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UbD Template 2.

0
Course:
4th Grade
language arts, and math)

Topic/Unit: Sustainability (Science unit integrating geography,

Teacher:

Duration: 15 instructional blocks

Richelle Colucci-Nunn

Established
Goal(s)/Standard(s
):

See Table on
pages 6-7

Transfer
Transfer Goals: Students will be able to independently use their learning to:
1. Make informed, sustainable choices in their own lives.
2. Be active participants and problem solvers in real issues that affect them, their homes, schools and
communities (Pennsylvania Department of Education, 2009, p. 3).

Meaning
Understandings:
Students will understand that:

Essential Questions:
Students will keep considering

1. The human footprint is different across the world


and is influenced by physical features, population,
and culture.
2. The Earth has a limited supply of most natural
resources, even those that are flow or renewable,
because
3. Human activities can have a devastating impact
on the environment.
4. Sustainability involves meeting human needs now
without compromising the ability to meet these
needs in the future.
5. Each person or family can make a difference
through sustainable choices in their own lives.
6. Choices made by individuals through purchasing
decisions, voting, or political activism can also
influence corporate, regional, and national policies
on sustainability issues.

1. What is a human footprint and what kinds of activities


make up our human footprint?
2. Do different cultures or regions have a bigger or smaller
human footprint than we do? What possible reasons are
there for these differences?
3. What natural resources do we need to survive?
4. Does Earth have enough of these natural resources for
current use? For our future children and grandchildren?
5. Do our wants or our needs have a greater impact on
sustainability?
6. What is involved in getting food on our tables or products
in our homes? What impact does this process have on our
environment?
7. What does it mean to live a sustainable lifestyle?
8. How has technology impacted sustainability?
9. How has globalization impacted sustainability?
10. How can I make a difference in my home? In my
community? In my region? Nationally? Globally?

Acquisition

EDUC 512-900
McTighe 2011

Knowledge:
Students will know . . .

Skills:
Students will be skilled at . . .

1. Sustainability vocabulary terms and definitions,


including renewable, flow, and nonrenewable

1. Recognizing, defining, and using sustainability vocabulary


in context.

Based on ideas of Wiggins &

UbD Template 2.0


Course:
4th Grade
language arts, and math)

Topic/Unit: Sustainability (Science unit integrating geography,

Teacher:

Duration: 15 instructional blocks

Richelle Colucci-Nunn

resources; and cradle-to-cradle and cradle-tograve products.


2. What is involved in various product life cycles:
materials and processes involved in making a
product, its delivery to the marketplace, and the
disposal of the product after its use.
3. Choices to promote sustainability, including:
waste management (reduce, reuse, recycle, and
compost), energy conservation, water
conservation, buying locally, and purchasing from
companies who promote sustainable practices
(e.g. minimal packaging, renewable or sustainable
resources).

2. Using research skills to find out more about sustainability.


3. Solving mathematical problems using the four operations
to help them understand sustainability issues.
4. Using maps and GIS to make sense of spatial data.
5. Applying the scientific method of inquiry to problems.

Stage 2: Assessment Evidence


Coding
Alignment
1. T1; EU1,3;
EQ1,6, 8,9;
K1,2; S1,2
2. EU4; EQ7; K1;
S1
3. T2; EU1-6;
EQ1,4; K1,3;
S1,2

EDUC 512-900
McTighe 2011

Performance Tasks:
Students will show that they really understand by evidence of
1. Researching and presenting to the class on the environmental impact from the life cycle of a food or product of
their choosing. Students may present in their choice of format: written paper, poster, cartoon strip, 3D
display/diorama, song, video, board game, puzzle, or slideshow presentation.
2. Writing their own definition of OR a motto for sustainability in a phrase or sentence. (Share a few childrens
definitions and/or well-known mottos to use as models if necessary.) Students may choose to use these in their
sustainability initiative presentation.
3. Individually, with a partner, or with a group, design a plan for a sustainability initiative in the home, school, or
community, and present the plan to the class. The class will vote on which school or community initiative to carry
out for the culminating class project. (Students will be encouraged to also carry out one or more home-based
sustainability initiatives with their families.)

Based on ideas of Wiggins &

UbD Template 2.0


Course:
4th Grade
language arts, and math)

Topic/Unit: Sustainability (Science unit integrating geography,

Teacher:

Duration: 15 instructional blocks

Richelle Colucci-Nunn

Other Evidence:
Students will show they have achieved Stage 1 goals by.

1. EU2,5; S3
2. EU1-6; EQ7+;
K1,3; S1
3. K1; S1
4. EU1; EQ2; S4

1. Calculating water consumption of their group and comparing to the rainfall of different locations.
2. Creating a concept map for sustainability (in lieu of test or quiz). Concept map must address EQ7 and at least 2
other EQs.
3. Using sustainability vocabulary appropriately in class discussions, journals, and performance assessments.
4. Answering EQ2 by analyzing data presented in a human footprint GIS.

Stage 3: Learning Plan


Coding

Pre-Assessments:

1. EQ1-9

1. K-W-L activity

Alignment to
Transfer Goals,
Essential
Understandings,
Essential
Questions,
Knowledge, and
Skills

Learning Events:
Student success at transfer, meaning, and acquisition depends upon

1. T1; EU1,3;
EQ1,2,4; K1; S1

2. T1; EU1,2,3;
EQ1,8,9; K1;
S1,4

EDUC 512-900
McTighe 2011

Progress Monitoring

Human Footprint Unit Opener (1 block)


1. Play Human Impact on the Environment video to engage students in
video and introduce concept of human impact on ecosystems. Read
aloud My Big Green Teacher: Saving Our Land and Waterways (Seven
Generations from Now) (Glennon) to stimulate discussion on human
footprint and the seven generations sustainability philosophy.
Follow with:
2. Human Footprint lesson Students will learn more about the concept
of human footprint through a slideshow and then will explore a GIS of
the human footprint around the world. Lead discussion to help
students make connections between human influence and geographic
factors. Students will discuss their observations and identify questions
for further exploration.

Teacher observation during learning


events and class discussions.
Updates to the K-W-L charts as
suggested by students.
Students will reflect on the days lesson
in their science journals, including
writing about one thing that surprised
them. Teacher will comment on journal
entries, and if necessary, provide small
group or 1:1 follow-up.

Based on ideas of Wiggins &

UbD Template 2.0


Course:
4th Grade
language arts, and math)

Topic/Unit: Sustainability (Science unit integrating geography,

Teacher:

Duration: 15 instructional blocks

Richelle Colucci-Nunn

3. EU2,3; EQ3,4;
S3

4. EU2,3;
EQ1,4,5,8;
K1,3; S1,3

5. T1; EU3,4,5;
EQ1,5,6,8,9,10
S2; K1,3

6. EU2,3; EQ3,4
7. T1; EU3,4,5;
EQ1,5,6,8,9,10
S2; K1
8. EU2,3,4,5,6;
EQ3,4,8,9;
K1,3; S1,3
9. EU3; EQ3,4; K1;

EDUC 512-900
McTighe 2011

Water (2-1/2 blocks)


3. Water, Water, Everywhere and Not a Drop to Drink activity (1/2 block)
Students will work in heterogeneous groups to calculate the
percentage of fresh water available for consumption on Earth using
beakers of water representing Earths water, removing specified
quantities to represent salt water, ice caps/glaciers, and polluted
waters. Class discussion considering EQs follows.
4. Water consumption lesson and activity (1 block) Students will learn
all the different uses of water, including less obvious ones such as
food/clothing production and recreation. In heterogeneous groups,
they will calculate their groups water consumption and compare it to
annual rainfall averages in regions representing the different biomes.
The groups will then discuss their water consumption with respect to
different biomes and whether their water consumption is appropriate
for sustainability.
5. Water bottle life cycle lesson (1 block) Students will learn the stages
in a product life cycle by following the life cycle of bottled water and
will put water bottle life cycle cards in sequence. They will then
conduct a blind taste test of a cradle-to-cradle product (tap water)
and a cradle-to-grave (bottled water) product after making
predictions about which is tastier. Class discussion considering EQs
follows.
Food (2 blocks)
6. Comparing Apples and Earth activity (1/2 block) Lead demonstration
of how much land is available on Earth to grow crops by slicing up an
apple representing Earth. Class discussion considering EQs follows.
7. Life Cycle Comparison (1/2 block) Students will work in
heterogeneous groups to apply what they learned about the life cycle
of a water bottle to compare the life cycles of a Snickers Bar to a
Florida orange to locally grown mushrooms. Class discussion
considering EQs follows.
8. Tragedy of the Commons lesson (1 block) Show video explaining this
concept and discuss. Play Gone Fishing game to find out how well
students can generalize what theyve learned from the video.
Air (1 block)

Based on ideas of Wiggins &

UbD Template 2.0


Course:
4th Grade
language arts, and math)

Topic/Unit: Sustainability (Science unit integrating geography,

Teacher:

Duration: 15 instructional blocks

Richelle Colucci-Nunn

S1
10. EU3,6; EQ1,5,8;
S1

11. EQ1,5,8; S3

12. EU1,5;
EQ2,3,7,8,10;
K3

13. EU1,2,5;
EQ2,4,8; K1,3;
S1,4

14. EU1,2,4,6;

EDUC 512-900
McTighe 2011

9. Clean Air Fortune Teller Game (1/2 block) Students will play with a
partner to learn about Earths air cycle and air pollution facts (which
will be updated from template with facts from Whats in the Air Gets
Around poster).
10. Air Villain Line-up (1/2 block) - Students are randomly assigned an Air
Villain Trading Card. After reading their assigned card, students will
participate in an Air Villain line-up, presenting their villain to the class.
Class discussion considering EQs follows. Students will then select
which villain they think is the most villainous, and write in their
journal who they picked and why.
Energy (2 blocks)
11. Personal Energy Use activity (1/2 block) In heterogeneous groups,
students will brainstorm types of personal energy use. Groups will
share and teacher will list ideas on board. Students will then be given
The Energy I Used Today worksheets (p. 14) to see what they may
have missed. Students will individually complete the worksheet and
calculate their energy consumption. As a class, students will create a
histogram of their personal energy usage followed by a class
discussion considering EQs.
12. Home Energy Conservation Jigsaw activity (1/2 block) - Students will
read about an assigned home energy use (heating/cooling,
appliances, lighting, water heating, and transportation) and discuss
conservation ideas with their expert group. They will then teach their
topic to their home group. Class discussion considering EQs follows.
Teacher will guide students to think about how our current energy use
compares to use by pioneers or use in different regions of the world.
13. Energy Source lesson and Jigsaw activity (1 block) Play video as
introduction to different energy sources. Students select one energy
source to research further by reading in their text or independent
reading level trade books. They will meet with their expert group to
share information and then teach their topic to their home group.
Share US energy source chart (p. 13) and have students compare US
energy use to other regions of the world using National Geographics
Interactive MapMaker. Read aloud The Boy Who Harnessed the Wind
(Kamkwamba) as introduction to class discussion considering EQs.

Based on ideas of Wiggins &

UbD Template 2.0


Course:
4th Grade
language arts, and math)

Topic/Unit: Sustainability (Science unit integrating geography,

Teacher:

Duration: 15 instructional blocks

Richelle Colucci-Nunn

EQ1,2,9,10;
K1,3; S1,4

15. EQ6,9; K2,3;


S3,4

16. EU1,5; EQ1,5,8;


K1,3; S1,3

17. EU1,3; EQ1,5,7,


K2,3; S5
18. EU4,5,6;
EQ7,10; K1,3;
S1

19. EU1-6; EQ10

EDUC 512-900
McTighe 2011

Household and other products (1 block)


14. Paper and other wood products (1/2 block) Read aloud Mama Miti:
Wangari Maathai and the Trees of Kenya (Napoli) to stimulate
discussion on the sustainability of forests, a natural resource for many
of our products. Watch 4 short videos (Unchopping a Tree, Amazon
Rainforest Time Lapse, Deforestation, and Amazon Rainforest
Deforestation). Note: precede WWF video with disclaimer that many
companies, not just the one in the video, contribute to deforestation.
Locate the Amazon Rainforest on a map. Class discussion considering
EQs follows.
15. Globalization of Clothing activity (1/2 block) Students will work with
partners to check the labels in their clothing to see where they are
made. They will locate the countries in National Geographics
Interactive MapMaker and calculate the distance their clothing
traveled from production to sales. As a class, students will mark
countries of origin for their clothing in the MapMaker and create a
histogram of their clothing travels followed by a class discussion
considering EQs. Guide students to make connections to what they
have already learned about product life cycles (e.g. Where is the
cotton grown? Does that add to the traveling distance?)
Waste Management (2-1/2 blocks)
16. Landfill activity (1/2 block) - Display several products that may end up
in a landfill and leads short discussion about what students think
happens in landfills, and guide them to understanding the concept of
decomposition. In heterogeneous groups, students guess the order in
which items would decompose. As a class, compare it to scientific
projections. Next, students estimate how long each item would take
to decompose, and again compare to scientific projections.
17. Perils of Plastic activity (1-1/2 blocks) - Students read Perils of Plastic
about a different kind of landfill and discuss as a class. Lead class
in planning and conducting a trash vs recycling investigation using
class-generated waste. Students will graph results and extrapolate
amount of waste that would be generated over a year.
18. 3RC activity (1/2 block) Introduce vocabulary (reduce, reuse, recycle
and compost). Students Think-Pair-Share about which response they

Based on ideas of Wiggins &

UbD Template 2.0


Course:
4th Grade
language arts, and math)

Topic/Unit: Sustainability (Science unit integrating geography,

Teacher:

Duration: 15 instructional blocks

Richelle Colucci-Nunn

20. EU1-6;
EQ7,10;K1-3;
S1,2,5

think is the least or most sustainable. As a class, brainstorm different


items that can be recycled or composted and ways we can reduce or
reuse. Class discussion considering EQs follows.
Unit Culminating Events (3 blocks + class project
implementation)
19. Read aloud Energy Island: How One Community Harnessed the Wind
and Changed Their World (Drummond) to stimulate discussion on
community initiatives and help students synthesize their learning
from the unit.
20. Culminating Project - Brainstorm ideas for how students can make a
difference. Students choose whether they want to work alone, with a
partner, or with a group to design their initiative. Class time will be
spent researching and planning project. All project ideas must be
approved by teacher to avoid duplication.

Established Goals/Standards
PDE SAS
Environmen
t and
Ecology
4.1.4.E.
Explain that
ecosystems
change over
time due to
natural and/
or
human
influences.
4.3.4.A.
Identify ways
humans
depend

PDE SAS
Science and
Technology and
Engineering
Education
3.3.4.A4.
Recognize Earths
different water
resources,
including
both fresh and
saltwater.

3.4.4.B2.
Explain how the
use of
technology

EDUC 512-900
McTighe 2011

PDE SAS
Geography

National Geography
Standards

Common Core
Language Arts

Common Core Math

7.1.4.A.
Describe how
common
geographic
tools are used to
organize and
interpret
information about
people, places,
and
environment.
7.1.4.B.
Describe and
locate
places and

14
The student knows and
understands:
1. People modify the physical
environment
2. People use technology to get
what they need from the physical
environment
3. The consequences of human
modifications of the physical
environment
16
The student knows and
understands:
1. The characteristics of

Standard: CC.1.4.4.V
Conduct short
research projects that
build knowledge
through investigation
of different aspects of
a topic.

CC.2.2.4.A.1
Represent and solve
problems involving the
four operations.

Standard: CC.1.4.4.X
Write routinely over
extended time
frames (time for

CC.2.1.4.C.3
Connect decimal
notation to fractions,
and compare decimal

Based on ideas of Wiggins &

UbD Template 2.0


Course:
4th Grade
language arts, and math)

Topic/Unit: Sustainability (Science unit integrating geography,

Teacher:

Duration: 15 instructional blocks

Richelle Colucci-Nunn

on natural
resources
for
survival.
Identify
resources
used to
provide
humans with
energy, food,
employment,
housing and
water.

affects the
environment in
good and bad
ways.

regions as
defined by
physical
and human
features.

4.3.4.B.
Identify the
geographic
origins of
various
natural
resources.

3.4.4.E3.
Identify types of
energy and the
importance
of
energy
conservation.

7.2.4.A.
Identify the
physical
characteristics of
places
and regions.

4.4.4.A.
Describe the
journey of
local/global
agricultural
commodities
from
production
to
consumption.

3.4.4.E5.
Recognize that a
transportation
system
has many parts
that
work together to
help
people travel and
to
move goods from
place to place.

7.3.4.A.
Identify the
human
characteristics of
places
and regions using
the
following criteria:
Population
Culture
Settlement
Economic
activities
Political
activities

EDUC 512-900
McTighe 2011

renewable, nonrenewable, and


flow resources
2. The spatial distribution of types
of resources
3. The sustainable use of
resources in daily life

research, reflection,
and revision) and
shorter time frames
(a single sitting or a
day or two) for a
range of disciplinespecific tasks,
purposes and
audiences.

fractions (base 10
denominator, e.g.,
19/100).

Based on ideas of Wiggins &

UbD Template 2.0


Course:
4th Grade
language arts, and math)

Topic/Unit: Sustainability (Science unit integrating geography,

Teacher:

Duration: 15 instructional blocks

Richelle Colucci-Nunn

4.5.4.A.
Identify how
people use
natural
resources in
sustainable
and
nonsustainable
ways.
4.5.4.C.
Describe how
human
activities
affect the
environmen
t.
4.3.4.D.
Describe a
waste
stream.
Identify
sources of
waste derived
from the use
of natural
resources.
Identify
those
items that
can
be recycled
and those
that
can not.
Describe
how

EDUC 512-900
McTighe 2011

7.4.4.B.
Identify the effect
of
people on the
physical
systems within a
community.

Based on ideas of Wiggins &

UbD Template 2.0


Course:
4th Grade
language arts, and math)

Topic/Unit: Sustainability (Science unit integrating geography,

Teacher:

Duration: 15 instructional blocks

Richelle Colucci-Nunn

everyday
activities may
affect the
environmen
t.
4.3.4.C.
Science as
Inquiry
Lesson/activity/assessment resources:
Human Footprint lesson based on ideas from http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf
Comparing Apples and Earth activity based on ideas from http://www.landlearn.net.au/print/apple_earth.htm
Water, Water, Everywhere and Not a Drop to Drink activity based on ideas from http://www.landlearn.net.au/newsletter/2004term2/page2.htm
Water consumption and Water bottle life cycle lessons and activities based on ideas from https://sustainableschools.asu.edu/learnmore/toolkit/water/
Tragedy of the Commons lesson and Gone Fishing game based on ideas from
https://sustainableschools.asu.edu/docs/sustainableschools/toolkit/Multi-Day-Lessons/CommonsHandouts.pdf
Whats in the Air Gets Around poster and Clean Air Fortune Teller Game from http://www.dec.ny.gov/education/52185.html
Personal energy use and Home Energy Conservation Jigsaw activities based on ideas from http://www.need.org/files/curriculum/guides/Saving
%20Energy%20Student%20Guide.pdf
Landfill activity based on ideas from http://www.educationworld.com/a_lesson/03/lp308-04.shtml
Perils of Plastic lesson based on ideas from http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprintPlastic.pdf
3RC lesson based on ideas from http://www.sciencekids.co.nz/lessonplans/earth/recycling.html
http://www.kidzone.ws/plans/view.asp?
i=150 and https://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_environ/cub_environ_lesson05.xml

Other resources:
Pennsylvania Department of Education (2009). Academic Standards for Environment and Ecology.
http://static.pdesas.org/content/documents/academic_standards_for_environment_and_ecology.pdf
Earths Natural Resources and Human Impacts
ftp://ftpdata.dnr.sc.gov/geology/Education/PDF/Natural%20Resources.pdf
Products, the Environment and Consumer Choices
http://www1.umn.edu/humanrts/edumat/sustecon/lessons/lesson4.html
Life cycle information

EDUC 512-900
McTighe 2011

Based on ideas of Wiggins &

UbD Template 2.0


Pair of Levis: http://www.levistrauss.com/sustainability/innovative-practices/planet/
Childrens literature on sustainability:
http://www.sustainabilityleadershipinstitute.org/references_childrens.php
http://www.peaceeducators.org/resources_bibliographies_SustainabilityLiteratureforChildren.html
https://sites.google.com/a/wcsu.net/sustainability/efs-in-children-s-literature
http://www.goodreads.com/topic/show/84850-green-family-values-environmental-children-sliterature

EDUC 512-900
McTighe 2011

Based on ideas of Wiggins &