Unit 3 Sharing the Planet

Transdisplinary Theme: Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other
people and with other living things; communities and the relationships within and between
them; access to equal opportunities; peace and conflict resolution.

Central Idea: People interact with, use and value local environments in different ways.
Key Concepts:

Causation- Students will understand why we have natural and man-made elements in
our local environment ( neighborhood, park, food markets, recreational facilities etc)
Perspective- Students will understand people have different ways in which they use
their local environment.
Responsibility- Students will find ways to show they are responsible for their
environment.
Vocabulary

Related Concepts:
Conservation (Causation) Students will understand why they
need to conserve the natural and man-made resources in their
environment.

Development (Perspective) Students will understand how to

develop their own perspectives that maybe based on their beliefs.

Interdependence (Responsibility) Students will express ways in

which they depend on the environment.

An inquiry into:

Environment
Value
Natural
Man-made
Elements
Resources
Conservation
Reduce

Natural and human-made elements of local environments (linked

Recycle
to the concept of Causation)
How local environments addresses peoples needs (linked to the
Reuse
concept of Perspective)
How natural spaces are valued in local environments (linked to the concept of
Responsibility)

Teacher Questions:

How do natural and human made elements link to the local environment? (Causation)

How do we use our local environment? (Perspective)

How can we care for and maintain our local environment? (Responsibility)

Transdisciplinary Skills:
Social Skills: Through this unit the students will understand the importance of adopting a
variety of group roles. They will understand through group work what behavior is appropriate
in a given situation; being a leader in some situations and followers in others.
Research Skills: Students will learn how to interpret data and present their research findings by
using effectively communicating what has been learned.
Thinking Skills: The students will learn to apply their prior knowledge in new ways and analyze
the new knowledge gained.
Communication Skills: Through this unit the students will use their viewing skills when they
interpret visual media. They will use their presentation skills while presenting their work to a
range of audiences (eg: peers and teachers) using different methods of presentation (role play,
illustration, etc)
Self-Management Skills: Students will use their skills of spatial awareness and organization
during their summative assessment when they are creating their own local environments.

Learner Profiles:
Thinker, Reflective and Balanced: Students will be thinkers as they examine their local
environments, make observations and come to conclusions about the way they use and need
elements in the local environment. Students will also develop the profile of being reflective by
reflecting on the ways they use their local environment and progress into ways they can help
conserve the environment. Students will demonstrate the learner profile of being balanced
when they show an understanding of sharing resources in their environment.

Attitudes:
Commitment, Empathy and Enthusiasm: Through this unit the students will learn to be
committed and show responsibility towards their environment. They will be empathetic
towards misuse of natural resources and realize how the misuse can have an effect on the
environment. The students will show enthusiasm in their learning and willingly put the effort
required into the process.

Summative Assessment:
Students will create, in manner of their choice, an illustration of their neighborhood and
elements in that environment.

Step 1: With help students will make a planner.

The planner will include:
1. List of natural and man-made elements in their local neighborhood
2. Stating how the elements they have included meet peoples needs
3. Their ideas on how they can take care of their neighborhood
Step 2: They will create an illustration of their neighborhood.
Step 3: Present their neighborhood to their peers.

GIS Standards
Language
Reading:

Writing:

Recognize and name upper- and lowercase letters of the alphabet presented in
class.
Isolate and pronounce the initial , medial vowel and final sound in three phoneme
words (CVC words)
Actively engage in group reading activities with purpose and understanding.
Identify the front cover, back cover and title page of a book.
With prompting and support ask and answer questions about key details in a text.
Ask and answer questions about unknown words in a text.

With prompting and support, print some upper and lower case letters.
Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name and are writing about and supply
some information about the topic.
With guidance and support, recall or gather information from experiences or
provided resources to answer a question.
Attempt to form letter shapes conventionally and legibly
Listening and Speaking:

Continue a conversation through multiple exchanges.

Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
Speak audibly and express, thoughts, feelings and ideas clearly.
Add drawings or other visual displays to description as needed to provide additional
detail.

Math

Count reliably to 20 and rote count to 30

Count on and back from a given number between 0 and 10

Understand that each successive number name refers to a quantity that is one larger
Use mathematical language relating to measurement (longer, shorter, heavier,
lighter, empty, full, hotter, colder)
Discuss and obtain data about themselves and their environment
Place objects on concrete graphs and contribute to/talk about class pictograms
Recognize that 2D and 3D shapes have characteristics than can be described, sorted,
and compared
Investigate solids- cubes, square, cone
Model shapes in the world by drawing shapes and building shapes from components

Science
Strand- Matter and Material- the study of the origins of human made materials and how they
are manipulated to suit a purpose.
Skills:
-Analyze

data obtained from testing different materials to determine which materials have the
properties that are best suited for an intended purpose.
- Observe carefully in order to gather data (students will examine objects and living things to
find out more about them)
- Use scientific vocabulary to explain their observations and experiences (students will talk
about what is observed)
- Identify or generate a question or problem to be explored (will ask questions or show curiosity
about the natural and physical environment)
- Consider scientific models and applications of these models (they will represent findings using
pictures and models
The students will be able to:
- Observe and describe characteristics and elements of local environments
- Use correct terminology when describing the local environment
- Ask age appropriate questions about the local environment
- Represent the local environment using pictures and models