Final Thematic Unit

Unit plan: SAVING THE EARTH, ONE CLASSROOM AT A TIME
Human Impact on the Environment: Destruction and Restoration
Grade: 4
Rationale:
As time goes on, humans are becoming more and more aware of the negative impacts that certain
human actions have on our planet. Many people are told to be environmentally aware, but do not
know how, or even why they should be taking action to protect the environment. Within this
unit, students will learn all about the kinds of things that humans are doing to negatively impact
the environment, what others are doing to combat these effects, what students can do to protect
the environment, and why they should make these efforts. By the end of the unit, students will
grow in their awareness of human impact on the environment, and will come up with solutions to
solving many of the detrimental issues that our planet is facing.
Throughout this unit, our goals for students are to:

● Heighten their awareness of human impact on the environment.
● Understand that they have the power to decrease the negative effects of human impact on
the environment.
● Understand how the things that they do on a daily basis may negatively affect the
environment.
● Explain the different human actions that are resulting in destruction of our environment.
● Explain the different efforts that people are making to restore our environment.
● Plan for ways to help protect the environment.
● Understand the dangerous results of human impact on the environment
● Develop a concern and passion for protecting the environment.
Throughout this unit, our goals as teachers are to:

Throughout this unit, our goals as teachers are to help students gain a solid understanding of how
human actions negatively impact the environment, and that our students have the power to help
decrease the negative effects of these actions. We hope to introduce students to many
environmental issues that they may not already be aware of, and help them discover how their
individual actions also have the power to either destroy or restore the environment.
Content Standards covered in this Thematic unit:
Writing Standards:
● CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
● CCSS.ELA-LITERACY.W.4.1.C
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
● CCSS.ELA-LITERACY.L.4.1.F
Produce complete sentences, recognizing and correcting inappropriate fragments and
run-ons.*
● CCSS.ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
● CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
● CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
● CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies.
Reading Standards:
● CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
● CCSS.ELA-LITERACY.RL.4.7
Make connections between the text of a story or drama and a visual or oral presentation
of the text, identifying where each version reflects specific descriptions and directions in
the text.
Explain how an author uses reasons and evidence to support particular points in a text.
● CCSS.ELA-LITERACY.RL.4.9
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.
● CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why, based on specific information in the text.
Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Integrate information from two texts on the same topic in order to write or speak
about the subject knowledgeably.
Speaking & Listening Standards:

● CCSS.ELA-LITERACY.SL.4.1.A
Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under
discussion.
● CCSS.ELA-LITERACY.SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
● CCSS.ELA-LITERACY.4.3
Identify the reasons and evidence a speaker provides to support particular points.
Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others'
ideas and expressing their own clearly.
Technology Standards:
● ISTE 6d
Students publish or present content that customizes the message and medium for their
intended audiences.
● ISTE 1c
Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
● Technology Benchmark 3: The student can organize collected data and information using
a variety of tools.
● Benchmark 3: The student can communicate the results of research and learning with
others using digital tools.
● Benchmark 4: The student can explore how technology has expanded the learning
environment beyond the traditional classroom.
● RI 5, RI 7 Use age appropriate technologies to locate, collect, organize content from
media collection for specific purposes, citing sources
● RI 7 Use content specific technology tools (e.g. environmental probes, sensors, and
measuring devices, simulations) to gather and analyze data.
Art Standards:
● VA: Cr1.1.4
Brainstorm multiple approaches to a creative art or design problem.
● MA: Cn10.1.4
Examine and use personal and external resources, such as interests, research and cultural
understanding, to create media artworks.
Examine and show how media artworks form meanings, situations, and/or cultural
experiences, such as online spaces.
● VA:Cr1.1.K
Engage in exploration and imaginative play with materials.
● VA:Cr2.1.K
Through experimentation, build skills in various media and approaches to art-making.
● VA:Cr2.2.K
Identify safe and non-toxic art materials, tools, and equipment.
● VA:Cr2.3.K
Create art that represents natural and constructed environments.
● VA:Cr1.2.4
Collaboratively set goals and create artwork that is meaningful and has purpose to the
makers
Math Standards:
● CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts referring
to the same whole.
● CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than
one way, recording each decomposition by an equation. Justify decompositions, e.g., by
using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8
= 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
● CCSS.MATH.CONTENT.4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m,
cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit. Record measurement equivalents
in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express
the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing
the number pairs (1, 12), (2, 24), (3, 36), ...
● CCSS.MATH.CONTENT.4.NBT.A.3
Use place value understanding to round multi-digit whole numbers to any place.
● CCSS.MATH.CONTENT.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g.,
by using drawings and equations with a symbol for the unknown number to represent
the problem, distinguishing multiplicative comparison from additive comparison.
● CCSS.MATH.CONTENT.4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operation, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation
and estimating strategies including rounding.
Science Standards:
● 4-ESS3-1
Energy and fuels that humans use are derived from natural sources, and their use affects
the environment in multiple ways. Some resources are renewable over time, and others
are not.
● 4-ESS3-1
Cause and effect relationships are routinely identified and used to explain change.
● 4-ESS3-2 Earth and Human Activity
Generate and compare multiple solutions to reduce the impacts of natural Earth processes
on humans.
● 3-5-ETS1-2 Engineering Design
Generate and compare multiple possible solutions to a problem based on how well each is
likely to meet the criteria and constraints of the problem.
Content Objectives
SWBAT determine important details within a text.
SWBAT use a text they have read to answer specific questions about people who have made
significant efforts to protect the environment.
SWBAT work collaboratively with a partner to create a Powerpoint presentation that
communicates key information about their specified “Hero” of the environment to the rest of the
class in an organized manner.
SWBAT locate on a map where the mass garbage waste is.
SWBAT locate on a map where the Pacific Ocean is.
SWBAT apply what they have learned to design an effective solution to an environmental issue
of their choice.
SWBAT understand their impact on the environment and become more aware.
SWBAT work in cooperative groups to brainstorm ideas and organize them into a cohesive
solution to be presented to a first grade class
Language Objectives
SWBAT narrate a presentation on a specific “Hero” of the environment.
SWBAT read and respond to a given text about a specific “Hero” of the Environment.
SWBAT summarize the main ideas from their reading through a Powerpoint presentation.
SWBAT actively listen and identify the main ideas of other students’ presentations.
SWBAT describe what the Pacific Ocean garbage mass is.
SWBAT discuss and draw how marine life is negatively affected from garbage waste.
SWBAT use class discussion and new knowledge of an environmental issue to explain why their
solution minimizes human impact on the environment.
Accommodations:
The theme of human impact on the environment is one that we believe every student will find
valuable and engaging. However, in order to ensure that students will have a meaningful
experience, it is critical to plan for accommodations for special needs, English language learners,
and gifted students. Students will receive accommodations based on their individual IEP/504
plans. Some of these accommodations may include one-on-one assistance, having an aide to
write down the student’s words, or having directions read/reread aloud to them. Each student
needing individual assistance will receive it. Students with special needs will be paired with
gifted students for any group activities, this allows their fellow students to help them understand
the content and take part in the lessons. ELL students will have directions explained to them
multiple times if necessary, and will be partnered with native English-speaking students for
group activities, and seated next to a native English-speaking student throughout the unit. An
ELL aide will be available for students throughout the entire unit as well. During lessons where a
book is read aloud, summaries of the stories in the student’s native language will be provided if
they need additional help with understanding the story. ELL students will also be encouraged to
use a chromebook to access any translation websites they may need to use during the unit, at any
point in time. Additionally, the teacher will walk around the room during any independent work
time so that students needing extra assistance may receive it. Gifted students may read silently if
they finish an activity early, and will always be encouraged to research any environmental topic
more in depth. Gifted students will also have the ability to participate in enrichment activities,
stated in the next section.
Pre-Assessment
There is an anticipation guide for students to fill out prior to the unit. The students will be given
the anticipation guide on the day before the unit will begin. Students will be asked to glue the
guide into their journals on the very front page once they have filled it out. On day 14 of the unit,
students will revisit the anticipation guide, fill out the right part of the the guide, and write a
journal entry about. There will be a prompt given to students to fill out in their journals and the
journal entry will be graded as a summative assessment.
Add in Enrichment/ Remediation
Throughout this 15 day unit, the classroom library will have books with a focus on the
environment displayed for students to easily see. Students will be encouraged to read any of
these books during any excess “down time” they may have during the unit. This will give gifted
students the opportunity to be further exposed to environmental topics and issues if they finish
any activities early or want to further their learning at home. Some of these books will include:
Oil Spill!, Heroes of the Environment, Why are the Ice Caps Melting? and any other books used
for lessons in this unit.
Students are heavily encouraged to go home and talk to their guardians about the changes
that they are seeing in the environment, students should record their parent’s conversation and
findings in their notebooks. If parents have images of forests, the ocean or anything related to the
environment this can be included in their notebooks.
On day 1, to enrich the vocabulary research assignment, students will be encouraged to
look up additional vocabulary words that they feel may be deemed necessary and add to our unit.
Students can present the new vocabulary words to the class and encourage their fellow
classmates to add them into their journal for extra knowledge. As remediation for this activity,
students will be granted permission to take their journal's home for additional time to complete
the vocabulary worksheet/journal entry.
To enrich the lesson on day 8, students are given the option to expand their research to an
additional two more vehicles, making their final research project containing four vehicles. For
remediation for this activity, students will just fill out the worksheet and will not complete the
drawing part of the assignment.
To enrich the art lesson on day 5, students will have the option to create a museum-like
plaque explaining their picture that will hang next to it in the hallway. The plaque can either
explain the meaning of their picture, why the environmental issue is important to them, or
anything in between. The plaques will look similar to the one shown in figure 15. As remediation
for this activity, students can simply draw pictures of an environmental scene, rather than having
to come up with a clever advertisement.
To enrich the technology lesson on day 6, students will have the opportunity to expand
their research on how to go green by looking up more than one way scientists are trying to help
the environment. If they choose to research more than one way, they will also write more than
one reflection in their lab journals reflecting on their thoughts and findings.
To enrich the lesson on day 12, students will have the option to research multiple ways
they can help the environment. The students can use the information they received from their
homes and parents to aid in their research. If the students choose to research multiple ways they
can help the environment at home, they should also write the same number of journal entries.
One for every research topic.
To enrich the writing activity on day 14, students will have the option to reflect on more
than one statement from the anticipation guide, allowing for a more extensive essay. As
remediation for this activity, students will have the option to write only one paragraph rather than
three.
Formative Assessment and Student Voice:

Throughout the unit, group discussions and individual work time that will allow the
teacher to walk around the room and informally evaluate student learning, provide a simple way
for the teacher to formatively assess students. In a more formal manner, assigning students lab
notebooks to journal in on a daily basis creates another strong foundation for teachers to
formatively assess throughout the unit. Almost every day, students will write in these journals,
and while most of the time they will not be graded in a traditional way, reading student journal
entries and notes that they record throughout the unit will give the teacher an informal way to
monitor where student learning is at. The idea of this unit is that student thinking will change,
creating students who become increasingly aware of human impact on the environment over the
course of the three weeks. Reading these journal entries will give the teacher an idea of whether
or not, and how the information students are learning is changing their thinking, allowing the
teacher to alter future lessons to better fit the needs of students. Additionally, every night that the
teacher reads student lab journals, the teacher will leave little comments throughout the journal
entry identifying areas where student thinking was on point, additional ideas for students to
consider, or anything else the teacher views appropriate to comment on. This allows for an
aspect of student voice to be incorporated within the journals, giving students the chance to
monitor their own learning progress.
Another form of formative assessment that will be used throughout the unit is a class
target. There will be a giant target posted at the front of the room throughout the three weeks,
similar to the one in Figure 16. On the first day of the unit, each student will receive a laminated
piece of paper with their student number written on it, and a piece of sticky tack on the back.
After every lesson, the teacher will remind students of the learning targets from the lesson, and
students will place their number on the target based on how well they think that they reached the
learning targets. For example, students that think they have a complete understanding of lesson
content will place their number in the middle of the target, and student who have zero
understanding will place their number on the very outer ring of the target. The teacher can then
use this visual to monitor how well students are understanding lesson concepts, and decide how
to approach future lessons. This also allows for student voice, as students can then explain their
own learning targets and how well they can reach them.
Students will have access to chromebooks throughout the unit, and be able to use these to
research information for various lessons. With the vast amount of information available online,
students will be able to exercise their student voice in accessing resources and additional support
when needed.
Summative Assessment:
Throughout the unit, summative assessment will be done through products that students create
during lessons. These products will be graded against a rubric. Assignments that will be
summatively assessed include:
● Anticipation Guide: This will work as both a formative and summative assessment. The
first time students fill out the anticipation guide, the teacher will be given an idea of
where student thinking is at in the beginning of the lesson. When students fill out the
anticipation guide a second time, this will work as a summative assessment, as it will
show the teacher where student thinking is at the end of the unit and how content learned
influenced student thinking.
● Day 14 Journal Entry: This will work as a summative assessment, as it will be graded
against a rubric, that students will be aware of while writing, and will show how well
students can write an explanatory essay about a topic.
● Heroes of the Environment presentation: This Powerpoint presentation that students
create to explain an environmental “hero” will be graded against a rubric evaluating
whether or not they achieved the learning targets.
● Day 1 Journal Entry: Students will have their first entry with vocabulary words that will
be used throughout the entire unit. There is a key that students should align their
definitions with.
● Day 4 Quick Check Assessment: Students will be given a quick check before the lesson
begins for the day. They will be graded on whether or not they can correctly identify
where the Pacific Ocean is on a map.
● Day 4 Journal Entry: Students will be asked to describe what the Pacific Ocean garbage
patch is and to brainstorm what they personally can do to help, and discussed how
wildlife is being affected.
● Day 7: Students will be graded on completion of their “Water Usage Log”.
● Day 8: The video viewing guide will be graded if answers are correct from the video.
There are five answers that will be graded.
● Day 9: Students will be writing a reflection on their solution design. The purpose is to
have the students reflect on why their idea reduces human impact on the idea, bring in
facts and resources from what they have learned in class up to this point.
● Day 10: The video viewing guide for “Electric vs Gasoline Cars” video will be graded for
completion and answers that correlate with the video.
● Day 10: The research project has students conducting research on two different types of
vehicles, one electric and one gasoline. Students were also prompted with two math story
problems to check understanding and to add in daily math.
● Day 15: The research project students have been working on will be presented during a
gallery walk/question and answer time, to a group of first graders. The students have had
a week to work on the project in a group of 3.
Cross-Curricular ties throughout the Unit:

Throughout this unit, students will be exposed to environmental impact in each of their subject
areas. Every day, students will have a math lesson. During the unit, the teacher will integrate
environmental issues into the word problems that students will solve. On Mondays, Wednesdays
and Fridays, students will have a social studies lesson, and will be studying the industrial
revolution and thinking about how that historical event may affect current society and the state of
our environment. On Tuesdays and Thursdays, students will have science lessons where they
either conduct an experiment, or think critically about scientific problems involving the
environment. On Fridays, students have an art lesson and will learn about and discuss art where
the artist may have been influenced by the environment. Students will also have the opportunity
to create art that ties into environmental awareness, or other factors within our environment.
Students go to their health and fitness specialist on Tuesdays and Thursdays, and will be
exposed to the ways in which their personal health may be influenced by the state of our
environment. For example, how consuming red meat may affect their personal health, but also
impacts their carbon footprint. Students will have an English Language Arts lesson every day.
Most of these days, students will participate in a lesson where they are learning about human
impact on the environment. However, even during lessons where students are not explicitly
learning about the environment, they will write in their lab journals to summarize or synthesize
the information that they are learning about human impact on the environment. Throughout the
unit, students will utilize technology to enhance their learning and demonstrate their knowledge.
Materials
Books:
Berger, M. (1994). Oil spill! New York, NY: HarperCollins Publishers.
Oil Spill! tells the story of the Exxon Valdez and how this massive tanker spilled 11
million gallons of oil into the Prince William Sound of Alaska. Vibrant illustrations engage
readers while simple comparisons and images like, “That much oil could fill over 1,000 big
swimming pools,” help readers imagine the massive impact of this spill. The story also discusses
the impact of the oil spill on the animals in the ocean, so it fit perfectly with our science
investigation that explored the effects of oil on animal feathers. The book also explains how oil
spills are (sometimes ineffectively) cleaned up, and what students can do to help prevent these
spills. This book is a great way to get students thinking about the dangerous impacts of oil spills
by telling the true story of the Exxon Valdez.
Bigner, J and Gerhardt, C. (2014). Parent-Child Relations: An Introduction to Parenting. Upper

Saddle River, New Jersey: Pearson Education, Inc.
Parent-Child Relations is a textbook for Human Development courses, but heavily
discusses important learning theories within education. This book is based on positive parenting
and development for children, and uses the learning theories to create a confident, well educated
child.
Cherry, L. (1990). The Great Kapok Tree. Dutton, NY: Harcourt Brace Jovanovich.
The Great Kapok Tree is an illustrated children’s book about a young man who wanders
into the jungle with the goal of chopping down a Kapok tree. However, the young man falls tired
after chopping and lies down under the tree for a nap. While he is asleep he is visited by many
animals who explain to him what damages will be done if he cuts down the tree. The animals
give details about what affects will be taking place if the tree was no longer in the forest. In the
end, he decides to leave the tree standing and alive in the forest. Cherry designed the book to
explain to kids how important the environment, and how everything we do has an impact.
Lyon, G. (2011). All the Water in the World. Atheneum/Richard Jackson Books.
All the Water in the World captures the beauty of water and allow readers to celebrate not
only the water cycle, but water in general. The book brings readers in with its melody like tone,
and rhythm. Set up like a poem, it allows readers to enjoy the story without getting caught into
political beliefs or arguments that can arise from endangered resources. Lyon sets the book up so
even younger readers, can understand and learn about the water cycle without being
overwhelmed with scientific terms and definitions.
Newman, P. (2014). Plastic Ahoy!: Investigating the Great Garbage Patch. New York, NY:
Millbrook Press Publishers.
Plastic Ahoy!: Investigating the Great Garbage Patch dives readers into an investigation
about the Pacific Ocean garbage patch. The Pacific Ocean garbage patch is an underlying issue
that many do not read or hear about often. This book incorporates the scientific method which is
great for students learning about the process in school. Readers are able to add in their school
topics into a book that will have them wanting to research more about the deep hidden truths of
the Pacific Ocean garbage patch.
Rockwell, A. (2006). Why are the ice caps melting? The dangers of global warming. New
York, NY: HarperCollins Publishers.
Why are the Ice Caps Melting? excellently explains global warming in a simple way that
students can understand. The book follows a cause and effect pattern by explaining what causes
global warming and how this then causes the glaciers in the arctic to melt. The book then makes
it clear to readers what the results of unaddressed global warming. Global Warming can be a
somewhat controversial issue as there is much debate surrounding its legitimacy. This book
addresses those doubts directly and simply explains the scientific evidence to back up global
warming. Similar to Oil Spill!, Why are the Ice Caps Melting? lets readers know what they can
do to decrease the impacts of global warming.
Rohmer, H. (2009). Heroes of the environment: True stories of people who are helping to
protect our planet. San Francisco, CA: Chronicle Books.
Heroes of the Environment contains twelve chapters, with each chapter telling the story
of a real person who have made significant efforts to protect our environment. This book is so
powerful because not only does it discuss real people, but also tells the stories of a few children
and or young adults, further relating to students. The stories range anywhere from a professional
basketball player who found a way to sustainably grow food in big cities, to a teenager who took
action to safely recycle toxic e-waste. The fun pictures and format combined with real stories of
powerful environmental efforts make this book a great way to inspire students to make a change.
Spinelli, E. (2009). Miss Fox's Class Goes Green. Morton Grove, IL: Albert Whitman and
Company.
Miss Fox’s Class Goes Green is an illustrated children’s book designed to explain how
one class’ changes have started a ripple effect on the environment. All the choices that this class
has started making, like turning the lights off, bringing cloth bags instead of plastic, and riding
your bike to school, have begun to motivate the students to make better decisions at home. This
book is a good example for students to learn how to make small changes that can make a big
difference for the environment.
Videos:
[National Energy Technology Laboratories]. (2015, January 29th). 8 Ways Kids Can Help the
Environment. Retrieved from https://www.youtube.com/watch?v=vONBU7btYuo
8 Ways Kids Can Help the Environment is a child friendly video about simple ways kids
can make small changes at home to reduce their impact on the environment. The video offers
pictures, as well as easy to understand descriptions of what each way means. This video spends a
majority of the time discussing simple and easy to understand ways kids can help the
environment from their own homes.
[Prager, U]. (2016, February 8th). Are electric cars really green? Retrieved from
https://www.youtube.com/watch?v=17xh_VRrnMU
The video, Are Electric Cars Really Green? discusses the creation and cause and effect
of electric vehicles. It takes viewers through the numbers, definitions and meanings behind why
electric cars are really green. Although, it also takes time to tell viewers why electric cars are not
green, and how making them is equally as bad for the environment as it is to make gasoline
powered cars.
[Prager, U]. (2015, July 27). Trees are the answer. Retrieved from
https://www.youtube.com/watch?v=KZN6QuAdxLI.
Trees are the answer, is an educational video that discusses the controversy over trees
and their usage in the United States. Deforestation is a growing issue and many citizens either
completely disagree or agree with the forestry companies and their actions. This video will have
viewers debating where they stand on this national debate.
[Union of Concerned Scientists]. (2015, November 12th). Electric cars and global warming.
Retrieved from https://www.youtube.com/watch?v=K9m9WDxmSN8.
Electric Cars and Global Warming is very similar to Are Electric Cars Really Green? In
the fact that it also takes viewers through additional numbers, definitions and facts about electric
cars. This video takes more time to discuss gasoline cars as well and how well they compare to
electric cars. This video also talks about the energy it takes to create the batteries and the cars in
general.
Lesson Overviews:
Day 1 For the introductory lesson today, students

will be given an anticipation guide to begin
the unit on Human Impact on the
Environment: Destruction and Restoration.
● Anticipation guide
● Vocabulary words
● Journal entry
Day 2 For the science lesson today, students will

investigate and heighten awareness of how oil
spills affect wildlife.
● Oil Spill! Read aloud
● Journaling
● How do Oil Spills Harm Wildlife?
Science investigation
Day 3 For the literacy lesson today, students are

going to be investigating and therefore
understanding how logging affects the
environment.
● The Great Kapok Tree Read aloud
● Class discussion about logging and the
effect
● Class Journaling
Day 4 For the art, social studies and literacy lesson

today, students will be looking at the Pacific
Ocean Garbage Patch. They will
● Art project
● Quick Check
● Plastic Ahoy!
● Journal entry
Day 5 For the art lesson today, students will be

introduced to global warming and create
advertisements to advocate for environmental
protection.
● Why are the Ice Caps Melting? Read
aloud
● Worksheet
● Discussion
● Art project
Day 6 For the technology lesson today, students will

research what scientists are doing to save our
environment, and what they are saying about
our impact. They will share their favorite
ideas with the class.
● Miss Fox’s Class Goes Green Read
aloud
● Research on the computers
● Discussion
Day 7 For this social studies and math lesson today,
students will be discussing water droughts in
different regions. They will also be
calculating water usage throughout the week
using their water usage log worksheet.
● All the Water in the World Read aloud
● Class discussion on USGS California
Drought
● Water Usage Logs
Day 8 For this math lesson today, students will be

watching a video that discussed trees and the
importance of them for our environment.
Students will then be independently
researching logging in Washington state.
They will be recording their data and findings
in their journals.
● Youtube video
● Viewing guide
● Journal example
Day 9 For the science lesson today, students will be

introduced to the final project where they will
be designing a solution to an environmental
problem. They will be walked through the
project in depth, with work time for research.
This project will serve to heighten students
awareness on their impacts to the
environment, and how they could solve some
of these problems.
● Final project outline-rubrics,
checklists, guideline
● Student work time-research
Day 10 For the technology and math lesson today,

students will be watching youtube videos
about energy efficient and gasoline cars. They
will be conducting a research project and
working on additional math problems.
● Youtube videos
● Video viewing guide
● Research project worksheet
Day 11 For the literacy lesson today, students will

read and present about the stories of different
heroes of the environment and present to
make students aware of what normal people
can do to help the environment.
● Heroes of the Environment reading,
note-taking and research questions
● Powerpoint presentations
Day 12 For the science and technology lesson today,

students will watch a short YouTube video
about kids who are trying to reduce their
impact on the environment at home, followed
by researching ways they can do the same at
their own homes to allow students to
understand and become more aware of their
footprint on the environment.
● YouTube video
● Research
● Class journaling
Day 13 For the math lesson today, students will

calculate their carbon footprint to heighten
awareness of their personal impact on the
environment and determine what they can do
to reduce their impact.
● Carbon Emissions Questionnaire
● Emissions Block Chart
● Blocks to Lbs. to Tons Calculations
● Reduction Pledges
● Reduction Block Chart
● Blocks to Lbs. to Tons Calculations
● Discussion
Day 14 For the writing lesson today, students will

readdress their pre-assessment anticipation
guides and write an essay in which they
reflect on how their thinking has changed
throughout the unit. This will allow students
to realize the importance of awareness and
how it impacts people’s thinking.
● Complete anticipation guide
● Essay writing in lab journals
● Essay share-aloud
Day 15 For the science lesson today, students will be
presenting their solutions (in groups of 3) to
the first grade classes. This project will allow
students to be more aware of their impacts,
and what they could be doing to minimize
their impact on the environment.
● Presentations- powerpoints, posters,
models, written explanations
● Class journaling
Week 1 Day 1
Goal: Students will recognize that human impact is affecting our earth in negative ways. They
will have begun to look at vocabulary that is correlated with human impact. Along with
beginning to look at vocabulary students will be beginning their unit journals. The journals will
be for students to jot down important ideas, questions, comments, vocabulary words and to
respond to the journal assignments.
Overview: Begin the unit by introducing the topic: “Human Impact on the Environment:
Destruction and Restoration”. Teacher will leave students to wonder what exactly they will be
discovering and working on throughout the unit. Teacher will pass out the anticipation guide and
each student will fill it out individually. Once the anticipation guides have been filled out,
teacher will read book Plastic Ahoy to get students thinking about human impact and things
going on around them. Following the reading, teacher will display images 1, 2 and 3. Teacher
will open the class to ask questions and to state comments about the images seen. Teacher will
prompt questions, “What are you seeing that is common among the images?” , “What emotions
are being provoked while looking at these images?”, “Is there anything you, as students, can do
to help these issues?”. After the conversation, students will then be prompted to get into pairs
and to begin researching vocabulary words given by the teacher. There will be a worksheet
where students can write down definitions and their findings. They will research the vocabulary
words for about twenty minutes while the teacher walks around asking if students need help.
Following the vocabulary activity, students will return to their individual desk and write
vocabulary words into their journals. Once all of the vocabulary words are written in the
notebooks, students will turn in vocabulary sheets, and write a reflection journal entry.
Vocabulary Words for the lesson:

o Reuse
o Reduce
o Recycle
o Restoration
o Protect
o Conserve
o Preserve
o Clear Cutting
o Selective Logging
o Oil Spills
o Garbage Patch
o Greenhouse effect
Materials:
Class Journals
Books: Plastic Ahoy
Vocabulary worksheets
Answer sheet for vocabulary
Computers
Anticipation Guide
Instructional Strategies:
Instruction begins with a small class discussion, leading into individual work time to work on the
anticipation guide. Once anticipation guides have been completed the class will have a whole
large group discussion while looking at images and reading of Plastic Ahoy!, leading into partner
work to fill out the vocabulary worksheets. The lesson ends with individual journaling.
Week 1 Day 2:
Goal: The goal of this lesson is for students to understand what an oil spill is and how it affects
our environment. Specifically, through scientific application, students will understand the
dangerous impacts of oil spills on wildlife.
Overview: The class will gather on the carpet and be read the picture book Oil Spill! by Melvin
A. Berger in order to introduce them to the issue and impacts of oil spills. Before reading,
students will be instructed to write down any background knowledge and questions that they
have about oil spills. After reading, the students will journal in their lab notebooks about any
interesting information that they discovered while reading, answers to any questions that they
had, or any further questions that they would be interested in researching at another time. A lab
notebook is shown in image 4 and an example journal entry is shown in figure 4.
After reading and journaling, students will engage in a scientific investigation on the effects of
oil spills on wildlife. On a separate page of their lab notebooks, students will record the process
and findings of their investigation in the format of science writing heuristic figure 29. Students
will work in groups of two and will be given materials to investigate how an animal’s feathers
are affected when they come into contact with water, oil, dish soap, and any combination of the
three. This investigation will encourage them to consider the realistic impacts of oil spills on
wildlife.
Materials:
Oil Spill! By Melvin A. Berger
Student Lab Notebooks
Pens/Pencils
Liquid Dish Soap
Water
Vegetable Oil
Toothbrushes (1 per pair of students)
Feather (6 per pair of students)
Cups to hold water, soap and oil (3 per pair of students)
Whole class read aloud and individual journaling. Then, students will work in pairs to conduct
their scientific investigation.
Week 1 Day 3
Goal: The goal for this lesson is for students to understand the impact logging has on wildlife,
the environment, and even people. By engaging students in a deep and meaningful class
discussion, students will gain an understanding of the impact logging has, and begin to care
about changing the impact it has on the environment.
Overview: We will begin the class by having the students gather on the carpet while being read
The Great Kapok Tree by Lynne Cherry. After this read aloud the students will stay at the carpet
as we begin our discussion on logging. The book offers a lot of affects logging has on the
wildlife, environment, and people, so students will be asked to restate what some of those were,
and why it was important. They are going to be encouraged to think deeper than just retelling the
story to the class. The students will hopefully push deeper into the reason behind logging, and
what motivates people to log. The discussion will be based on our list of discussion questions
(figure 30) which will probe student thought.
After our class discussion, students will return to their desks to begin journaling. The purpose of
the journaling is for students to reflect on what the class has just discussed, and to write down all
their thoughts. During this time, students are encouraged to write down any questions or
lingering thoughts in the journal so that they can investigate and find solutions to their questions.
Materials:
The Great Kapok Tree by Lynne Cherry
Journal/ Lab Notebook
Pen/Pencils
Discussion question bank (figure 30)
Class read aloud followed by a whole class discussion. After the discussion students will be
doing individual journaling.
Week 1 Day 4
T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Makayla Boysen, Hannah Fry, Emily Amos Date: 11/12/2017
Cooperating Teacher: Malia Held Grade: 4th
School District: Pullman School District School: Franklin Elementary
University Supervisor: Barbara Ward
Unit/Subject:
Instructional Plan Title/Focus:
Section 1: Planning for Instruction and Assessment
Instructional Plan Purpose:

The purpose of this lesson is for students to recognize the mass garbage waste that is in the
Pacific Ocean. Students will be discovering where the mass of garbage is located and how it
happened. This lesson is incorporated within week 2 that specifically focuses on the
deconstruction of our earth.
State/National Learning Standards:

CCSS.ELA-LITERACY.RL.4.7
Make connections between the text of a story or drama and a visual or oral presentation of the
text, identifying where each version reflects specific descriptions and directions in the text.
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and
evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from
different cultures.
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
(VA:Cr1.1.K) a. Engage in exploration and imaginative play with materials.
VA:Cr2.1.K) a. Through experimentation, build skills in various media and approaches to

art-making.
(VA:Cr2.2.K) a. Identify safe and non-toxic art materials, tools, and equipment.
(VA:Cr2.3.K) a. Create art that represents natural and constructed environments.
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Content Objectives
1. SWBAT… Locate on a map where the mass garbage waste is.
Aligned standard:
2. SWBAT… locate on a map where the Pacific Ocean is.
Aligned standard:
Language Objectives:
1. SWBAT… describe what the Pacific Ocean garbage mass is.
Aligned Standard:
(VA:Cr2.2.K) a. Identify safe and non-toxic art materials, tools, and equipment.
(VA:Cr2.3.K) a. Create art that represents natural and constructed environments.
2. SWBAT discuss and draw how marine life is negatively affected from garbage waste.
Aligned Standard:
Make connections between the text of a story or drama and a visual or oral presentation of the
text, identifying where each version reflects specific descriptions and directions in the text.
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and
evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from
different cultures.
Previous Learning Experiences:
Students should have previous learning experience about geography of planet earth, along with
continental waste. The lessons leading up to this day, discusses other ways that humans are
impacting the environment, which should allow them to recognize that ocean garbage waste is
correlated to the overarching theme.
Planning for Student Learning Needs
Students with individualized IEP and 504’s will receive additional assistance during the lesson.
This could include one-on-one assistance, a reading aide, or additional time for completing
journal entries. Students who are ELL students will be given an aide to assist them with reading,
writing and interpreting vocabulary words.
Assessment Strategies
Content/Language Objectives Assessment Strategies
SWBAT… Locate on a map where the Formative: Students will hand in their map of
mass garbage waste is. the United States with the Pacific Ocean
highlighted, circled or starred Figure 7. This is
a quick check, not a formal assessment of
learning. This is more for the teacher to assess
if students are familiar with the area before
moving foreword.
S WBAT… describe and draw what the Formative: The creative arts worksheet will
Pacific Ocean garbage mass is. allow for the teacher formatively assess if the
students can draw and create an image that
shows the Pacific Ocean garbage patch (Figure
6).
Summative: Students will describe what the
Pacific Garbage patch is and how it happened.
This will be a graded journal entry (Figure 8).
SWBAT… locate on a map where the Formative: Students will hand in their map of
Pacific Ocean is. the United States with the Pacific Ocean
highlighted, circled or starred Figure 7. This is
a quick check, not a formal assessment of
learning. This is more for the teacher to assess
if students are familiar with the area before
moving foreword.
SWBAT... discuss and draw how Summative: Students will be journaling and
marine life is negatively affected from drawing the effects of marine life in their
garbage waste. journals and on the artistic worksheet (Figure
6).
G. Student Voice:
Student-based evidence to be Description of how
K-12 students will be able collected (things produced students will reflect on
to: by students: journals, exit their learning.
slips, self-assessments, work
samples, projects, papers,
etc.)
1. Explain student Journals Students will reflect in

learning targets and what is their journals and
required to meet them discuss the effects of the
(including why they are Pacific Ocean garbage
important to learn). patch. They will be able
to locate and draw the
Pacific Ocean on a map.
2. Monitor their own Artistic worksheet (Figure Students will monitor

learning progress toward the 6). their learning and
learning targets using the understanding by
tools provided (checklists, creating a visual
rubrics, etc.). representation of their
discussion.
3. Explain how to access Journals In their classroom

resources and additional Class discussion journals, students will
support when needed (and be encouraged to write
how/why those resources to the teacher what they
will help them). are still curious about
from the lesson. The
teacher will host
individual meetings for
those students who need
additional assistance.
h. Grouping of Students for Instruction:

In the beginning of the lesson, students will be sitting at the carpet, the teacher will have
them all on the carpet to read the book, Plastic Ahoy!. Having them at the carpet allows
for less distractions also for students to have students right next to them to
“think-pair-share” with. Once the class discussion and reading from the book is finished,
students will make their way back to their regular table groups. Having the students at
their regular table groups will allow students to chat when working on their creative
project. When working on the creative project, students will be allowed to chat freely with
their table groups at an appropriate noise level. At the end of the lesson, when students are
working in their journals, the voice level will be lowered to zero.
Section 2: Instruction and Engaging Students in Learning
Introduction:
“Who has ever been to the Pacific Ocean?” Teacher will allow wait time for students to raise
their hands. Students will be given time to share with their partner their favorite time or story that
reminds them about the Pacific Ocean. “It is on the complete opposite side of the state from us,
but provides our state with many resources, activities and visitors. Although, what many don’t
know is the large mass of garbage floating in our own local Ocean.”
Questions:
1. Who has ever seen garbage floating in the ocean?

2. Who has ever picked up garage from the ocean?
3. What happens when plastic bags float around in the ocean?
4. Has anyone ever heard of ways to reduce garbage in the ocean?
5. Why do people dump waste into our oceans?
Learning Activities:
Learning Steps and Activities Supporting Theories/Principles

(Why are you doing what you are
doing?)
1. Class discussion about garbage Personal connection to area that is close

waste in the Pacific ocean. Teacher will to home for the students. The discussion
begin the discussion with, “Who has ever should bring personal home and
been to the Pacific Ocean”. Possible vacation stories into the classroom to
student answers will range from “Yes!” see connections. Vygotsky’s
to, “No, but I would like to”. Teacher will Sociocultural theory discussed cognitive
give ample time for students to share a develop related to social interaction.
quick story with their answer such as, Having the class do a whole class
“One time my grandpa took me to the discussion allows for children to be
Pacific Ocean and we flew a kite!”, or “I stimulated while developing intellectual
like to go boogie boarding in the Pacific growth (Bigner and Gerhardt, 2014).
Ocean, but it’s really cold!”. Teacher:
“Okay class take one minute to tell your
favorite story of the Pacific Ocean with
your partner on the carpet.” After students
have shared, teacher will say, “It is on the
complete opposite side of the state from
us, but provides our state with many
resources, activities and visitors.
Although, what many don’t know is the
large mass of garbage floating in our own
local Ocean.” Students may have
questions such as, “Where is all of the
garbage from” and “Are people cleaning
it up?”
2. Teacher will revisit the book book Connection to text will help concrete
Plastic Ahoy! Now that students have ideas into student’s minds. Revisiting
begun researching and thinking about books and subjects helps wrap up ideas.
human impact this book will have more
of an effect on them.
3. Questions regarding finding ways to Dweck’s fixed vs. growth mindset
help clean up the ocean. Teacher will ask allows for students to gather different
students “Who has ever seen garbage opinions from classmates to change
floating around in the ocean?” Some their mindset from fixed to growth.
students may say they have while others
have never. “Does anyone know what
happens when plastic bags float around in
the ocean?”. Possible student answers “it
makes the water dirty”, or “it kills marine
life”.
4. A worksheet that allows students to Adding in arts to this discussion allows

be creative (Figure 6). Students will be students to be creative and to use their
drawing the effects of garbage in the hands. Kinesthetic learners will benefit
Pacific Ocean. They may draw things like from getting up and moving around.
turtles by plastic soda holders or jellyfish Bronfenbrenner’s systems theory
eating plastic bags. discusses how different environments
add to children’s learning. Having art in
the regular classroom will stimulate
students (Bigner and Gerhardt, 2014).
5. Reflection in journals about garbage Constructivism theory allows for

waste and beginning ideas on what they students to be innately curious and
can do to help. suggests ways for students to be
engaged (Bigner and Gerhardt, 2014).
Closure:
“Okay class, now that we have wrapped up working on our worksheets, I want to take a moment
to reiterate the importance of this lesson. This was not discussed today just for fun, we need to
understand human impact and the different ways humans are ruining our earth. Now that we
have discussed, thought about and have drawn different ways the garbage patch is harming our
ocean, I want everyone to create a journal entry in your notebooks on the garbage patch in the
Pacific Ocean.”
Independent Practice:
Student’s families can be connected into the lesson by parents or guardians discussing how they
have seen the Pacific Ocean change over time. Students are encouraged to research different
ways they can help the Pacific Ocean garbage patch issue.
Instructional Materials, Resources, and Technology:

· Plastic Ahoy!
· Quick Check worksheet
· Creative worksheet
· Class journals
· Class journal checklist
Acknowledgements:
Bigner, J and Gerhardt, C. (2014). Parent-Child Relations: An Introduction to Parenting. Upper

Saddle River, New Jersey: Pearson Education, Inc.
Week 1 Day 5
Goal: The goal of this lesson is for students to understand what global warming is and how it is affecting
our earth. We hope that through artistically engaging with the issue and advocating for change, students
will gain a passion for global warming prevention.
Overview: The class will begin the lesson by coming together on the carpet and being read to from Why
are the Ice Caps Melting? by Anne Rockwell. After this read aloud, students will go back to their desks
and record their thoughts on global warming in their lab notebooks. They will be encouraged to write
about any questions that they have regarding global warming, the aspects of it that they find most
concerning, and any other interesting information that they discovered from reading the story. After
journaling, the teacher will show students images of advertisements advocating for global warming
prevention (images 5,6,7,8,9) As a large group, the class will discuss what they see in each picture, how
the pictures make them feel and the kinds of messages that these images send to viewers. Throughout the
discussion, students will be given the opportunity to take notes in their lab notebooks on the
advertisements and comments that their peers make throughout the discussion. After discussing, students
will be instructed to pick any issue surrounding global warming that they found most alarming, or that
they think would be most powerful to viewers and create their own advertisements to advocate for global
warming prevention. Students will then be given sufficient time to create their advertisements. Volunteers
will be encouraged to share their advertisements under the document camera, and afterwards, these
advertisements will be hung up in the hallway outside of the classroom.
Materials:
Document Camera
Computer to display sample advertisements
Projector & Screen
Why are the Ice Caps Melting? by Anne Rockwell
Lab notebooks
Pens/Pencils
Coloring/Drawing materials (i.e. markers, crayons, colored pencils, paint)
Blank pieces of white paper (enough for each student to have one)
Whole-class read aloud and independent journaling. Whole-class discussion about advertisements and
individual artwork creation with encouragement to share and discuss throughout and after the process.

Week 2 Day 1
Goal: The goal for this lesson is for students to understand that humans can help to slow our
impact on the Earth, and that scientists are currently finding ways to minimize our impact. This
will help students to understand that what they do personally affects the environment.
Overview: The teacher will begin by reading the book Ms. Fox’s Class Goes Green to the whole
class, as all the students are sitting on the carpet. The students will be thinking about what Ms.
Fox’s class does, and what they could be doing to help our environment. After reading the book,
the class will have a short discussion on what they think it means to save the environment, and if
they think people are trying to do anything about the environment currently. The teacher will pair
students up and have them research what scientists are currently doing to help our environment,
and why what they’re doing is helping. The students will be directed to look at news sources
such as CNN or BBC, or use websites like National Geographic Kids. While the students are
doing their research, they should find one article to share with the class later. During this time,
the teacher should be going around to check on the students and make sure that they are finding
articles on proper sources. After every pair has finished doing their research, they should add
their article topic to a large piece of butcher paper. This paper will be hung in the room for the
rest of the unit for students to reference back to. Each pair will present what they wrote on the
butcher paper in front of the class. If students researched the same thing, it is okay because it is
important for them to see different perspectives on the same issue. The students should be giving
a thorough explanation of their research topic, and should be prompted to use scientific language.
Materials:
Ms. Fox’s Class Goes Green by
Chromebooks or class computers/computer lab
Pencils/pens/markers
Large piece of butcher paper
Whole class read aloud, followed by whole class discussion and research on a computer to
reinforce the idea that scientists and ordinary people are working to minimize human impact on
the environment.
Week 2 Day 2
Goal: Students will understand how their personal water usage affects the overall water drought
and national usage.
Overview: Teacher will begin the lesson by bringing the class on to the classroom carpet.
Collaboratively, as a class, they will read All the Water in the World by George Lyon and pause
every couple of pages to discuss and reflect on the images and stories they are hearing. This book
is used because it is great for describing the water cycle and how water is cherished all over the
world. Teacher will prompt students to think about areas near us that have had drought issues.
Teacher will give students about thirty seconds to think and then ask students to get with a
partner and to share their ideas. Once students have shared their ideas, teacher will bring
California into the conversation. California is a close enough state, a state that hopefully some
students in the class have visited. Teacher will reference Figure 17 that is an article from USGS
on the drought in California over the past five years. After reading the article, teacher will begin
a discussion. The discussion will consist of these three questions to get them starting to think
about water usage and drought, “Do you think that citizens living in California have water usage
restrictions?”, “Do you think that a wet winter would solve all of their drought problems in
California?”, and “Do you think it California citizens logged and kept track of their water usage,
there would be more water readily available?”. This discussion would then lead into the teacher
introducing the water logging and usage assignment. ‘The Water Usage Log’ will be do one
week from today’s lesson and discussion. Each student will be responsible for logging their
water usage for one whole week.
Materials:
o All the Water in the World by George Lyon
o Article on drought in California (Figure 17)
o Water Usage Log (Figure 11)

Whole class read aloud and individual logging of hours throughout the week. Students will
discuss in pairs their initial thoughts and places near them where droughts happen.

Week 2 Day 3
Goal: The goal of the lesson is for students to see how logging is destroying our forests, and that
if larger logging companies practiced selective logging, over clear cutting how selective logging
could help the environment.
Overview:
Teacher will begin the lesson with a video called, “Trees are the answer”. Students will be sitting
at their tables and watching the video quietly. They will be filling out the video viewing guide
during the video and thinking about how mass logging and clear cutting is harming the
environment. Following turning in the video viewing guide to the teacher, teacher will launch a
math activity. Students will be prompted to use the classroom computers and to conduct some
research. In their notebooks, students will be recording their data found. Students will be looking
up different logging companies and recording the amount of forestry they cut down in one
calendar year. Students must provide mathematical proof and cite their sources.
Materials:
https://www.youtube.com/watch?v=KZN6QuAdxLI
Video viewing guide
Video viewing guide key
Journals
Journal guide sample
Students will be watching the video independently, then, will be conducting research and wiring
in their journals independently.
Week 2 Day 4
Teacher Candidate: Emily Amos, Makayla Boysen, Hannah Fry Date: 12/3/17
Cooperating Teacher: Malia Held Grade: 4th
School District: Washington State University School: Franklin Elementary School
University Supervisor: Barbara Ward
Unit/Subject: Conservation/Literacy
Instructional Plan Title/Focus: Can You Solve it?/Finding solutions to environmental issues
a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops
students’ conceptual understanding of overall content goals. This is sometimes also called a
“rationale” and includes a “what, why, how” general statement (see also Central Focus in
edTPA)
Additionally, explain where in a unit this lesson would be taught. What lesson topic came
prior to this one (yesterday) and what related lesson will come after this one (tomorrow)?
As students are finishing the unit on conservation, it is important that they understand
that they can change their impact on the environment, and find solutions to minimize human
impacts. The purpose of this lesson is to have students design a solution to one environmental
issue of their choice. Using the internet, books, articles, or newspapers, students will learn
more about a chosen issue. Next, students will continue to research their topic over the next
week, gathering information and designing their solutions. At the end of the unit and lesson,
students will be giving a presentation to a class of first graders about their solution. the
presentation will consist of a model or drawing, a poster or powerpoint, and resources.
The lesson will be taught in the middle of the conservation unit on day 4 of week 2;
it will follow a lesson on logging and clear cutting. The lesson after this one would be a
technology and math lesson where students will research and learn about energy efficient
cars.
b. State/National Learning Standards: Teacher candidates identify relevant grade level

concepts/content and align them to Content Standards—Common Core Standards (Math,
English, Next Gen. Science), Washington State EALRs, (Arts, Language, Social Studies,
Health/Fitness) or National (Ag. Ed. or FCS). Aligning standards may be interdisciplinary.
(Also copy/paste these below to align)
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
1. SWBAT apply what they have learned to design an effective solution to an environmental
issue of their choice.
2. SWBAT understand their impact on the environment and become more aware.
3. SWBAT Work in cooperative groups to brainstorm ideas and organize them into a
cohesive solution to be presented to a first grade class
Aligned Standards:
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why, based on specific information in the text.
Integrate information from two texts on the same topic in order to write or speak
about the subject knowledgeably.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others'
ideas and expressing their own clearly.
1. SWBAT…
Use class discussions and new knowledge of an environmental issue to use scientific
language to explain why their solution minimizes human impact on the environment
Aligned Standards:
CCSS.ELA-LITERACY.L.4.6
Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases, including those that signal precise actions, emotions, or states of
being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g.,
wildlife, conservation, and endangered when discussing animal preservation).
b. Previous Learning Experiences: Teacher candidates should explain what students know and
have learned that is relevant to the current lesson topic and process.
Students will have already learned multiple ways humans are negatively impacting the environment,
and a few ways humans can combat these impacts.. Additionally, students will have already learned
what their personal impact on the environment is, such as their carbon footprint, and have been
exposed on how to recognize their impact at home. Some examples of what they could look at are,
how often they drive somewhere, or how often they use electricity when they don’t need to.
c. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
Accommodations for this lesson would include working in groups of three, and making sure students
have multiple resources to choose from when researching their topic. This is to ensure that ELLs and
students with reading, writing, hearing, or sight disabilities have the same opportunities to succeed on
this project. Working in groups allows students to collaborate and discuss opinions and ideas with
each other. As for the gifted students in the class, there will be opportunities for these students to
have extra work, or work that is adjusted just for them. For example, they may be given a different
journal prompt to respond to that requires deeper and more advanced thought. Journal entries can
actually be accomodated for not only gifted students, but struggling students as well. The prompts
could be more detailed and thought provoking, or they could be simpler, depending on the student.
f. Assessment Strategies (Formative and Summative)

Teacher candidates should attach questions, worksheets, tests or any additional documentation
related to their assessment strategies, including accommodations or modifications for students
with disabilities as stated in their IEPs. They may also attach appropriate marking rubrics,
criteria lists, expectations, answer keys, etc. Consideration for multiple means of expression
should occur here. That is, how will teacher candidates allow for K-12 students to express
their learning in different ways? Will K-12 students be given some choice?

Content Objectives: Formative: As a formative assessment, students will be
SWBAT apply what they have learned to journaling about their design plans. The journal entries
design an effective solution to an should include a detailed design plan, with reasoning for the
environmental issue of their choice. plan. These will be read by the teacher, and also presented
to the class a few times between this lesson and the students
Aligned standard: presentations. Once the teacher reads them, she should
Aligned Standards: write notes back to the students about their plans. Because
CCSS.ELA-LITERACY.RI.4.3 these plans are the beginning stages of a project, the teacher
Explain events, procedures, ideas, should only check for completeness, and thoughtfulness.For
or concepts in a historical, example, the teacher should look to see that the students
scientific, or technical text, have completed the entry, and have made a detailed design
including what happened and why, with a valid reason behind it. That would be a full credit
journal entry.
based on specific information in
Summative: Students will be presenting their finished and
the text. working design to a class of first graders on the last day of
the unit. The presentation should include an explanation
that encompasses the student knowledge from the entire
unit, which includes scientific language.
SWBAT understand their impact on the Formative: The students will discuss with the class their
environment and become more aware. impacts, and why what they do personally that affects the
Aligned Standard: environment.
CCSS.ELA-LITERACY.RI.4.9 Summative:The students will write a reflection in their
Integrate information from two journals about their design, and why it reduces human
texts on the same topic in order to impact on the environment, and how that affects their own
write or speak about the subject impact.
knowledgeably.
SWBAT Work in cooperative groups to Formative: The students will be participating in a

brainstorm ideas and organize them into a “think-pair-share” where they will be asked to think of a
cohesive solution to be presented to a first potential solution, then pair with a student next to them and
grade class share what ideas they have come up with. This is to aid in
brainstorming, and to allow the teacher to understand where
Aligned Standard: all the students are.
CCSS.ELA-LITERACY.SL.4.1 Summative: Students will be presenting their finished and
Engage effectively in a range of working design to a class of first graders on the last day of
collaborative discussions the unit. The presentation should include a plan from start
(one-on-one, in groups, and to finish for a solution to an environmental issue.
teacher-led) with diverse partners
on grade 4 topics and texts,
building on others' ideas and
expressing their own clearly.
Language Objective: Formative: Students will discuss with the class, or their
SWBAT Use class discussion and new partners what human impact on the environment is, and
knowledge of an environmental issue to use why their solution idea may be able to combat that impact.
scientific language to explain why their
solution minimizes human impact on the
environment
Aligned standard:
CCSS.ELA-LITERACY.L.4.6
Acquire and use accurately
grade-appropriate general
academic and domain-specific
words and phrases, including
those that signal precise actions,
emotions, or states of being (e.g.,
quizzed, whined, stammered) and
that are basic to a particular topic
(e.g., wildlife, conservation, and
endangered when discussing
animal preservation).
In the right column, describe whether the assessment you’ll collective is formative or
summative as well as whether it is formal or informal. Note: most assessment is considered
formative when thinking about day-to-day lessons. Summative is related to mastery. An
exception might be having a “formal” quiz mid-way in a unit to assure that students are on track
with a certain degree of proficiency. Should the quiz indicate students are not progressing, and
adjustment of timing in the instructional “unit” will be required.
g. Student Voice: Student voice is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the three required
components of student voice and identify how students will reflect and/or communicate on
their learning or progress toward meeting the goals. (Use the following table.)
Student-based evidence to be Description of how students
K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips,
self-assessments, work samples,
projects, papers, etc.)
1. Explain student learning targets Journals Students will write in their
and what is required to meet journals what the goal of the
them (including why they are project is, and what will be
important to learn). required of them at the end.
Students will also write down
the learning targets for the
project. The prompt for this
might look something like,
“What is my goal, personal
and learning, for this project
and how can I complete it?”
2. Monitor their own learning Checklists and rubrics Students will be given
progress toward the learning checklists and rubrics before
targets using the tools provided they start research on their
(checklists, rubrics, etc.). final project to ensure that
students have the opportunity
to monitor their learning
during the whole process.
Students can use the
checklists and rubrics
throughout the duration of the
project. However, at the end
of the project students will be
writing which ones were most
helpful to them and why.
3. Explain how to access Exit Slip Students will be given an exit
resources and additional slip at the end of class asking
support when needed (and “How they I access help, or
how/why those resources will additional resources during
help them). this project?”
h. Grouping of Students for Instruction: Describe why, how, and where in the lesson students
will be divided into groups, if applicable (e.g., "why" could be to support language learners,
for reciprocal teaching, and/or to use jigsaw, and "how" might include random, ability-based,
interest, social purposes, etc.). Recognize that some lessons or parts of a lesson may call for
grouped work or individualized work or both.
Students will be split into groups of three for this lesson, but also be participating in whole
group discussion as well as table group discussion. The groups of three will be chosen by the teacher
based on ability and motivation. The teacher will try to have groups that will challenge each other.
For example, some groups may have a struggling student, with two average students, or an excelling
student with an average and struggling student. No group will have only struggling students, or all
excelling students. This is to encourage discussion and provoke deeper thought from students. The
whole group discussion will serve as a way for all students to access a pre-brainstorming session.
a. Introduction: Teacher candidates identify how they are going to introduce the concept, skill
or task in a way that gains students’ attention and gets them involved (the lesson “hook”).
We would begin the lesson by telling students that they have just been “hired” by scientists to
find a solution to human impact on the environment. Hopefully that will get students interested in
what is going to happen, and get them thinking of what they would do if they could fix a problem.
Since this is just an introduction and work day, students will be excited to learn more about what we
are going to do. Our dialogue might look like something like this:
“I have some really exciting news today class! We have all been hired by the Environmental
Protection Agency (EPA) to be their new scientists. They have tasked us with finding some solutions
to human impacts on the environment. Since we are all now professional scientists, I need you to
think about what problem you might want to tackle if you could change it. Talk with your elbow
partner what you’re thinking and why. ”
*Teacher waits for students to finish talking*
“Okay, what did some of you come up with?” (Students answer) “Wow Jim, it sounds like
you already have a really good idea of how you would want to solve the logging problem. Why did
you come up with that solution?”
*Teacher lets students explain their thinking*
“So, I’m hearing a lot of really great ideas, and it sound like you all have an idea on how to
be scientists! The EPA will be so happy to hear that! I want you to all keep thinking about how you
would use that idea you came up with in real life!”
*Teacher begins transition to learning steps and activities*
b. Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parenthesis, indicate Bloom level and/or question
type to ensure that you are posing questions that push critical thinking and engagement (e.g.
Analysis/Divergent)
Questions are an essential part of student learning, and aid in diverse and critical thinking.
Some questions we will ask our students to drive their thinking are:
1. Has anyone tried to change their impact on the environment? How?
2. Can you explain what you a good solution consists of? What makes a solution plausible, or
possible?
3. What types of resources could you use to be a scientist and find a solution to a problem?
4. How do you think people combated human impact in the past? What has worked? What
hasn’t?
5. How would you test a solution scientifically?
c. Learning Activities: Describe what the teacher will do and say and students will do during
the lesson. Write it as a procedural set of steps in the left column of table below. On the
right, refer to a supporting learning theory or principle driving that activity and/or your
rationale for doing what you are doing.
Prompts for right hand column—supporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to support
your choice of activities. You might draw from your 301 and/or your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and the content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—simulation
over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or
processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those with
disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
(why are you doing what you are doing?)
Example: Transition from introduction by asking Supports multiple means of engagement, and
students to look at “inputs” and in pairs, create a list allowing students to generate their own inputs
of additional community assets/contributions (inputs) from experience; is more culturally responsive than
for social change diagram. Circulate around groups teacher generated ideas only.
to observe students’ progress.
1. Constructivism- Students need to be actively
Transition from introduction by moving into a engaged in new concepts so they can construct
discussion about what the students have learned up to their understanding, rather than sitting around
this point. The students should be discussing books passively absorbing it. They need to be in charge
they’ve read as well as videos they’ve watched, or of their learning, rather than just listening to me
previous discussions. give them answers and talk at them.
“Okay class, so now that we are real scientists, we
need to remember what we have learned about. Can
anyone tell me what types of human impact we have
learned about?”
*Teacher waits for response from students*
“Wow Jane, I loved how you summarized those five
lessons! I can tell you were all paying attention!
Okay, so what have we learned about so far in
regards to what people are trying to do to help?”
*Teacher waits again*
“You’re so right Jimmy! Those are great points about
how the scientist are trying to combat human impact!
Does anyone else remember anything?”
*Teacher waits for response*
“That’s right Sally! We did learn about ways kids are
trying to help the environment at home. Wasn’t that
interesting? Okay, lets become the scientists now.”
*Teacher grabs project guidelines, checklists,
rubrics, to pass out to students*
2. Vygotsky’s Importance of language- Students need

*Teacher passes out guidelines, checklists, and a chance to talk through a problem or concept with
rubrics to the class.* other students or the teacher.
“Now we are going to plan a design solution our
selves. You and your group (Teacher will put Constructivism- Students need social interactions
students into groups after explanation) will decide on to support their learning process, so allowing them
a problem you want to tackle. The problem doesn’t to work in pairs or groups allows students to build
have to be one we’ve discussed, but keep in mind, on existing knowledge.
we have materials for those. You will do research
through the internet, books, articles, or newspapers to Bronfenbrenner's Biological Model- Each student
find out how to solve your problem. I expect you to is unique and brings different social and cultural
all have a plausible solution, which means it needs to contexts to the group and classroom.
be a solution that could potentially be implemented.
You will have a week to work on this project and
next Friday, you will present your solutions to Ms.
Parris’ first grade class. You can create a model or
drawing, accompanied by a powerpoint, or poster
that includes your planning process. Before we get
started, talk with your elbow partner about what
you’re thinking about doing for this project.”
*Teacher allows students to discuss*
“Did everyone get a chance to brainstorm a little bit?
Good! Now, everyone look at the papers I handed
out. These are the guidelines, checklists, and rubrics
for the project. You can use them during the whole
project.”
*Teacher discusses handouts in depth with class*
3. Bronfenbrenner's Biological Model- Each student

“Okay, I am going to put you in your groups and is unique and brings different social and cultural
then you are free to work on the project for the rest contexts to the group and classroom.
of the class. I will be walking around to help if you
have any questions. But before I split you up, I have Constructivism- Students need to be actively
some reminders for you. Make sure you don’t forget engaged in new concepts so they can construct
to brainstorm ideas, and have a plan before you start their understanding, rather than sitting around
researching. You should write your plans in your lab passively absorbing it. They need to be in charge
journals, and since we are scientists now, don’t of their learning, rather than just listening to me
forget to use scientific language. While I am walking give them answers and talk at them.
around I’ll be checking your lab journals to make
sure you’re all brainstorming and writing a plan Vygotsky’s Importance of language- Students need
before you start researching. Does everyone a chance to talk through a problem or concept with
understand? Okay, here are your groups!” other students or the teacher.
*Teacher splits class into groups and allows them to
begin working. Teacher should circulate around the Bloom’s Taxonomy- The six basic objectives are
classroom to help keep students on track, and answer are helpful, and present in the activity, and help the
any questions.* teacher plan an effective assessment of student
knowledge.
b. Closure: Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on
what is important.
“Okay class, I saw some awesome work being done today! I like what I have seen groups
come up with already. You will have more time to work on this tomorrow, but for right now I want
someone to explain to me what the project is that we started today, and why it is important in our real
lives. ”
We chose to close in this way because we wrapped up the group work that the students have
been working on all day, and then reviewed the learning objectives by asking them what it is that
they were supposed to be doing and will continue to do, as well as how it applies to their life.
c. Independent Practice: Describe how students will extend their experiences with the content
and demonstrate understanding in a new and different context (perhaps even outside of the
classroom). Include possible family interaction (identify at least one way in which you might
involve students’ families in this instructional plan.)
Students can extend their experiences in this lesson by going home and explaining their plan
to their parents, as well as looking around their house to determine if they could find a solution right
in their own home. By doing this student will have to explain what they learned at school, and be
able to make adjustments to their plan or have their parents have some input on it. Students can come
back the next day and meet in their groups to discuss what they investigated when they went home.
d. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the
teacher and students will use during the lesson; e.g., handouts, worksheets, multi-media tools,
and any assessment materials utilized.
Students will need:

● access to the library for books, articles, newspapers/magazines
● computers
● lab journals
● pen/pencils
Handouts (Checklists, rubrics):
Final Project Rubric and Checklist:
0 points 2 points 4 points
Oral Presentation Students can’t Students answer most Students thoroughly

answer questions, questions, sometimes answer questions,
rarely make eye make eye contact, maintain eye contact, look
contact, look look mostly professional, speak loudly
unprofessional, and professional, speak and clearly. Students also
don’t speak clearly clearly most of the use scientific language
or loud enough. time. Students use during presentation.
Students do not use scientific language
any scientific most of the time.
language.
Project Neatness Student work is not Students work is Students work looks
thought out, and can mostly presentable. presentable, and well
not be followed or Work may be hard to thought out. Work is easy
read. follow or read at to follow and read.
times.
Use of Visual Aids Visual aids are Visual aids are neat, All visual aids enhance
sloppy and do not but don’t always the presentation, and
enhance the enhance the look neat and well made.
presentation presentation
Scientific Solution Students offer a Students offer a Students offer a solution

solution that has no solution that has at that has 3-4 scientific
scientific facts to least 1-2 scientific facts to support it.
support it. Solution facts to support it. Solution is plausible.
is not plausible. Solution is mostly
plausible.

Checklist (what you’ll need to complete this project well):
❖ Students have a scientific solution with at least 4 facts to support it
❖ Students include a visual aid (model or drawing) of their solution which will
enhance the presentation
❖ Students present neat, clear, and well thought out work
❖ Students are able to answer questions about their topic while making eye
contact and speaking loudly and clearly
b. Acknowledgements: Acknowledge your sources

Emily Amos, Hannah Fry, Makayla Boysen
Week 2 Day 5
Goal: The main goal of the lesson is for students to understand the differences and effects of
energy efficient cars versus gasoline powered cars. Students will be looking into the effects of
the cars, as well as the usefulness of them.
Overview:
Class will begin the lesson by watching two YouTube video on the differences and effects of
energy efficient cars versus gasoline powered cars. This will be done on the carpet for whole
class instruction. They will fill out the video viewing guide (Figure 19), while watching the
video and will be prompted to think critically and deeply while watching the videos. Students
will fill out the viewing guides individually. The viewing guide will provide teacher will
evidence if students are continually to think critically about the unit, the will be collected once
the video is over. The class will then dive into a research project that has them working with
technology, math and art. The research project (Figure 21) will have students researching two
different vehicles. One must be energy battery powered efficient, and the other must be gasoline
powered. Students will also be drawing the vehicle of their choice. On the back of the research
project worksheet, there are two story problems for students to complete. They are both problems
involving gas and mileage. At the end of this lesson students will be given time to work on their
end-of-unit project.
Materials:
Research project worksheet and additional story problems (Figure 21 and 22)
Viewing Guide (Figure 19)
Viewing Guide Key (Figure 20)
Computers
https://www.youtube.com/watch?v=17xh_VRrnMU
https://www.youtube.com/watch?v=K9m9WDxmSN8
Students will be watching the videos as a class, but independently filling out the viewing guide.
Students will then go the computer lab and independently do the research problem and math
problems. Students will split up into their project groups to work on their projects.
Week 3 Day 1
T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.
Teacher Candidate: Hannah Fry__________Date: 11/15/17 ______________

Cooperating Teacher: _Barbara Ward________________ Grade: _4_______________
School District: Pullman School District_____School: Jefferson Elementary School
University Supervisor: Lori White
Unit/Subject: Human Impact on the Environment
Instructional Plan Title/Focus: Explaining What It Means to be a Hero of the Environment
a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops
students’ conceptual understanding of overall content goals. This is sometimes also called a
“rationale” and includes a “what, why, how” general statement (see also Central Focus in edTPA)
Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior to
this one (yesterday) and what related lesson will come after this one (tomorrow)?
The goal of this lesson is to introduce students to real-life heroes of the environment or those individuals
who are working to save the environment so that students realize that some individuals are doing more
than just talking about saving the earth and are taking action. This lesson demonstrates they, too can be a
hero of the environment. Students will practice determining important ideas and details from
informational text and will then work with a partner to present about a specific hero of the environment
including the environmental problem they identified, the steps they took to solve it, and the results of their
efforts. This will help them learn to accurately explain ideas, determine important details in a text, and use
technology to present their ideas. This is the 11th lesson in a 15 day unit about human impact on the
environment. Prior to this lesson, students participated in 10 lessons on how to restore the environment,
and more specifically, learned about energy efficient vehicles. After this lesson, students will further
discover how children can take steps to help the environment, rather than harming it, and research and
present different ways the kids can help restore the environment, so that they can apply what they’ve
learned to the real world and help protect the environment in the same way that these “heroes” did.
1. State/National Learning Standards: Teacher candidates identify relevant grade level
concepts/content and align them to Content Standards—Common Core Standards or
Washington State EALRs, or National.
ISTE 6d. Students publish or present content that customizes the message and medium for their
intended audiences.
ISTE 1c. Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Determine the main idea of a text and explain how it is supported by key details; summarize
the text.
CCSS.ELA-LITERACY.SL.4.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under
discussion.
Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
CCSS.ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Identify the reasons and evidence a speaker provides to support particular points.
1. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
SWBAT determine important details within a text.
Aligned standard:
(CCSS.ELA-LITERACY.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.)
SWBAT use a text they have read to answer specific questions about people who have made significant
efforts to protect the environment.
Aligned Standards:
(CCSS.ELA-LITERACY.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.)
(CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.)
SWBAT work collaboratively with a partner to create a Powerpoint presentation that communicates key
information about their specified “Hero” of the environment to the rest of the class in an organized
manner.
Aligned Standards:
(CCSS.ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.)
(CCSS.ELA-LITERACY.SL.4.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.)
(CCSS.ELA-LITERACY.SL.4.4
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly
at an understandable pace.)
(CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.)
(CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.)
(ISTE
6d. Students publish or present content that customizes the message and medium for their
intended audiences.)
(ISTE
1c. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.)
SWBAT narrate a presentation on a specific “Hero” of the environment.
Aligned standard:
SWBAT read and respond to a given text about a specific “Hero” of the Environment.
Aligned Standard:
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.)
SWBAT summarize the main ideas from their reading through a Powerpoint presentation.
Aligned Standards:
Determine the main idea of a text and explain how it is supported by key details; summarize the
text.)
(ISTE
6d. Students publish or present content that customizes the message and medium for their
intended audiences.)
(ISTE
1c. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.)
SWBAT actively listen and identify the main ideas of other students’ presentations.
Aligned Standards:
Paraphrase portions of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.)
Identify the reasons and evidence a speaker provides to support particular points.)
1. Previous Learning Experiences: Teacher candidates should explain what students know and have
learned that is relevant to the current lesson topic and process.
Prior to this lesson, students have been instructed about how to use Google Slides and have used it to
individually create presentations on historical figures. Students have also already had lessons on
reading comprehension strategies such as summarizing and have learned how to use key details from
a story to summarize its main ideas. At this point in the unit, students have spent ten days learning
about how humans impact the environment both in areas of destruction and restoration and are now
using that information to explore an environmental problem that they would like to find a solution to.
e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
Students should already have a basic knowledge of how to create Powerpoint presentations
using Google Slides. Students should also know how to work cooperatively with others when
completing classroom assignments and projects. Therefore, there should be no conflict between
students while completing the activity. If issues do arise, the teacher will handle each situation
individually depending on the student, but the most likely solution will be to have students complete
the presentation individually rather than with a partner.
Students will receive accommodations based on their individual IEP/504 plans. Some of
these accommodations may include one-on-one assistance, having an aide to write down the
student’s words, or having directions read/reread aloud to them. Each student needing individual
assistance will receive it.
Students may write as little or as much as they want on their Powerpoint slides as long as they
answer the required questions. This will give gifted students the opportunity to write extensive
amounts. Additionally, any gifted students who are needing an extra challenge will be encouraged to
conduct outside research on their “hero” by investigating things like whether they have a website, or
if they are currently working on other environmental projects, or any other questions the student may
be interested in seeking answers to. These details can also be included in the presentation, giving
gifted students the opportunity to challenge themselves. Allowing them to conduct outside research
will expand their viewpoint and deepen their knowledge of their hero’s work.
ELL students will have directions explained to them multiple times if necessary, and will be
partnered with a native English-speaking student for the presentation. If there are groups of more
than two students, ELL students will be placed in one of those groups with native English-speaking
students.
f. Assessment Strategies (Informal or formal) (Formative or Summative)

Teacher candidates should attach questions, worksheets, tests or any additional documentation
related to their assessment strategies, including accommodations or modifications for students
with disabilities as stated in their IEPs. They may also attach appropriate marking rubrics,
criteria lists, expectations, answer keys, etc. Consideration for multiple means of expression
should occur here. That is, how will teacher candidates allow for K-12 students to express
their learning in different ways? Will K-12 students be given some choice?
Content Example: SWBAT determine Formative: Students will prove that they can
important details within a text. determine the important details within a text by
highlighting the important details within their
story. Students will highlight passages like,
“Will started learning about his new
community and becoming a part of it,” because
this tells of a step he took to make an
environmental change; and “After studying
agriculture, tropical medicine, fisheries, and
oceanography in college, John went back to
observing nature directly and asking all kinds
of questions,” because it tells about the kind of
background knowledge John had to help him
protect the environment. The teacher will walk
around the room, mentally checking off that
students have highlighted lines on their page, in
order to know when to move on with the
lesson. After the lesson, the teacher will look
through each student’s highlighted readings to
observe whether or not they highlighted what
could be considered as key details and check
off their name on a checklist (figure 34) if they
have fulfilled this. If the majority of students
show to have struggled with this, the teacher
will teach another lesson on finding key details
in a text. If only a few students seem to have
struggled with this, the teacher will conference
with them individually.
Content Example: SWBAT answer Summative: Students will prove that they can
questions about a text that they have answer questions about a text they have read by
read. completing the “Heroes of the Environment
Research” worksheet. As this is an informal,
note-taking practice, the teacher will know that
students have reached this target if they have at
least one detail written below each question.
Each detail will be worth one point, with the
worksheet totaling four points. The teacher will
use a checklist (figure) to record students’
points. If any student has a total score of less
than four points, the teacher will know to
conference with that student individually and
discuss why they did not find at least one detail
to answer each question.
Content Example: SWBAT work Summative: Students will prove that they have
collaboratively with a partner to create a reached this target by working cooperatively
powerpoint presentation that with a partner to complete a powerpoint
communicates key information about presentation that fulfills each criteria on the
their specified “Hero” of the “Presentation Rubric” (figure 32). This will
environment to the rest of the class in an inform the teacher whether or not students were
organized manner. able to meet each standard set before them. The
teacher will use these rubrics to determine
whether or not the goals of the lesson were met.
If they were not met, the teacher will
individually conference with each presentation
group and discuss why the goals were not met,
and what can be improved on for next time.
Language Example: SWBAT narrate a Summative: Students will prove that they have
presentation on a specific “Hero” of the reached this target by meeting the rubric criteria
environment. of “Students speak clearly while presenting.”
The teacher will use their own judgement to
determine if students have succeeded at
meeting this target. If students need more help
in speaking clearly while presenting, the
teacher will present a lesson to the class about
presentation etiquette.
Language Example: SWBAT read and Summative: Students will prove that this target
respond to a given text about a specific has been met by completing the “Heroes of the
“Hero” of the Environment. Environment Research” Worksheet. The
teacher will know that students have met this
target if they have at least one detail written
below each question. If students have not met
this target, the teacher will discuss with them
individually why they target was not met. If the
majority of the class does not meet this target,
the teacher will reteach a lesson on how to find
key details in a text and use those details to
answer questions.
Language Example: SWBAT summarize Summative: Students will prove that they have
the main ideas of their reading through a met this goal by meeting the rubric criteria of,
powerpoint presentation. “Hero’s name,” “Hero’s age (exact or
relative),” “Slide Discussing the hero’s
experiences that inspired them,” “Slide
discussing the hero’s background
knowledge,” “Slide discussing the steps the
hero took to make a change,” “Slide
discussing the results of the hero’s
efforts/what makes them a hero of the
environment,” and “Students use appropriate
and specific details from the text to
summarize their hero’s story.” If students
meet each of these criteria, the teacher will
know that they presented the key details
needed to summarize their hero’s story. If
students do not meet one or more of these
criteria, the teacher will individually
conference with the group and discuss why
the detail was left out and/or what they need
to improve on for next time.
Language Example: SWBAT actively Summative: Students will prove that they have
listen and identify the main ideas of other met this target if they complete the
students’ presentations. “Presentation Notes” worksheet (figure 33). If
students do not complete this worksheet, the
teacher will individually discuss with them
what it means to be an active and respectful
listener and how they can improve for next
time.
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collect is formative or summative.
Note: most assessment is considered formative when thinking about day-to-day lessons. Summative
is related to mastery. An exception might be having a “formal” quiz mid-way in a unit to assure that
students are on track with a certain degree of proficiency. Should the quiz indicate students are not
progressing, and adjustment of timing in the instructional “unit” will be required.
g. Student Voice: Student voice is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the three required
components of student voice and identify how students will reflect and/or communicate on
their learning or progress toward meeting the goals. (Use the following table.)
Student-based evidence to be Description of how
K-12 students will be able collected (things produced by students will reflect on
to: students: journals, exit slips, their learning.
self-assessments, work
samples, projects, papers, etc.)
1. Explain student learning Exit Slip (figure 36) On the exit slip (figure
targets and what is required to 36), students will rate, on
meet them (including why a scale from one to ten,
they are important to learn). how well they think they
reached each learning
target and answer whether
or not they want to
research more information
about their “hero,” and
how they would do that.
This will allow them to
reflect honestly on their
own knowledge.
2. Monitor their own Powerpoint Presentation and Each student will work
learning progress toward the Exit Slip (figure 36) with at least one partner to
learning targets using the create a Powerpoint
tools provided (checklists, presentation. As students
rubrics, etc.). are creating their
presentation, the criteria
that they will be graded on
will be written on the
whiteboard so that
students can monitor their
progress as they complete
their presentation, and
ensure that they meet each
requirement. When
students complete their
exit slip (figure 36), they
will rate, on a scale from
1-10 how accurate the
statements written are to
them. This will cause
them to reflect on their
ability to determine key
details in their reading,
and the completeness and
quality of their
Powerpoint
presentation.The
statements that they will
address include: I can read
informational text and
determine important
details. I can organize my
thinking and present it in a
Powerpoint format. I can
work collaboratively with
a partner to create and
present a Powerpoint
presentation. I can
summarize the main ideas
of a text and communicate
those ideas through a
presentation. I can listen
well and determine the
main ideas of other
people's presentations.
3. Explain how to access Exit Slip On the exit slip (figure
resources and additional 36), students will answer
support when needed (and whether or not they are
how/why those resources will interested in contacting
help them). or researching more
information about their
“hero.” They will then
explain how they would
go about doing each of
these things. This will
allow students to plan for
accessing additional
resources, as the question
asks, “Are you interested
in contacting or
researching more
information about your
“Hero?” How would you
go about doing this?”
h. Grouping of Students for Instruction: Describe why, how, and where in the lesson
students will be divided into groups, if applicable (e.g., "why" could be to support language
learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include random,
ability-based, interest, social purposes, etc.). Recognize that some lessons or parts of a lesson
may call for grouped work or individualized work or both.
During the reading and note-taking part of the lesson, students will be seated at their desks and will
work individually to read, highlight and complete their worksheets so that they can engage with the
content individually before attempting to explain their thinking to anyone else. Students will then
move next to their assigned partner to work together on the presentation. This will push students to
explain their thinking to others and practice working collaboratively with another student. During the
presentation part of the lesson, students will still be seated next to their partner, but will quietly listen
to each presentation and individually fill out the “Presentation Notes” worksheet (figure 33). If
students are tempted to continue discussing ideas with their presentation partners, they will be moved
away from their partner for the remainder of the presentations. After presentations, students will
complete the exit slip (figure 36) independently, as the teacher wants each student to reflect on the
lesson individually.
a. Introduction: Teacher candidates identify how they are going to introduce the concept, skill
or task in a way that gains students’ attention and gets them involved (the lesson “hook”).
Prior to the lesson, the teacher will make at least two copies of the first ten stories from the Heroes of
the Environment book so that each student has one, but so at least two students will be reading the
same story. Before students come back from recess, the teacher will place a story on each student’s
desk. When students enter the classroom, they will sit down at their desks and the teacher will say,
“Today we are going to read about real people who have done amazing things to help our
environment. What are some of the major problems we have learned about in our environment?
Anticipated student answers include: “Oil spills have a negative effect on animals in the ocean,” and,
“Global warming is melting the glaciers and causing sea levels to rise.” The teacher says, “Those are
great thoughts. Today, we are going to learn about people who are working hard to solve these
problems. Each of you are going to read about someone who is viewed as a hero of the environment,
then we are going to get to share what they did by creating presentations about them!”
b. Questions: Questions teacher candidate will ask during the lesson that drive thinking and
learning and engagement (5 or more questions) and in parentheses, indicate Bloom level and/or
question type to ensure that you are posing questions that push critical thinking and engagement (e.g.
Analysis/Divergent)
1. What are some of the major problems we have learned about in our environment?
(Remember)
Referencing each student’s environmental “hero”-
2. What kinds of experiences did this person have that inspired them to make a change? (Understand)
3. What kind of background knowledge did they have to help them deal with this issue? (Understand)
4. What steps did this person take to make a change? (Understand/Analyze)
5. What was the result of this person’s efforts? (Understanding)
6. What makes them a hero of the environment? (Analyze)
c. Learning Activities: Describe what the teacher will do and say and students will do during the
lesson. Write it as a procedural set of steps in the left column of table below. On the right, refer to a
supporting learning theory or principle driving that activity and/or your rationale for doing what you
are doing.
Prompts for right hand column—supporting theories/principles. In the right column, use references
from texts, research/peer reviewed journals, or other learning theories to support your choice of
activities. You might draw from your 301 and/or your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and the content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—simulation over
verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those with
disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)

(Why are you doing what you are
doing?)
Example: Transition from introduction by Supports multiple means of engagement,

asking students to look at “inputs” and in and allowing students to generate their
pairs, create a list of additional own inputs from experience; is more
community assets/contributions (inputs) culturally responsive than teacher
for social change diagram. Circulate generated ideas only.
around groups to observe students’
progress.
1. Transition from introduction by Bandera: Observational Learning-

instructing students to get out their Students learn from the teacher’s
highlighters and passing out the “Heroes of modeling of problem solving, thinking
the Environment Research” worksheet strategies, etc. This theory fits this
(figure 31). The teacher says, “We are activity because the teacher is using a
going to practice our researching skills with think-aloud activity to model their
the stories in front of us. I want each of you thinking, and demonstrating to students
to read the story in front of you and fill out how to complete the specified task.
the research worksheet either as you read or
after you’re finished reading. Highlight
important any important details you find as
you read, and then go back and reference
your story and highlighted details as you
complete the worksheet. Something that
would help me is to read through the
questions on the worksheet before I read
the story, so I know what kind of ideas to
look for.” The teacher will then place the
story “Speaking Out to a Big Oil
Company” on page 43 of Heroes of the
Environment under the document camera.
The teacher says, “For example, I can see
that one of the first questions on my
worksheet is ‘What kinds of experiences did
this person have that inspired them to make a
change?’ As I read, I am going to highlight
important details, and maybe look for details
in the story that answer this question.” The
teacher will begin reading ‘Speaking Out to a
Big Oil Company’ out loud. Once the teacher
reads the passage that states “ ‘The people of
my community have to breathe polluted air
from your factory day and night. I’ve come
across the world to ask if you will help move
us to a safer place,’” the teacher will stop and
say, “This passage sounds like it’s telling me
about something that Margie Richard
experienced that made her want to advocate
for change, so I’m going to highlight this part
and then write it down on my worksheet
under the question that says, ‘What kinds of
experiences did this person have that inspired
them to make a change?’ Be sure that when
you are reading and taking notes, that you
highlight the key details as well.”
2. The teacher will transition from instruction Constructivism: Learners construct their
by telling students to begin working. The own knowledge- Teachers plan instruction
teacher says, “Okay, now it’s your turn to that allows students to actively engage
read, highlight, and take notes.” with new concepts and strategies rather
The teacher will then give students time to than passively absorbing information.
read and take notes on their worksheets as the This theory fits this activity because by
teacher walks around the classroom assessing highlighting important details and
whether or not students are highlighting their answering questions about the text,
text and helping students who may need
students are actively engaging with the
assistance.
material and use their own knowledge of
text to determine the key ideas within the
story.
3. Transition from reading and note taking Constructivism: Social interactions are
by announcing to students that they should important in the knowledge construction
find their partner (there may be groups with process- Teachers plan instruction that
more than two people, depending on class allows students to work in pairs or small
size). The teacher says, “Okay, you all groups when building on existing
should have at least one partner who has knowledge or when learning new
read about the same hero as you. Find that concepts and strategies.This theory
partner and sit next to each other at the applies to this activity because by
desks. Be sure to bring your research working with a partner to discuss and
worksheet with you.” The teacher will give create a presentation, students are
students time to sit down with their partner. further articulating their thoughts and
The teacher will then inform students that building on their own knowledge of the
they will be working with their partner to topic by discussing their “hero” with a
create a short powerpoint presentation partner.
about their given “hero.” The teacher says,
“You and your partner are going to work
together to create a powerpoint presentation
about the hero that you read about. This
presentation should be no longer than three
minutes, as you only need to summarize the
main ideas. However, in your presentation
be sure to answer each question that was
asked on your research worksheet. I want
you to take a minute to discuss with your
partner the details that you think are
important to share and then grab a
Chromebook, open Google Slides, and
begin working on your presentation. You Constructivism: Learners construct their
will have about 30 minutes to work, so own knowledge- Teachers plan instruction
remember to share only the important that allows students to actively engage
details. Please add me to the presentation so with new concepts and strategies rather
that I can look back at it afterwards. I will than passively absorbing information.
write the requirements for your This theory fits this activity because by
presentation up on the board so you know creating a presentation about their
what is expected of you.” The teacher will “hero,” students are using their own
then write the requirements listed on the knowledge to decide which details from
Presentation Rubric (figure 32) up on the the text will create an accurate summary
whiteboard for students to reference as they of their hero’s life.
work. The teacher will gives students
about 30 minutes to complete their
presentations.
4. Transition from work time by Constructivism: Learners construct their

announcing that the class will begin their own knowledge- Teachers plan
presentations. The teacher will then pass instruction that allows students to
out the “Presentation Notes” worksheet actively engage with new concepts and
(figure 33). The teacher says, “Okay strategies rather than passively
everybody, now we are going to start our absorbing information. This theory fits
presentations. As your classmates are this activity because rather than
presenting, you are going to use this passively listening to their classmates’
worksheet titled ‘presentation notes’ to take presentations, students are engaging
notes on the main ideas of your classmates’ with the content by taking notes on each
presentations. Our first presentation will be presentation’s main ideas.
from the group who read about Will Allen.”
The class will then present in the same
order that their heroes are mentioned in the
book.
(Add rows as needed)
b. Closure: Closure is the signal to students that the lesson is now coming to an end. In closure,
teachers review the learning targets (what was taught) for the day and refocus on what is important.
The teacher will know to close the lesson once every student has presented. The teacher will then
pass out the exit slip (figure 36) and collect the “Presentation Notes” worksheet. The teacher says,
“Great job today everyone, I really enjoyed hearing your presentations and I hope you had fun and
learned a lot about how real people can make a difference! Please fill out the exit slip by circling
from one to ten how true the statement is to you.” The teacher will collect the exit slips once every
student has completed theirs, and use them to inform instruction for future lessons. Based on the
answers of each student, the teacher will know whether the need to revisit the concepts with the
whole class, with students individually, or not at all.
c. Independent Practice: Describe how students will extend their experiences with the content and
demonstrate understanding in a new and different context (perhaps even outside of the classroom).
Include possible family interaction (identify at least one way in which you might involve students’
families in this instructional plan.)
Students will be encouraged to go home and research what their hero is up to now, and whether or
not they are still involved in environmental projects. In the weekly class newsletter that goes out to
parents, they will be encouraged to ask their students about the “hero” that they presented about and
what that person did to help the environment. Students and parents will both be encouraged to sit
down together and discuss ideas for things that their family can do to reduce their impact on the
environment.
d. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the
teacher and students will use during the lesson; e.g., handouts, worksheets, multi-media tools, and
any assessment materials utilized.
Heroes of the Environment by Harriet Rohmer

Copies of the first ten stories from Heroes of the Environment (One for each student. Each at least
two students should have the same story)
Copy of “Speaking Out to a Big Oil Company” from Heroes of the Environment (p.43-49)
“Heroes of the Environment Research” Worksheet (figure 31)
Pencils/Pens
Document Camera
Projector
Projector Screen
Whiteboard
Whiteboard Markers
Presentation Rubric (figure 32)
Chromebooks
“Presentation Notes” Worksheet (figure 33)
Exit Slip (figure 36)
Highlighting Checklist (figure 34)
Details Checklist (figure 35)
e. Acknowledgements: Acknowledge your sources
Rohmer, H. (2009). Heroes of the environment: True stories of people who are helping to
protect our planet. San Francisco, CA: Chronicle Books.
Week 3 Day 2
Goal: The goal for this lesson is for students to become more aware of their impact on the
environment, and to begin to understand more ways they can reduce this impact at home. This
will allow students to apply what they have been learning in the unit to their own life, and allow
them to further understand why their impact truly matters.
Overview: Students will begin the lesson at the carpet to watch a YouTube video about kids
trying to change their impact on the environment at home. After the video, the students should
remain at the carpet for a short class discussion on the video to ensure that all the students
understood what the kids in the video were doing. This discussion should also make students
think about why any of what they watched is important, and why they watched it. After the video
and discussion, the students will be split into pairs, chosen by the teacher, then go to a computer
in the classroom to research ways they can reduce their impact on the environment at home. The
students can find articles, videos, or any other media form that will help them find information.
The teacher should be circulating around the classroom during this time to ensure students are
finding quality sources, as well as staying on track. The students should be given at least 30
minutes to research. When the students have finished their research, they should print out their
favorite article to show the class, or show part of their chosen video about ways kids can help the
environment at home. The goal of this is to allow other students to view ways they may not have
researched. This will help them brainstorm, and have more knowledge about how they
personally could make a change at home. Following the research and mini presentations, the
students will return to their desks to begin individual journaling. The students should be
journaling about ways they could help the environment at home, and why they think that way
might work. The students may have multiple ideas, or ideas that might never actually be
possible, but the teacher should encourage them to write down any and all ideas they have. At
the end of this lesson students will be given time to work on their end-of-unit project.
Materials:
Class Computers/Computer lab
Document camera/Projector
Class Journals
Internet access/Teacher’s computer
YouTube Video: https://www.youtube.com/watch?v=vONBU7btYuo&t=12s
This lesson will start with a video to promote a whole class discussion as well as brainstorming.
The students will be moving around a lot throughout the lesson, as well as having many
opportunities to discuss with classmates. Most of this lesson will be reliant on the students
researching and discussing. Students will split up into their project groups to work on their
projects.
Week 3 Day 3
Goal: The goal of this lesson is for students to concretely see their personal impact on the
environment by calculating their carbon footprint, and seeing the difference that reductions in
their daily life would make. The connection with mathematical operations, conversions and
fractions will allow students to connect what they are learning in math to human impacts on the
environment.
Overview: Students will remain at their desks while the teacher hands out the “Carbon
Emissions Questionnaire” (figure 23) The teacher will then instruct students to fill out their
questionnaire based on what they typically observe themselves and their families doing on a
regular basis. Once students are done filling out their questionnaire, the teacher will then pass out
the carbon footprint block charts worksheet (figure 26), and using the “block values” sheet
(figure 24), the teacher will instruct students to fill in the specified number of blocks on their
block chart labeled “My Carbon Footprint,” as the teacher reads off each answers block value.
This will give students the opportunity to visually see their personal carbon footprint. The
students will then discuss with their elbow partners what they do on a daily basis that had the
largest impact on their carbon footprint. The teacher will then pass out the CO2 calculations
worksheet (figure 27), and instruct students to answer the questions on the worksheet while the
teacher wanders around the room helping any students who may need assistance. Then, the
teacher will inform students that they are going to see what would happen to their carbon
footprint if they made certain reductions to their daily lives. The teacher will then instruct
students to repeat the same process, but this time filling out the “Reductions” worksheet (figure
25) instead of the “Carbon Emissions Questionnaire,” and filling in blocks on the grid labeled
“My Footprint with Reductions,” instead of the grid labeled “My Carbon Footprint.” After
students have completed their calculations, students will discuss with their elbow partner about
how much their footprint decreased with reductions and what kind of changes they will make in
their daily life to reduce their impact. Students will then write on the whiteboard their name with
the amount of tons emitted by their initial carbon footprint and the amount of tons emitted by
their footprint with reductions, so that the class can see the differences made by each person’s
reductions. At the end of this lesson students will be given time to work on their end-of-unit
project.
Materials:
Carbon Emissions Questionnaire (Figure 23)
Block Values sheet (Figure 24)
Reductions worksheet (Figure 25)
Carbon Footprints Block Charts worksheet (Figure 26)
CO2 Calculations Worksheet (Figure 27)
Blue colored pencils
Green colored pencils
Document Camera
Projector Screen
Whiteboard
Whiteboard Markers
The lesson will begin with a whole- group discussion. Students will remain at their desks
throughout the lesson, but will be instructed to discuss thoughts with their elbow partners at
various points throughout the lesson. Students will complete the activities individually while still
being encouraged to engage in discussion with the teacher and other students. Students will split
up into their project groups to work on their projects.
Week 3 Day 4
Goal: The goal of this lesson is to get students to reflect on humans’ environmental impact and
why it is an important issue to address. By explaining and reflecting on a statement from the
anticipation guide, students will get the opportunity to think deeply and personally about
environmental issues and how awareness can create change.
Overview: The teacher will begin the lesson by asking students to get out their anticipation
guide (figure 1) from the beginning of the unit. Students will then complete the final portion.
After students are finished with their anticipation guides, the teacher will explain to students that
they will be taking some time to write an informative essay in their lab notebooks, that will allow
them to reflect on what they have learned throughout the unit. The teacher will read the essay
prompt aloud (figure 28), write the essay checklist (figure 38) on the board for students to
reference, and emphasize to students that while they should make sure to meet all of these
requirements, this is an informal essay that will allow them to think deeply about what they have
learned about human impact on the environment. The teacher will then instruct students to get
out their lab notebooks and allow them to write for 30 minutes. Students will be allowed to move
to a spot in the room where they feel most comfortable writing. Once that time is up, the class
will circle up on the carpet, and any students who want to share their writing will be given the
opportunity to. At the end of this lesson students will be given time to work on their end-of-unit
project.
Materials:
Essay Prompt (figure 28)
Essay Checklist (figure 38)
Anticipation Guide (Figure 1)
Student Lab Notebooks
Pens/Pencils
Whiteboard
Whiteboard Marker
Students will individually complete their anticipation guides, and individually write their essays
from any comfortable location in the classroom. After students are finished writing, the class will
come together on the carpet and students will be given the opportunity to share their writing
aloud. Students will split up into their project groups to work on their projects.
Week 3 day 5
Goal: The goal of this lesson is for students to present and ultimately reflect of their impacts and
solutions to environmental problems. By presenting their solutions to the first grade class,
students will have the opportunity to explain in depth what factors are impacting and hurting our
environment, and how they can change that.
Overview: For the lesson today students will be presenting their final projects to a class of first
grade students. The lesson will start by the teacher giving the students a few minutes to meet up
with their groups to refine any last details. The students will have a few more minutes to get their
projects set up and ready for display. The first grade class will come in and do a gallery walk of
all the projects, with the opportunity to ask as many questions as they would like, but will be
required to ask the students to explain their solution. The gallery walk will last approximately 30
minutes. During the gallery walk, the teacher will be circulating through each student’s project,
listening to them give their presentation, and looking at the quality of work presented. While the
teacher is listening, they should be listening for scientific facts, and how well the students
understand their topic and solution. After the gallery walk, students will be returning to their
desks to complete a self assessment and final journal entry. The self assessment will be a few
questions asking how well they thought they did on the project and why (Figure 37). Following a
self assessment, students will be writing a reflection in their lab journal with the prompt, “What
have I learned, and why does it matter?” Students will be encouraged to write down all their
thoughts and describe why what they have learned matters, in their own words. This is the
concluding lesson and activity in the unit.
Instructional Strategies: This lesson will be taught with students in groups, followed by
individual work. The group work will take place while the students are presenting for the first
graders, and while the students are finishing final details on their projects. The individual work
will take place after the students have finished their projects, and will be reflective on student
learning.
Materials:
Student’s projects with drawings, models, posters, etc…
Self assessment worksheet (Figure 37)
Pens/pencils
Lab journals
COLLABORATION FORM
Working together on an assignment or project means sharing the responsibilities for completing that assignment.
While each member will naturally shoulder different responsibilities while working on the project, collaboration
does not mean merely tacking someone else’s name to the project so that they can earn credit for completing it.
Listed below are the members of our collaborative group along with our signatures. We have also specified the
aspects of the project for which each one of us was responsible and rated ourselves on our collaborative work.
Names of Group Responsibilities Self-Assessment

Members &
Signature
Completed one EdTPA lesson Plan, A

completed 4 other days of lesson plans,
Hannah Fry contributed to finding materials and
completing all unit details.

completed 4 other days of lesson plans,
Makayla Boysen contributed to finding materials and
Emily Amos completed 4 other days of lesson plans,
contributed to finding materials and
Reflections:
Makayla Boysen
Thematic Unit Reflection
December 1st 2017
With finally wrapping up the Thematic Unit, I am full of emotions. I never would have
imaged the time, energy and thought process that would go into one assignment. This one
assignment, which was collaborative (thank goodness), was probably the most difficult process
of planning, completing and organizing assignment I have ever completed. While it took the
longest to plan out our unit as a whole, I also found it difficult to sit down and plan out exactly
what I was going to for my days of instruction and my EDTPA lesson plan. I didn’t know where
to begin? Should I dive right in and do day by day? Should I begin with the hardest part? My
EDTPA? I decided it was best to make an outline that I knew I could keep track of. We had a
whole unit week by week, day by day outline, but I became flustered with the google doc and
created my own plan on a word doc. This lesson has changed my views on planning for
instruction once I become a teacher. Lesson plans are so much more intricate and full of detail
than I would have ever imaged. Previous lesson plans have helped work up to this assignment,
but I have never created a unit.
I really enjoyed working collaboratively, yet individually on this assignment. Hannah,
Emily and I came together three weeks ago at Daily Grind to get started on our thematic unit. We
made a very detailed plan, and got started that day. This was the week and a half-ish before
Thanksgiving break, this way we could work on it during our down time over break. Once we
got back from break, we made a plan for ourselves to have everything done by Friday where we
met up again to create our last plans and things that needed to be completed. And here we are
now, the Sunday before dead week finishing up our Thematic Unit writing our reflections,
adding in details, editing and making the project flow cohesively.
The EDTPA for this lesson was difficult, but did not seem as taxing since we have had
extensive practice this semester in block 2. Also, if you put ample time in, early enough this
project was doable. Don’t get me wrong- still very timely and mentally draining- but doable. I
feel that Hannah, Emily and I all have great time management skills. We planned a meeting with
you after our initial Daily Grind meeting and I feel that it was so beneficial! Talking with you
about our ideas, beginning thoughts and lingering questions really helped shaped our unit as a
whole. I hope everyone made an additional meeting outside of class to meet with you about their
unit.
My favorite part of creating the thematic unit was getting the opportunity to incorporate
other subjects. With being a middle school math endorsement, I liked being able to incorporate
some math standards and mini lessons to create this unit. While we focused more heavily on
literacy of course, it was nice to see how many different subject and standards really fall under
an overarching unit. Not only could we incorporate math, but also social studies, science, history
and art. It was very beneficial to our overall knowledge to not only add them in, but to look more
heavily into standards that we haven’t had as much experience researching.
After this unit I do have a greater idea of the goals I have for literacy instruction and
literacy goals in my own classroom. I want my students to set fine, precise literacy goals for
themselves. Such goals that they can adequately meet with time, practice and dedication. I want
to be that teacher that offers them all of the support they could ever need to acquire greatness. It
is important for me to have a great understanding of content knowledge because I am supposed
to be that person my students look at all times of the day. I will be that first person they go to to
ask a question. I will be the first person that will pop up in their minds when they are wondering
something. If I don’t have the answers or resources to find them answers… shouldn’t someone
else be their teacher?
Making sure that learning is accessible for all students is very important to me. If I am
giving an opportunity to one student, why can’t I offer it to all of my students? When a student
walks into a classroom their number one basic right is the right to learn. It is a teacher’s
responsibility to ensure that this right is met.
In this thematic unit, we have set accommodations for students who are below, at and
above grade level. We made sure to ensure that students will never feel rushed, behind or bored
during instruction and work time. There will always be a student or two who just flat out refuses
to complete a task, and we planned other routes for these students. We planned to alternate and
change assignments, perhaps they will be more appealing to students and they will sit down and
work on them. We also have ample discovery and work time in each of the lessons. During the
down time, the teacher can re instruct those students who did not grasp the content the first time
around.
Hannah Fry
Easily, the most valuable thing that I have learned from creating this thematic unit is the
power that comes with combining typical academic activities with important social themes.
Throughout the creation of this unit, I realized that we could seamlessly combine content relating
to environmental sustainability with lessons in science, math, english and many other academic
domains while still meeting many of the fourth grade standards.
When we first began this process, I was feeling extremely overwhelmed. All we knew is
that we wanted our theme to deal with the environment, but we had no idea where to go from
there. Emily, Makayla and I met up and decided to organize our unit first by week. The first
week would focus on the problems our environment is facing, the second week would focus on
the solutions that humans are finding to prevent these problems, and the third week would focus
how students can take action. We then outlined the focus of each day, divided up these days so
that each of us would be assigned to five, and then brainstormed what lessons we would use to
teach these ideas. Once we had the unit outlined, I began to feel much more confident in the
process, and we began individually working on our activities, and coming together every couple
of days to further collaborate. In the end, I am extremely happy with how our unit turned out,
and have even found myself being more environmentally aware because of it!
This thematic unit also taught me how much thought and detail has to go into every
lesson that we create as teachers. There were so many aspects that I had never considered until
they were pointed out to me; like how every worksheet needs an answer key and how every
decision needs to be supported with reasoning. Had I assigned students a lab journal to write in
in my own classroom, I would have never thought to create an example journal entry for students
to reference. However, I now realize that students need examples for nearly everything, so that
they can focus on the learning content, rather than the logistics of the assignment.
My favorite part of this project was being able to get creative with it. Tying the
overarching theme of environmentalism into various subject areas, specifically art and science,
gave me a boost of creative confidence. I had fun coming up with these lessons and was able to
create activities that I think a real fourth grade class would really enjoy. The most taxing part
was making sure every detail was covered. There is so much that needs to be addressed in a
thematic unit, that actually sitting down and articulating our thoughts and making sure every
detail was covered was the most difficult part. However, our time management skills really
helped to make this doable. Emily, Makayla and I worked very well together. I am the kind of
student who doesn’t like to leave things for the last minute, and working with two other people
who are approach assignments the same way reduced a lot of stress for me.
This unit has also taught me that in every classroom, the variety among students needs to
be addressed in lesson plans. Through creating EdTPA formatted lesson plans in the past, I was
used to addressing accommodations that need to be made for students with special needs, english
language learners, and gifted students. However, I never would have thought to also create
enrichment activities and ways of remediation on top of these accommodations. It is seemingly
small details like that, which made me realize that when creating lessons, and even units as a
whole, there should be no stone left unturned.
One of my biggest concerns, as a future teacher, is how I will teach my students about
meaningful topics, while still teaching them all of the academic content that they need to know.
Creating this thematic unit taught me how to combine those two things by creating lessons that
cover standards, but have an overall focus on thematic content. It also taught me that literacy can
be more than just reading and writing, but also being literate of broader topics and important
issues that the world faces every day. I hope that with this thematic unit, students will become
environmentally literate and be able to share their knowledge of this topic and help others
become more literate of the same topic. I believe that we did a successful job of creating a
thematic unit that will teach students both the content that they are required to know, and
valuable content on the topic of environmentalism that they will take with them for the rest of
their lives. I know that I could take this fifteen day unit into a classroom with me and have all the
tools to teach thorough, useful lessons to a class of fourth graders.
Emily Amos
This project has really opened my eyes to the possibilities of teaching. The thematic unit
has challenged all three of us to think deeper than just one subject. I know for me personally, I
always found it difficult to find a way to tie multiple subjects together in one lesson, but now it
seems so much easier. The more we all thought about the project, and the more time we put into
it, the more all of our lessons began flowing together. Each subject and topic were coming
together perfectly making us more confident teachers.
Before we began this project and the process to finish it, I was intimidated. I was unsure
how we were going to be able to design 15 days worth of lessons, and tie in to many different
topics and subjects. Hannah, Makayla, and I met about three weeks before the project was due to
go over some minor details and to try to flesh out a plan. To be honest, all that did was stress me
out more because it felt like we hadn’t made any progress. We only knew what our thematic unit
was going to be about, but nothing else. Eventually, we began getting an idea of the materials we
wanted to use, such as books, and that really started to direct us. We began figuring out what we
should teach each week, what order the days would go in, and when we would write our
edTPA’s. Once we started working on it more and had a better understanding of the direction we
wanted to take it, we all began to feel more confident in our abilities. We met up so often that we
were able to support each other through the process, which made the whole project much easier.
Through this project I have really learned that literacy can be taught through the use of
any subject. I had known that literacy can be anything you make of it, but by doing this project I
have been able to see and use literacy through every other subject. Even when we would teach a
science or art lesson, students were still writing in their journals, or discussing important points
of a book. This really goes to show how important literacy is. Literacy is the foundation for
learning in my opinion, and doing the thematic unit has reinforced that for me. A large majority
of this project came from a literacy foundation, and we build up from there. If I had to go back
and redo this assignment, I would start with all the literacy points rather than trying to figure out
what subjects we wanted to use when. I think that would have been more helpful has we known
how important literacy was going to be.
Now that we have completed the thematic unit, I would have to say that our biggest
success was coming together to create a student centered unit, that focused on many content
areas. Considering how intimidated I was when we started, seeing this project in its finished
stage makes me proud of the product. We all three put a lot of time and effort into this project,
and looking back to where we started, we had major success. A success that goes along with
creating this together, is the fact that we were able to create a unit. This honestly really does
boost my confidence for being a teacher. I feel like I can basically do anything now that we have
tackled this project. I feel as though I have more resources and knowledge to be a better teacher,
and potentially use this unit in a future fourth grade class.
Appendix:
Images 1
Image 2
Image 3
Image 4:
Image 5:
Image 6:
Image 7
Image 8
Image 9
Image 10
Figure 1
Figure 2
Vocabulary Words

Name: ________________

Directions: Under the word, please write the definition of the word. An example has
been given for the first word.

1. Reuse
The action of using something again.

2. Reduce

3. Recycle

4. Protect

5. Clear Cutting

6. Selective Logging

7. Oil Spills

8. Garbage Patch

9. Greenhouse Effect
Figure 3
Vocabulary Words Key

Name: ________________

Directions: Under the word, please write the definition of the word. An example has
been given for the first word.

2. Reuse
The action of using something again.

2. Reduce
Using less of something.

3. Recycle
Converting waste into usable material.

5. Protect
Keeping something safe.

6. Clear Cutting
Cutting down and removing every tree from an area.

7. Selective Logging
Partial forest removal, only removing certain trees but leaving enough to keep the
area substantial.

8. Oil Spills
Release of oil into the environment. Spill may occur on land and in a body of water
like the ocean.

9. Garbage Patch
Excessive garbage and waste in the Pacific Ocean. Also called “The Great Pacific
Garbage Patch”. Marine debris problems.

10. Greenhouse Effect
The trapping of the sun's warmth in a planet's lower atmosphere due to the greater
transparency of the atmosphere to visible radiation from the sun than to infrared
radiation emitted from the planet's surface.

Figure 4
March 1, 2017
Oil Spills
I REMEMBER HEARING ABOUT A BIG OIL SPILL IN THE OCEAN A FEW YEARS AGO. I REMEMBER THAT MY PARENTS TALKED ABOUT IT
A LOT WHEN IT HAPPENED AND THAT IT WAS ALWAYS ON THE NEWS. SOMETIMES WHEN MY FAMILY GOES OUT ON OUR BOAT I CAN
SEE WHAT LOOKS LIKE OIL IN THE WATER, BUT IT DOESN’T LOOK LIKE IT MAKES MUCH OF A DIFFERENCE IN THE LAKE. i WONDER
IF IT’S EASY TO CLEAN OIL OUT OF THE WATER? WHAT DOES IT DO TO THE FISH IN THE WATER? WHY ARE OIL SPILLS SO BAD?

I THINK IT’S CRAZY THAT THE EXXON VALDEZ SPILLED 11 MILLION GALLONS OF OIL. THE OIL STICKS TO BIRDS’ FEATHERS AND THEY
CAN’T FLY, AND IT GETS INSIDE OF FISH AND KILLS THEM. THERE ARE LOTS OF WAYS TO CLEAN UP OIL SPILLS BUT NONE OF THEM
COMPLETELY GET IT ALL. I SHOULD TELL MY PARENTS THAT WE SHOULD USE LESS OIL AND GAS FOR OUR CARS.
Figure 6
Figure 7
Figure 8
Figure 9
Figure 10
Figure 11
Water Usage Log
Tuesday- Tuesday
Name: ________________
Since we are discussing water usage today in class, I challenge you to take this chart
home and to log your water usage for one whole week! This will be due next Tuesday.
Put a dash, tally, or a check mark for how many times a day you do the following. I
have included dashes to show you an example. At the end of the week, we will
calculate, with average water usages, to see whether or not you consume too much
water.

Activity Tuesday Wednesday Thursday Friday Saturday Sunday Monday
Washing xxxxxxx xxxx xxxxx Xxxxxxx Xxxxxxx xxxxx xxxxxx

face or xx xxxx
hands
Washing
face or
hands
Taking a
shower
Taking a
bath
Brushing
teeth w/
water
running
Doing
laundry
Flushing
the
toilet
Doing
dishes
by hand
Running
the
dishwash
er
Figure 12
Figure 13

Figure 14
Figure 15
Figure 16
Figure 17
California Drought
Hydrologic science can help citizens and communities prepare for and cope with drought in two ways -
through drought planning, and in helping communities make the best day-to-day management decisions
while the drought is taking place.
The USGS closely monitors the effects of drought through data collection and research, and is studying
the current drought in the context of long-term hydrologic, climatic, and environmental changes. These
studies support successful planning and science-based decision-making by water managers who must
address complex issues and competing interests in times of drought. They also and help decision-makers
prepare for climate change and possible future drought.
Drought Defined
A drought is a period of drier-than-normal conditions that results in water-related problems. When
rainfall is less than normal for several weeks, months, or years, the flow of streams and rivers declines,
water levels in lakes and reservoirs fall, and the depth to water in wells increases. If dry weather persists
and water-supply problems develop, the dry period can become a drought.
The term "drought" can have different meanings to different people, depending on how a water
deficiency affects them. Droughts have been classified into different types such as:
● meteorological drought - lack of precipitation

● agricultural drought - lack of soil moisture, or
● hydrologic drought -reduced streamflow or groundwater levels
It is not unusual for a given period of water deficiency to represent a more severe drought of one type
than another type. For example, a prolonged dry period during the summer may substantially lower the
yield of crops due to a shortage of soil moisture in the plant root zone but have little effect on
groundwater storage replenished the previous spring.
What are the impacts of drought?
Water quality degradation, surface and groundwater level declines, land subsidence - all are impacts of
drought. Understanding the impacts of drought can help mitigate drought-related issues and prepare
for future dry periods.
Figure 18
Final Project Rubric and Checklist:

0 points 2 points 4 points
Oral Presentation Students can’t Students answer most Students thoroughly

answer questions, questions, sometimes answer questions,
rarely make eye make eye contact, maintain eye contact, look
contact, look look mostly professional, speak loudly
unprofessional, and professional, speak and clearly
don’t speak clearly clearly most of the
or loud enough time
Project Neatness Student work is not Students work is Students work looks
thought out, and can mostly presentable. presentable, and well
not be followed or Work may be hard to thought out. Work is easy
read. follow or read at to follow and read.
times.
Use of Visual Aids Visual aids are Visual aids are neat, All visual aids enhance
sloppy and do not but don’t always the presentation, and
enhance the enhance the look neat and well made.
presentation presentation
Scientific Solution Students offer a Students offer a Students offer a solution

solution that has no solution that has at that has 3-4 scientific
scientific facts to least 1-2 scientific facts to support it.
support it. Solution facts to support it. Solution is plausible.
is not plausible. Solution is mostly
plausible.
Checklist:
❖ Students have a scientific solution with at least 4 facts to support it
❖ Students include a visual aid (model or drawing) of their solution which will
enhance the presentation
❖ Students present neat, clear, and well thought out work
❖ Students are able to answer questions about their topic while making eye
contact and speaking loudly and clearly

Figure 19
Electric vs. Gasoline Cars YouTube video viewing guide.
Name: ____________________ Date:__________________
Please think critically and deeply while watching the video and answer the
following questions. The worksheet will be collected at the end of the videos.
1. What do gasoline cars emit when you drive them?
2. What do electric cars emit when you drive them?
3. What do gasoline cars run on?
4. What do electric cars run on?
5. Which type of car (gasoline or electric) take more energy to build?
6. Although it may take more energy to build, which cars is better for the
environment?
7. How often do you see electric cars when you go places?
8. How many years do you think it will take for everyone to drive electric
cars?
Figure 20
Electric vs. Gasoline Cars YouTube video viewing guide. Key
Name: ____________________ Date:__________________
Please think critically and deeply while watching the video and answer the
following questions. The worksheet will be collected at the end of the videos.
9. What do gasoline cars emit when you drive them?

Carbon Dioxide or Co2
10. What do electric cars emit when you drive them?

Nothing
11. What do gasoline cars run on?

Fossil fuels or gasoline
12. What do electric cars run on?

Batteries
13. Which type of car (gasoline or electric) take more energy to build?
Electric
14. Although it may take more energy to build, which cars is better for the
environment?
Electric cars
15. How often do you see electric cars when you go places?
Answers will vary. Some students might say often, while others will say they
never see them.
16. How many years do you think it will take for everyone to drive electric
cars?
Answers will vary.
Figure 21
Figure 22
Figure 23
Figure 24
Figure 25
Figure 26
Figure 27
Figure 28
Figure 29
Figure 30
Discussion questions for logging and The Great

Kapok Tree

1. Why does logging affect the environment? In what ways
does it affect the environment?

2. Why do people log today? How has logging changed
throughout history, and why is logging worse today?

3. In the story, the boy left the woods and left the tree
standing. What do you think the strongest argument for
leaving the tree in the forest was?

4. How many creatures and people depend on the Kapok tree in
the story? How do they depend on it?

5. How would these people and creatures live change if the
tree were cut down?

6. What do you think is happening to all the species who live in
forests where loggers continue to chop down all the trees?

7. What would you have done if you were the boy? Would you
cut down the tree to make money and support yourself, or
would the animals convince you?
Figure 31
Figure 32
Figure 33
Figure 34
Figure 35
Figure 36
Figure 37
Finding a Plausible Solution Project:

Self-Assessment

How did this project go for me? Why?
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
________________
How did I contribute to my group…
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
________________
I think I succeeded on this project because…
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
__
Figure 38

Final Thematic Unit

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Unit plan: ​SAVING THE EARTH, ONE CLASSROOM AT A TIME

Human Impact on the Environment: Destruction and Restoration

Throughout this unit, our goals for students are to:

Throughout this unit, our goals as teachers are to:

Content Standards covered in this Thematic unit:

Speaking & Listening Standards:

Formative Assessment and Student Voice:

Cross-Curricular ties throughout the Unit:

Berger, M. (1994). ​Oil spill! ​New York, NY: HarperCollins Publishers.

Bigner, J and Gerhardt, C. (2014). ​Parent-Child Relations: An Introduction to Parenting. ​Upper

Day 1 For the introductory lesson today, students

Day 2 For the science lesson today, students will

Day 3 For the literacy lesson today, students are

Day 4 For the art, social studies and literacy lesson

Day 5 For the art lesson today, students will be

Day 6 For the technology lesson today, students will

Day 8 For this math lesson today, students will be

Day 9 For the science lesson today, students will be

Day 10 For the technology and math lesson today,

Day 11 For the literacy lesson today, students will

Day 12 For the science and technology lesson today,

Day 13 For the math lesson today, students will

Day 14 For the writing lesson today, students will

Vocabulary Words for the lesson:

Week 1 Day 2​:

T&L Instructional Plan Template

Section 1: Planning for Instruction and Assessment

Instructional Plan Purpose:

State/National Learning Standards:

(VA:Cr1.1.K) a. Engage in exploration and imaginative play with materials.

VA:Cr2.1.K) a. Through experimentation, build skills in various media and approaches to

(VA:Cr2.3.K) a. Create art that represents natural and constructed environments.

1. ​SWBAT… ​Locate on a map where the mass garbage waste is.

2. SWBAT… locate on a map where the Pacific Ocean is.

(VA:Cr2.3.K) a. Create art that represents natural and constructed environments.

Previous Learning Experiences:

Content/Language Objectives Assessment Strategies

1. Explain student Journals Students will reflect in

2. Monitor their own Artistic worksheet (Figure Students will monitor

3. Explain how to access Journals In their classroom

h. ​Grouping of Students for Instruction:

Section 2: Instruction and Engaging Students in Learning

1. Who has ever seen garbage floating in the ocean?

Learning Steps and Activities Supporting Theories/Principles

1. Class discussion about garbage Personal connection to area that is close

4. A worksheet that allows students to Adding in arts to this discussion allows

5. Reflection in journals about garbage Constructivism theory allows for

Instructional Materials, Resources, and Technology:

Bigner, J and Gerhardt, C. (2014). ​Parent-Child Relations: An Introduction to Parenting. ​Upper

b. State/National Learning Standards:​ Teacher candidates identify relevant grade level

c. Planning for​ ​Student Learning Needs​ (accommodations, student experiences, prior

f. ​Assessment Strategies​ (Formative and Summative)

Content/Language Objectives Assessment Strategies

SWBAT​ Work in cooperative groups to Formative: ​The students will be participating in a

2. Vygotsky’s Importance of language- Students need

3. Bronfenbrenner's Biological Model- Each student

Students will need:

Handouts (Checklists, rubrics):

Final Project Rubric and Checklist:

0 points 2 points 4 points

Oral Presentation Students can’t Students answer most Students thoroughly

Scientific Solution Students offer a Students offer a Students offer a solution

b. Acknowledgements:​ Acknowledge your sources

Unit plan: SAVING THE EARTH, ONE CLASSROOM AT A TIME

Berger, M. (1994). Oil spill! New York, NY: HarperCollins Publishers.

Bigner, J and Gerhardt, C. (2014). Parent-Child Relations: An Introduction to Parenting. Upper

Week 1 Day 2:

1. SWBAT… Locate on a map where the mass garbage waste is.

h. Grouping of Students for Instruction:

Bigner, J and Gerhardt, C. (2014). Parent-Child Relations: An Introduction to Parenting. Upper

b. State/National Learning Standards: Teacher candidates identify relevant grade level

c. Planning for Student Learning Needs (accommodations, student experiences, prior

f. Assessment Strategies (Formative and Summative)

SWBAT Work in cooperative groups to Formative: The students will be participating in a

b. Acknowledgements: Acknowledge your sources

Teacher Candidate: Hannah FryDate: 11/15/17 ____

f. Assessment Strategies (Informal or formal) (Formative or Summative)

Example: Transition from introduction by Supports multiple means of engagement,

1. Transition from introduction by Bandera: Observational Learning-

Heroes of the Environment by Harriet Rohmer

e. Acknowledgements: Acknowledge your sources

protect our planet. San Francisco, CA: Chronicle Books.

Vocabulary Words Key

Name: __ Date:

1. What do gasoline cars emit when you drive them?

2. What do electric cars emit when you drive them?

3. What do gasoline cars run on?

4. What do electric cars run on?

Electric vs. Gasoline Cars YouTube video viewing guide. Key

Name: __ Date:

9. What do gasoline cars emit when you drive them?

10. What do electric cars emit when you drive them?

11. What do gasoline cars run on?

12. What do electric cars run on?

Discussion questions for logging and The Great