Experiment

6.L.2 Understand
the flow of energy
through ecosystems
and the responses
of populations to
the biotic and
abiotic factors in
their environment.

In preparation for
the activity on Day
5, students will
test their water
with pH strips.
Students will
develop a lab to
test their water
sample that they
collected at the
river. They can
interpret,
synthesize and
report findings.

Students will begin

the lesson by
designing their
own experiment
to test their water
sample. They will
be put into groups
of three to come
up with a plan and
journal post their
ideas to the class
Google Doc.
Students will be
asked to take

Members of
the
Community

6.L.2 Understand
the flow of energy
through ecosystems
and the responses
of populations to
the biotic and
abiotic factors in
their environment.

Students can
describe the
different
members of an
ecosystem
community. They
will become
familiar with the
terms consumer,
6. L.2.3 Summarize
producer,
how the abiotic
herbivore,
factors (such as
omnivore, and
temperature, water, carnivore.
sunlight, and soil
quality) of biomes
(freshwater, marine,
forest, grasslands,
desert, Tundra)
affect the ability of
organisms to grow,

Students will
create their own
ecosystem using
the materials
provided. They will
have posters to
use along with
printed pictures of
different animal
species and other
non-living things
that are essential
to a learning
system.

Students will
present their
experiment
designs to the
class and orally
explain why they
think their design
is best.
Exit Ticket:
Students will do
a
3-2-1 about
someone elses
filtration design.
Students will
compare their
membership
involvement in
their community
to the
involvement of
different
organisms in the
ecosystems that
they created.

survive and/or
create their own
food through
photosynthesis.
5

Lets Make A
Filter

Photosynthesis

6. L.2.3 Summarize
how the abiotic
factors (such as
temperature, water,
sunlight, and soil
quality) of biomes
(freshwater, marine,
forest, grasslands,
desert, Tundra)
affect the ability of
organisms to grow,
survive and/or
create their own
food through
photosynthesis.

Students will
understand how
water plays a
vital role in most
ecosystems, and
how water
quality effects
the usefulness of
the source.

6. L.2.3 Summarize
how the abiotic
factors (such as
temperature,
water, sunlight,
and soil quality) of
biomes
(freshwater,
marine, forest,
grasslands, desert,
Tundra) affect the
ability of organisms
to grow, survive
and/or create their
own food through
photosynthesis.

Students will be
introduced to the
process of
photosynthesis.

Students will
create a filtration
system that will
allow them to
properly filter
their water from
the river with 2
plastic bottles.
Full Lesson

They will also

realize how much
water they waste
in a day, week,
month and year.

Students will be
given a model of a
plant and will be
asked to explain
what the different
parts of a plant are
and identify the
parts of the plant
where
photosynthesis
occurs.

In order to
successfully filter
the water,
students will have
to practice lab
safety skills and
also follow all of
the lab
procedures. They
will be formatively
assessed by the
outcome of their
system. I want to
see that they can
filter water
through the
system.

At the end of the

lesson, students
will participate in
a Todays Meet
online forum
where they will
post 2 new
vocabulary words
and provide the
definitions.

Respiration

6.L.2.1 Summarize
how energy derived
from the sun is used
by plants to
produce sugars
(photosynthesis)
and is transferred
within food chains
and food webs
(terrestrial and
aquatic) from
producers to
consumers to
decomposers.

Students will be
able to
summarize the
respiration
process, and
articulate how
the process of
respiration and
photosynthesis
work together to
keep organisms
alive.

6.L.2.2 Explain how

plants respond to
external stimuli
(including dormancy
and forms of
tropism) to enhance
survival in an
environment.
8

Tropisms /
Dormancy
Plant
Adaptations

6.L.2.1 Summarize
how energy
derived from the
sun is used by
plants to produce
sugars
(photosynthesis)
and is transferred
within food chains
and food webs
(terrestrial and
aquatic) from
producers to
consumers to
decomposers.
6.L.2.2 Explain how
plants respond to

Students will be
able to explain
the different
ways that plants
respond to
external stimuli
such as gravity,
sunlight,
temperature and
day length
through
dormancy and
tropism.
OR
I can determine
the difference
between positive
and negative

Students will
create a model of
the respiration
system.
Respiration Model
Lesson
BrainPop:
Photosynthesis
and Respiration
Video Clip
Worksheet: How
do oxygen and
carbon dioxide
cycle?
Reading
Integration: Food
is our Fuel
Process of
Respiration
Reading Passage

Students will
beginning drafting
a statement to
their governor
about the quality
of water at the
river that we
visited. They will
explain the
condition of the
river when they
arrived before the
clean-up and also
explain their water
testing results and
how they made
filters. Lastly, they
will explain how

Students will be
required to write
a one page
reflection
describing their
model of the
respiration
system. They can
provide a visual to
go along with the
paper if they so
please.
Then they will
complete the
YouTube EdPuzzle
on-line and send
me the link.

Students will
submit a rough
draft of their
letter at the end
of class.

Tropisms /
Dormancy
Plant
Adaptations

external stimuli
(including
dormancy and
forms of tropism)
to enhance survival
in an environment.

tropism.

the governor
needs to push for
a GREEN initiative
that helps people
understand the
importance of
keeping our
waterways clear of
trash.

6.L.2.1 Summarize
how energy
derived from the
sun is used by
plants to produce
sugars
(photosynthesis)
and is transferred
within food chains
and food webs
(terrestrial and
aquatic) from
producers to
consumers to
decomposers.

Students will be
able to explain
the different
ways that plants
respond to
external stimuli
such as gravity,
sunlight,
temperature and
day length
through
dormancy and
tropism.
OR
I can determine
the difference
between positive
and negative
tropism.

Students will
continue to work
on their letters
and then work
begin making a
model of the
Active Citizen
Continuum. In
their own words,
they will write
their own
definitions of the
different stages
and identify which
category that they
identify with.

Final in class
workday. They
will choose four
class
representatives to
share their water
sample findings
and graphs at the
pep rally.

Students will be
able to share
their findings
with peers.

Groups will
present their
findings, especially
the conclusions
they pulled from
the investigation
of their water

Students will
reflect on their
understanding of
ecosystems and
share their essays
to the governor.

6.L.2.2 Explain how

plants respond to
external stimuli
(including
dormancy and
forms of tropism)
to enhance survival
in an environment.

10

Pep Rally and

Research
Presentations

Students will
work

cooperatively
and
collaboratively
with peers.

samples and
filtration systems.

Students can
address how they
are moving up
the active
citizenship
continuum
through the
completion of
this project.

Lets Make A Filter

Grade Level: 6
Subject: Science- Earth Systems and Water Quality
Prepared by: Tiffany Carter
Lesson sources:
https://extension.usu.edu/files/publications/publication/NR_WQ_2012-6.pdf
https://www.youtube.com/watch?v=j_ouCfFGIiI
https://www.brainpop.com/science/populationsresourcesandenvironment/waterpollution/preview.we
ml
http://www.thefreelibrary.com/Fun+science%3A+filter+magic.-a0119071356

Overview and Purpose:

The purpose of this lesson is demonstrate the water filtration process to students as a method of
providing clean water to living and nonliving organisms. They will create their own filtration systems as a
product
Educational Standards
6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic
and abiotic factors in their environment.
Objectives:
Specify skills/information that will be learned

 Introduce students to the water filtration process

Properly filter their water samples
Compile information from the lab and report
Create a product- the filtration system
Work with other students to create the system and report data using Microsoft Excel

Materials Needed:
1-liter soda bottles cut in half

Napkins or paper towels

water purification drops or tablets Cups or scoops (for gravel and sand)

Activated Filter Carbon (available at pet stores)

Large water container for dirty water (pitchers or gallon jugs)

Dirty water (made by adding dirt, twigs, leaves, etc., to water)

Large waste container (plastic container or thick garbage bag for used filtering materials)

2 clean pitchers for filtered water Pathogen pictures (at the end of this lesson)

Introduction: 5-7 minutes

Access prior knowledge
Ask students to explain the role that water plays in an ecosystem?
Ask students to recall how much water on Earth accessible to humans?
Ask students to retrieve their filtration designs and their water sample tests.
Have students share their water samples pH with the rest of the class on Todays Meet
Have students watch the 2 minute Filtration DIY video for a set-up demo
Teacher Input: 10 minutes
Clear expectations for student activity. Students will be given their information packet for the lab
and instructions will be given for every step of the lab. They will be encouraged to deviate from
the packets design t see if they can create a better filtration design that will complete the
process quicker.
Lab Instructions- provided by Extension Education Science Labs
Guide students through building their own filter.
a. 1. Cut 1-liter soda bottles for each student or for each group of students.

b. Have students use their river sample

c. Set up spots for scooping in the filter materials (charcoal, sand, gravel, etc.)
d. Have students put the top half of the soda bottle-upside down (like a funnel) inside the bottom
half. The top half will be where they build their filter; the bottom half will hold their filtered water.
e. Ask students to take their soil sample and other provided materials, rocks, sand, and soil and
add them to their water sample. This will represent how water can easily become unclean by
natural processes
f. Let each student or group decide on an order of the filtration materials for their own filter with
the exception that the napkin or paper towel should go first at the bottom (into the neck of the
bottle).
Student Activity: 25 minutes
Students will be split into pairs to create the filtration system. Each group will asked to collect
data about their funnel. Such as how many rocks and tablespoons of sand were added, they will
also time the system, and see how long it takes for the dirty water to become clean. They will
do the activity twice. Once with one partner As sample and one with partner Bs sample. The
teacher will circulate to discuss findings and ask for clarification of parts that are not well
presented.
Closure: 10 minutes
Students will clean up their stations and begin placing their data on the Todays Meet forum.
They will post the length of time it took for the water to filter, how many resources the added to
their water and whether or not they changed their design during the second trial. Students will
copy down the link to Todays Meet and use the information to create 2 graphs for homework
using their own collected data and the class data.
Activity:
https://www.youtube.com/watch?v=j_ouCfFGIiI
Notes
This lesson can get messy quickly, make sure to have cleaning supplies nearby and to circulate the room
as much as possible. Cutting the bottles beforehand can save time and having the resources portioned
out will ensure that every period has enough to go around.