Colorado Teacher-Authored Instructional Unit Sample Science/Social Studies Integrated Unit Unit Title: Whose Land Is It Anyway? 4th Grade – Environmental Education INSTRUCTIONAL UNIT AUTHORS Stanley British Primary School Donny Cavallo Colorado Parks and Wildlife Tracy Gripp Mary McCormac Brighton School District 27J t c Sharyl Kay Lawson e oj r Platte Canyon 1 School District P m u Meghan Quirk ul ric r u C e pl Funding for this instructional unit m a S generously provided by: t c ri t s Di s o’ d a r o ol C This unit was aut hored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: JANUARY 07, 2016 Colorado Teacher-Authored Sample Instructional Unit Content Area Integrated Science/Social Studies Grade Level 4th grade Course Name/Course Code Environmental science Standard Grade Level Expectations (GLE) GLE Code 2. Geography 1. Use several types of geographic tools to answer questions about the geography of Colorado SS09-GR.4-S.2-GLE.1 2. Connections within and across human and physical systems are developed SS09-GR.4-S.2-GLE.2 2. Life Science 3. There is interaction and interdependence between and among living and nonliving components of systems SC09-GR.4-S.2-GLE.3 3. Economics 1. People respond to positive and negative incentives SS09-GR.4-S.3-GLE.1 4. Civics 1. Analyze and debate multiple perspectives on an issue SS09-GR.4-S.4-GLE.1 Colorado 21st Century Skills Integrated Curriculum Design: This interdisciplinary approach matches basic concepts in science and social studies – interdependence, Critical Thinking and Reasoning: Thinking region, environment, adaptation - forming Deeply, Thinking Differently overlaps in instruction of certain topics in an Invention authentic integrated model. Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions Unit Titles Length of Unit/Contact Hours Unit Number/Sequence Whose Land Is It Anyway? 4 – 6 weeks 1 4th Grade, Science/ Social Studies – Environmental Education Unit Title: Whose Land Is It Anyway? Page 2 of 17 Colorado Teacher-Authored Sample Instructional Unit Unit Title Whose Land Is It Anyway? Length of Unit 4-6 weeks Focusing Lens(es) Interdependence Standards and Grade SS09-GR.4-S.2-GLE.1 SS09-GR.4-S.3-GLE.1 Level Expectations SS09-GR.4-S.2-GLE.2 SS09-GR.4-S.4-GLE.1 Addressed in this Unit SC09-GR.4-S.2-GLE.3 Inquiry Questions • Why does the environment need to be protected? (Engaging- • How are resources shared between humans and organisms within a specific environment? Debatable): • In what ways has human activity impacted/influenced the environment? Unit Strands Geography, life science, economics, civics Concepts Region, place, organism, interdependence, habitat, ecosystem, environment, adaptation, patterns of settlement, economy, conservation, preservation, physical environment, food chain Generalizations Guiding Questions My students will Understand that… Factual Conceptual The interdependent nature of environmental systems What are nonliving components in an ecosystem? How would an ecosystem be affected if components are reflects the connections among habitats, organisms, (everything else is a living component) removed or out of balance? cultures and technologies (SC09-GR.4-S.2-GLE.3-EO.d; IQ.1,2;RA.2;N.2) and (SS09-GR.4-S.2-GLE.2-EO.c) Physical and natural resources typically provide the What physical resources are significant to the social and How should we sustain our physical resources while still material basis for social/economic stability, adaptation, economic well-being of the state of Colorado? (SS09- providing for economic stability? and regional development (SS09-GR.4-S.3-GLE.1-EO.c) GR.4-S.3-GLE.1-EO.c) How does the geography of a region determine the (SC09-GR.4-S.2-GLE.3-IQ.1; N.1) major trade and tourism industries of that region? (SS09-GR.4-S.2-GLE.2-EO.a,d) Humans make decisions that contribute to the protection How are humans currently endangering and/or How can decisions made by humans impact an or endangerment of environmental systems (SC09-GR.4- preserving habitats around the world? (SC09-GR.4- ecosystem? (SC09-GR.4-S.2-GLE.3-EO.e; IQ.3,4; RA.1) S.2-GLE.3-EO.e.f; RA.1,2) and (SS09-GR.4-S.2-GLE.2-EO.a) S.2-GLE.3-EO.f) How does the environment of Colorado influence the major trade and tourism industries of the state? (SS09-GR.4-S.2-GLE.2-EO.a,d) External influences such as climate, physical geography, What are external influences that could affect an What could happen to a given habitat in the instance of a and available resources determine how humans and environment? (SC09-GR.4-S.2-GLE.3-EO.e; IQ.3,4; natural disaster? organisms adapt to their environment (SC09-GR.4-S.2- RA.1) What would happen if the sun’s energy no longer GLE.3-EO.a,d,e,f; IQ.3; N.1) and (SS09-GR.4-S.2-GLE.2- Where does energy come from? (SC09-GR.4-S.2-GLE.3- reached the earth? EO.a) EO.b; IQ.1) Why would removing water impact an ecosystem? 4th Grade, Science/ Social Studies – Environmental Education Unit Title: Whose Land Is It Anyway? Page 3 of 17 Colorado Teacher-Authored Sample Instructional Unit Critical Content: Key Skills: My students will Know… My students will be able to (Do)… • The cause and effect relationship between the physical environment and the • Explain ways people use technology to get what they need from the physical economy of Colorado (cattle ranching, mining, fruit industry) (SS09-GR.4-S.2-GLE.2- environment (SS09-GR.4-S.4-GLE.2-RA.2) EO.a, d) • Create and investigate geographic questions about the environment (SS09-GR.4- • Examples of natural resources and events that impact the environment in Colorado S.2-GLE.1-EO.a,c) (e.g., droughts can impact ski industry, increase the threat of forest fires, and alter • Describe how the physical environment affects human activities camping and fishing practices) (SS09-GR.4-S.3-GLE.1-EO.b) • Describe the impact of various technological developments on the environment • The ways in which the movement of goods and services and technology create (SS09-GR.4-S.1-GLE.2-EO.d) and (SS09-GR.4-S.3-GLE.1-IQ.2) connections between people and regions of Colorado (SS09-GR.4-S.2-GLE.2-EO.d) • Compare and contrast habitats (SC09-GR.4-S.2-GLE.3-EO.c) (SS09-GR.4-S.1-GLE.2-EO.d) • Evaluate the use and sustainability of resources (SC09-GR.4-S.2-GLE.3-EO.d; IQ.1) • Adaptations that humans and organisms make in relation to their habitat (SC09- • Make a plan to positively impact a local ecosystem (SC09-GR.4-S.2-GLE.3-EO.e; GR.4-S.2-GLE.3-EO.a) (SS09-GR.4-S.2-GLE.2-EO.c) RA.1,2) • The living and nonliving components of habitats (SC09-GR.4-S.2-GLE.3-EO.d; IQ.2,4; • Identify the unique aspects of Colorado habitats RA.1,2) • Identify energy flow in a food chain of a particular ecosystem (SC09-GR.4-S.2- • The use and sustainability of natural resources (SC09-GR.4-S.2-GLE.3-EO.f; IQ.1,3; GLE.3-EO.c,d; IQ.1,2) RA.1,2) (SS09-GR.4-S.3.GLE.1-EO.c) • Evaluate how physical features affect the development of a sense of place (SS09- • Positive and negative impacts on the Colorado environment (endangered habitats GR.4-S.2-GLE.2-N.1) and preservation efforts) (SC09-GR.4-S.2-GLE.3-EO.c,d,e,f; IQ.3,4; RA.1,2; N.1) • Give examples of issues (e.g., environmental, resource use/sustainability) faced by the state and develop possible solutions (SS09-GR.4-S.4-GLE.1-EO.a; N.1) Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the I can explain the relationship between humans and the physical geography in an environment. ability to apply and comprehend critical language through the following statement(s): Academic Vocabulary: Environment, interdependence, resource, impact, evidence, compare, contrast, conservation, preservation Technical Vocabulary: Forest, tundra, grasslands, desert, prey, predator, ecosystems, habitat, endangered, consume, adaptations, nonliving (abiotic) and living (biotic) components, solar energy, food chain, organism, natural phenomena (flood, fire, earthquake), pollution, tourism, industry 4th Grade, Science/ Social Studies – Environmental Education Unit Title: Whose Land Is It Anyway? Page 4 of 17 Colorado Teacher-Authored Sample Instructional Unit Throughout this unit we denote levels of content area integration by listing an Integration Continuum Color*, as follows: GREEN Active involvement in developmentally appropriate knowledge and skills results in work that fuses science and social studies disciplines. BLUE Equal and significant attention is given to science and social studies concepts, skills, or content. PINK Work combines some content, skills, and concepts from science and social studies disciplines, but proficiency is uneven. YELLOW Learning is demonstrated in one discipline or the other, but not both. * Adapted from Varieties of Arts Integration developed by Center for Applied Research and Educational Improvement and Perpich Center for Arts Education ©2002 Regents of the University of Minnesota In this unit, students will focus on the interdependence of organisms in their environments. Students will understand the cause and effect relationships of Colorado’s environmental systems by identifying, observing and analyzing patterns among biotic (living) and abiotic (non-living) components of Unit Description: ecosystems. Across the unit’s 4-6 week duration, students will explore the diverse economic, social, civic, geographic and ecological factors that influence Colorado. In this unit, organisms refers to plants, animals and humans Possible Misconceptions: Considerations: • Everything in an ecosystem is living. • Humans are outside of the environment. • Nature is untouched by humans. Unit Generalizations Key Generalization: The interdependent nature of environmental systems reflects the connections among habitats, organisms, cultures and technologies Physical and natural resources typically provide the material basis for social/economic stability, adaptation, and regional development Supporting Humans make decisions that contribute to the protection or endangerment of environmental systems Generalizations: External influences such as climate, physical geography, and available resources determine how humans and organisms adapt to their environment Performance Assessment: The capstone/summative assessment for this unit. . LEVEL OF INTEGRATION: GREEN Claims: The interdependent nature of environmental systems reflects the connections among habitats, organisms, cultures and (Key generalization(s) to be mastered and technologies demonstrated through the capstone assessment.) Stimulus Material: A developer has proposed to build a new dam on your local river to generate electricity for the community. This dam will have an (Engaging scenario that includes role, audience, impact on the surrounding environmental systems, both locally and regionally. You will present to the city council at a town hall goal/outcome and explicitly connects the key meeting in one of the following roles: biologist, concerned citizen, mayor, representative of the electric company, or developer. generalization) You will research your position (for or against) in order to identify the ecological and economic impacts of the dam on humans, plants, animals, and the habitats along the river system. Your presentation should include a speech and visual aids (e.g., maps, graphs, charts, pictures) on whether or not the dam should be built. 4th Grade, Science/ Social Studies – Environmental Education Unit Title: Whose Land Is It Anyway? Page 5 of 17 Colorado Teacher-Authored Sample Instructional Unit Product/Evidence: Presentations may be either Individual or in groups. Regardless of role chosen, both the ecological and economic impacts should be (Expected product from students) investigated and presented. Works cited should also be included in the final product. NOTE: Environmental systems also include cultural and technological connections. Council for Environmental Education. (2006). Project WILD K-12 Curriculum and Activity Guide – To dam or not to dam? McCully, P. (2001). Silenced Rivers: the ecology and politics of large dams. Differentiation: If a group presentation, each student serves as the researcher, data collector, speech developer, visual aid creator. (Multiple modes for student expression) To extend this work, have students research the how this dam will affect regions farther down the river (other cities, states). Students may also include research of a real life example of a dam created and its outcome. Texts for independent reading or for class read aloud to support the content Informational/Non-Fiction Fiction Barraclough, S., (2008) Earth Resources. Lexile: 540 Fourment, T. (2004). My Water Comes from the Mountains. Lexile: 300-500 Demunn, M. (1997). Places of Power. Ages 5 & up Mauran, H. (2006). Where the Wisdom Lies: a message from nature’s small creatures. Dobson, C. (1999). Watersheds: a practical handbook for healthy water. Ages 12 & up Lexile: 680 Reed-Jones, C. (2001). Salmon Stream. Ages 6 & up McKinney, B.S. (2013). A Drop Around the World. Lexile: 820 Rozinski, B. (2000). On the Trail of Colorado Critters. Ages 10 & up McKinney, B.S. (2000). Pass the Energy Please! Lexile: 1010 Spilsburg, L., (2009) Natural Resources. Lexile: 760 Toupin, L. (2005). Freshwater Habitats: life in freshwater ecosystems. Lexile: 910 Ongoing Discipline-Specific Learning Experiences 1. Description: Thinking like a scientist: recognizing a Teacher http://www.skillsyouneed.com/ips/problem-solving2.html (Identifying and structuring problem, making observations, and Resources: problems) proposing solutions. http://educators.brainpop.com/bp-jr-topic/making-observations/ (Understanding Science- Making observations) Student https://jr.brainpop.com/science/scienceskills/makingobservations/preview.weml (Brainpop Jr.- Resources: Making observations) https://www.youtube.com/watch?v=zsMH9VtdGYM (Video: How to make observations) Skills: Identifying problems through Assessment: Students will identify an environmental problem/situation occurring around their school, make observations and proposing potential observations, and propose a solution to the problem. Format is up to the teacher. solutions. 4th Grade, Science/ Social Studies – Environmental Education Unit Title: Whose Land Is It Anyway? Page 6 of 17 Colorado Teacher-Authored Sample Instructional Unit 2. Description: Communicate like a geographer using Teacher http://geology.com/topographic-physical-map/colorado.shtml (Maps: Topographic and Physical maps and data Resources: Maps of Colorado) http://www.lib.utexas.edu/maps/colorado.html (A variety of Colorado State maps) http://mapmaker.education.nationalgeographic.com/?ls=000000000000 (Interactive Map Maker – National Geographic) Student http://mapmaker.education.nationalgeographic.com/?ls=000000000000 (Interactive Map Maker Resources: – National Geographic) http://shelledy.mesa.k12.co.us/staff/computerlab/ColoradoLifeZonesInformation.htm (Colorado Life Zones) Skills: Use data and research to support Assessment: Students will create a variety of maps illustrating the physical geography of Colorado, utilize opinions topographical maps to identify different habitats. Prior Knowledge and Experiences The description of the working knowledge and skills necessary for students to access the learning experiences throughout the unit. Teachers will use their professional judgment and knowledge of their students (including information gained from relevant pre-assessments) to determine the kinds of introductory learning experiences and/or reinforcement experiences that may need to be delivered prior to or within the unit. • Vertical Articulation: Students have last seen scientific concepts related to this unit in 2nd grade. Learning Experience # 1 LEVEL OF INTEGRATION: PINK The teacher may provide visuals (e.g., weathering and erosion time lapse video, maps, Google Earth, etc.) representing various geographic features of Colorado so that students can begin to connect how physical geography and climate determine the formation of environmental systems. Generalization Connection(s): Physical and natural resources typically provide the material basis for social/economic stability, adaptation, and regional development External influences such as climate, physical geography, and available resources determine how humans and organisms adapt to their environment Teacher Resources: www.earth.google.com (Satellite views of the earth) http://environment.nationalgeographic.com/environment/freshwater/change-the-course/colorado-river-map/ (Change the Course - the Colorado River) http://store.projectwet.org/educators-guides/colorado-watershed-educators-guide.html (Discover the Watershed: The Colorado River) http://www.nationalgeographic.com/search/?q=erosion (Images: Weathering and erosion) http://www.cas.miamioh.edu/scienceforohio/Erosion/L.html (Lesson Plan: Dig it! Erosion Investigation) http://www.educationworld.com/tools_templates/template_strybrd_8panels.doc (Storyboard template) 4th Grade, Science/ Social Studies – Environmental Education Unit Title: Whose Land Is It Anyway? Page 7 of 17 Colorado Teacher-Authored Sample Instructional Unit Student Resources: https://www.youtube.com/watch?v=J-ULcVdeqgE (Video: Weathering and erosion) http://schools.bcsd.com/fremont/4th_Sci_earth_slow-changes.htm (Information: Slow Changes on the Earth) http://www.educationworld.com/tools_templates/template_strybrd_8panels.doc (Storyboard template) Assessment: Students will create a storyboard representing how geographic formations are created and their influence on different environmental systems in Colorado. Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance) (Multiple means for students to access N/A Students may work individually, in pairs, groups, or as a whole content and multiple modes for student to class express understanding.) Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance) Students may compare Colorado landforms/geography with Students may add pictures to illustrate their storyboard. other states Students may utilize technology (e.g. - PowerPoint, Prezi) in place of the storyboard Critical Content: • The geographic features of Colorado (e.g., mesa, valley, mountains) • The cause and effect relationship between the physical environment and the climate of Colorado • Positive and negative impacts on the Colorado environment • Features of the physical environment influence the placement of organisms • Different types of habitats based on geographic location Key Skills: • Identify, location, climate type and the effect on habitats • Explain how physical geography can determine where people settle/live • Create and investigate geographic questions about the environment • Compare and contrast habitats • Identify the unique aspects of Colorado habitats Critical Language: Climate, geographic formations, environmental systems, landform, habitat, organism, physical environment, cause and effect, settlement, erosion, weathering, mountains, mesa, canyons, plateaus, compare and contrast Learning Experience # 2 LEVEL OF INTEGRATION: PINK The teacher may lead students on an investigation exploring an outdoor space so that students can identify various nonliving and living (e.g., people, animals, plants) elements of an ecosystem. Generalization Connection(s): The interdependent nature of environmental systems reflects the connections among habitats, organisms, cultures and technologies Teacher Resources: http://tinyurl.com/pxesr5e (Images: Biotic and abiotic factors in an ecosystem) https://www.youtube.com/watch?v=MdlwPtKg-VI (Video: How abiotic and biotic factors make an ecosystem) http://www.fishwildlife.org/files/ConEd-Fostering-Outdoor-Observation-Skills.pdf (Guide to Fostering Outdoor Observation Skills) 4th Grade, Science/ Social Studies – Environmental Education Unit Title: Whose Land Is It Anyway? Page 8 of 17 Colorado Teacher-Authored Sample Instructional Unit http://www.enature.com/home/indexNew.asp (Field Guides - can search by zip code) Student Resources: https://www.youtube.com/watch?v=E1pp_7-yTN4 (Video: Biotic and abiotic factors) https://www.youtube.com/watch?v=MdlwPtKg-VI (Video: How abiotic and biotic factors make an ecosystem) Assessment: Students will create a map of their outdoor space, labeling the locations of both living (biotic) and nonliving (abiotic) elements from their outdoor investigation. Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance) (Multiple means for students to access N/A Students may work individually, in groups, or as a whole class content and multiple modes for student to express understanding.) Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance) N/A Students may create a topographical map Students may analyze how habitats could be improved and create an action plan Critical Content: • The living and nonliving components of habitats • Distinguishing characteristics of an environment in relation to their physical location • Interdependent relationships among biotic and abiotic characteristics of an ecosystem • The major components of an ecosystem and examples of each component Key Skills: • Identify the impact of humans on the environment /ecosystems/habitat • Determine biotic (living) vs. abiotic (nonliving) components of a habitat • Locate people, animals and resources within a habitat Critical Language: Biotic, abiotic, habitat, interdependent, ecosystem, diversity, environmental system, resources, component, characteristic, environment Learning Experience # 3 LEVEL OF INTEGRATION: YELLOW The teacher may facilitate hands-on activities that demonstrate interdependent relationships within various ecosystems so students can explain and illustrate how living systems (e.g., food web, including humans; predator/prey relationships; etc.) interact with the biotic and abiotic factors within an environment. Generalization Connection(s): External influences such as climate, physical geography, and available resources determine how humans and organisms adapt to their environment Humans make decisions that contribute to the protection or endangerment of environmental systems The interdependent nature of environmental systems reflects the connections among habitats, organisms, cultures and technologies Teacher Resources: Kruger, F.A. & Meaney, C.A. (1995). Explore Colorado: A Naturalist’s Notebook 4th Grade, Science/ Social Studies – Environmental Education Unit Title: Whose Land Is It Anyway? Page 9 of 17 Colorado Teacher-Authored Sample Instructional Unit Mutel, C.F. & Emerick, J.C. (1992). From Grasslands to Glaciers: The Natural History of Colorado and the Surrounding Region. http://cpw.state.co.us/Documents/Education/TeacherResources/CrossroadsBioiversity.pdf (Colorado ecosystems poster set) http://tpwd.texas.gov/publications/pwdpubs/media/pwd_lf_w7000_0033.pdf (Lesson plans that demonstrate predator/prey and human conflict) http://shelledy.mesa.k12.co.us/staff/computerlab/ColoradoLifeZonesInformation.htm (Colorado Life Zones) http://www.landscope.org/colorado/ecosystems/ (Information: Ecosystems and habitats in Colorado) Student Resources: http://shelledy.mesa.k12.co.us/staff/computerlab/ColoradoLifeZonesInformation.htm (Colorado Life Zones) http://www.watchknowlearn.org/Video.aspx?VideoID=2826&CategoryID=1383 (Video: Life on the Mountains) http://www.landscope.org/colorado/ecosystems/ (Information: Ecosystems and habitats in Colorado) Assessment: Students will create a poster of a food web based on ecosystems in Colorado. Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance) (Multiple means for students to access Students may be provided visuals of food webs from various Students may verbally or theatrically demonstrate their content and multiple modes for student to ecosystems within Colorado understanding of a food web express understanding.) Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance) Students may be allowed to compare and contrast food webs Students may create a food web to illustrate the flow of energy in from different ecosystems within Colorado an ecosystem Critical Content: • Adaptations that humans and organisms make in relation to their habitat • The living and nonliving components of habitats and their influence on relationships • Positive and negative impacts on the Colorado environment • The effects of predator-prey relationships within a food web • Energy transfer within a food web Key Skills: • Identify energy flow in a food web of a particular ecosystem • Cause and effect relationships of environmental systems • Identify predator/ prey relationships • Identify a hierarchy of organisms within an ecosystem Critical Language: Predator, prey, geography, biotic, abiotic, interdependent, food chain, food web, relationships, living systems, environment, ecosystem, adaptations, energy transfer/flow, components Learning Experience # 4 LEVEL OF INTEGRATION: YELLOW The teacher may lead a discussion on the importance of adaptation and provide examples and/or artifacts (e.g., animal pelts, videos, pictures) so that students can describe how these modifications help plants, animals, and humans adapt to and survive in their habitat. 4th Grade, Science/ Social Studies – Environmental Education Unit Title: Whose Land Is It Anyway? 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