Unit Plan Day 1 - angelabrandonteachingpage.weebly.com€¦ · Unit Plan Day 1 Grade: 3 Standards: Social Studies Standard 1 Students will understand how geography influences community

Unit Plan Day 1

Grade: 3

Standards:

Social Studies

Standard 1

Students will understand how geography influences community location and development.

Language Arts

Speaking and Listening Standard 1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing

their own clearly

Objectives:

Social Studies:

Objective 2

Describe how various communities have adapted to existing environments and how other

communities have modified the environment.

Language Arts:

b.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,

listening to others with care, speaking one at a time about the topics and texts under

discussion).

Materials:

You tube video of, “A River Ran Wild”

Books for Ecosystems (at least 27 books)

Premade booklets that students will use for the assessment

Crayons

Markers

Pencils

Colored Pencils

Essential Questions: How do humans modify ecosystems?

Vocabulary: Environments, adapt, modified, communities, Ecosystem

Adaptations for EL: Pictures to help show what the vocabulary words mean, give

synonyms of vocabulary words.

Adaptations for Students with Special Needs: Pictures to help show what the vocabulary

words mean, have the directions of the instructions posted on the board as well as

verbally give directions.

DAP:

• The guide incorporates multiple areas of the curriculum (integrated

learning).

• The guide begins with an assessment of prior knowledge.

• Social interactions/relationships drive the learning/teaching process. The

design encourages the development of productive relationships while

deepening your understanding of your students’ cultural knowledge and

abilities.

RESPONSIBILITIES OF THE TEACHER RESPONSIBILITIES OF STUDENTS

Phase I: Exploration and Explanation Concept Development

1. I will ask the students to give me a thumbs

up if they know what an ecosystem is. If

they do know I will ask them what they

think it means. If they give the incorrect

response, I will let them know that it was a

good idea, but then I will give a clear definition and an example of what an

ecosystem is.

2. interactively: Watch the you tube video

of a River Ran Wild.

https://www.youtube.com/watch?v=nR

krwJSVi1o

Throughout the video I will pause it to

ask engaging questions.

a) Why did they settle on the river

valley?

b) Why do you think that more people

chose to settle there?

Students will Respond to the questions asked about what an ecosystem is. Students will respond to questions that I ask throughout the story, A River Ran Wild.

https://www.youtube.com/watch?v=nRkrwJSVi1o

https://www.youtube.com/watch?v=nRkrwJSVi1o

c) What do you think would happen if

all of the forests were cut down for

people to have room to settle in?

d) What do you think happened to all

of the fish and animals that needed

the water to live after the waste was

dumped into the river?

e) What do you think happened after

the people stopped dumping the

waste into the river?

Transition to Phase II: Review Phase II Expectations

1. review Phase I concepts interactively

a) Review Key vocabulary: Ecosystem, Environments, adapt, modified,

communities b) A River Ran Wild is about how people

have chosen an area to settle based on the

ecosystem around them and how people

have modified the ecosystem. 2. explain directions for Phase II exercise—

no new concepts are introduced in the

transition

a) I will inform the students that we will be doing a group activity. I will tell the

students that they will be each

reviewing one book about ecosystems.

The students will then get into their

assigned groups that I have chosen before class. I will then have one

student from each group pick up their

group’s books. Each student will

choose one book to review. I will then

use an attention getter to gain the students attention to inform the

students of the next step of this lesson.

I will let them know that they will be

discussing what they learned about that

ecosystem with another group. I will then have the students move into

another group where they all have read

about the same ecosystem. They will

discuss their ecosystems for about 5

minutes. Then I will have the students move back into their assigned groups.

Students are able to tell me how the ecosystem affects where people live, and how people can change the ecosystem.

I will then have the students discuss

the key information about the ecosystems they have read about. I

will have them discuss this for about

10 minutes.

QUALITATIVE SHIFT IN RESPONSIBILITY--THE TEACHER WILL NO LONGER BE TEACHING THE WHOLE CLASS AS ONE UNIT. EVERY STUDENT NOW TAKES RESPONSIBILITY FOR CARRYING OUT THE CONCEPT, STRATEGY, SKILL, ETC.

Phase II: Guided Practice One-on-One Differentiation Formative Assessment Plans for early finishers Closure

3. if feedback indicates group-wide

confusion:

a) If students appear to not understand the

instructions I will restate or reword what I want them to be doing.

b) If they appear to need an

understanding of, they are reviewing

for their ecosystem, I will give other

examples that they can relate to. 4. For students who may finish early:

a) If students finish early, I will have them

look at a map of Utah on their chrome

books so they can determine why people

have settled in the areas they have (why is the Wasatch front the most populated

area? Why are there so few people in the

other areas of Utah?)

6. at the close of Phase II, I will review key points: Ecosystems do effect where people choose to settle because of the resources available. People can change the ecosystems by cutting down trees and being wasteful. 7. closure: I will inform the students that I thought they had some great ideas, and I will have the students move back to their desks.

1. engage with Phase II exercise as independently as possible: Students will be participating in a Jigsaw so they can have a better understanding of the ecosystem they are learning about then they are able to discuss it with their assigned groups.

Transition to Phase III: Review and Phase III Expectations

1. review concepts taught in Phase I: Key vocabulary Words, How people can change the ecosystems, and how ecosystems made a difference on where people have settled. 2. explain directions for Phase III exercise— I will now have you get your markers, crayons, pencils, and colored pencils out. We will be making our own books about ecosystems. I

1. engage in review: When students are given the vocabulary words, they are able to tell me what it means.

want each of you to draw something and write a sentence about what you drew on each page. You must have at least 4 ecosystems discussed in your books. I will have the premade books ready to pass out to each row. I will hand each row a stack of the books so they can be passed down the row.

2. I will show the students an example of a book.

QUALITATIVE SHIFT IN RESPONSIBILITY—STUDENTS WILL NEXT WORK AS INDEPENDENTLY AS APPROPRIATE

Phase III: Independent Practice Summative Assessment

3. explain how you will formally assess

student work:

a) I will assess the students understanding by reviewing the books they created

after they finish the project. I can score

it 1=has little understanding.

2=somewhat understands. 3= mostly

understands. 4= understands in detail. I will show the students the rubric

before they start the book making.

Students will turn in books to me in the green basket.

Unit Plan Day 2 Grade: 3

Standards:

Social Studies

Standard 1


Language Arts




their own clearly

Objectives:

Social Studies: Objective 2



Language Arts: b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Materials:

Chromebooks

Smartboard

Pencils

Paper

Graphic Organizers

Essential Questions: How do humans modify ecosystems?







DAP:

• The guide incorporates multiple areas of the curriculum (integrated

learning).


• Social interactions/relationships drive the learning/teaching process. The

design encourages the development of productive relationships while deepening your understanding of your students’ cultural knowledge and

abilities. RESPONSIBILITIES OF THE TEACHER RESPONSIBILITIES

OF STUDENTS Phase I: Exploration and Explanation Concept Development

I will ask the students what they remember from the

previous class when we watched the book A River

Ran Wild.

I will then ask the students what other ways they

think humans may have changed the ecosystem.

As a class we will use google earth to see what

natural resources are around the globe, and how the

people have modified the environment. Some of the

areas we will look at will be the Amazon Rain

Forest, Alaska Tundra, Glacier National Park.

Students will respond whith what they remember from the previous lesson. Students will respond to who or what was the cause of the ecosystem change.

Transition to Phase II: Review Phase II Expectations

5. review Phase I concepts interactively

c) Review Key vocabulary: Ecosystem, Environments, adapt, modified,

communities 6. Students will recall the locations on the

Google Maps and recall who/what was the

cause of the ecosystem being modified. 7. explain directions for Phase II exercise—


transition

b) Students will get their out and go to the

Google Search Page. Students will

search for Ecosystems before and after. Students will discuss with the person

in front of behind them about what

they have noticed, as well as what they

think is the cause of the ecosystem

change.

Students will recall the locations on the Google Maps/ Earth and will recall what caused the modification in the ecosystem. On Chromebooks students will search for before and after images of ecosystem changes.




confusion:

c) If students appear to not understand the

instructions I will restate or reword what I want them to be doing.

d) If they appear to need an

understanding of what modifications

means I will help them by giving them

examples 9. For students who may finish early:

a) I will have the students write a list of

ways humans can help the ecosystem in

their community.

6. at the close of Phase II, I will review key points: People can modify ecosystems in various ways (cutting down trees, diverting water, building where wildlife lives. 7. closure: I will use an attention getter, and then I will tell the students that I enjoyed hearing the conversations that they were having about the changes in the ecosystems and what they think caused the modifications in the environments.

1. engage with Phase II exercise as independently as possible: Students will be participating in a Jigsaw so they can have a better understanding of the ecosystem they are learning about then they are able to discuss it with their assigned groups.


1. review concepts taught in Phase I: Key vocabulary Words, How people have modified the ecosystems around the world. 2. explain directions for Phase III exercise— I will pass out a graphic organizer to all of you. I want you to identify the key reasons how ecosystems have been modified. I will provide some of the main ways the ecosystem has been modified on the board. I will have them work on their graphic organizers for about 10 minutes. I will then have them write a paragraph about how people have modified the ecosystems around them.

1. engage in review: When students are given the vocabulary words, they are able to tell me what it means. 2. I will show the students an example of a paragraph



1. explain how you will formally assess

student work: a) I will read the paragraphs, and I

will assess the students

understanding the topic if they are

able to write one paragraph about

ways humans modify the ecosystem.

Students will turn in paragraphs into the green basket.

Unit Plan Day 3

Grade: 3

Standards:

Social Studies

Standard 1


Language Arts




their own clearly

Objectives:

Social Studies:

Objective 2



Language Arts:

b.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening

to others with care, speaking one at a time about the topics and texts under discussion).

Materials:

PVC Pipe

Sand

Glass Bowl

Assessment

Essential Questions: How do humans adapt to the ecosystems they live in?







DAP:

• The guide incorporates multiple areas of the curriculum (integrated learning).


• Social interactions/relationships drive the learning/teaching process. The design

encourages the development of productive relationships while deepening your

understanding of your students’ cultural knowledge and abilities.

RESPONSIBILITIES OF THE TEACHER RESPONSIBILITIES OF STUDENTS

Phase I: Exploration and Explanation Concept Development

4. I will ask the students if they have any

ideas of ways people have adapted to the

ecosystems, they live in. I will call on 4 students and then I will move on to the

next activity.

5. interactively:

a) The teacher fill bowl 1/2 with sand and then place the Lego house on top of sand. b) Teacher has a student hold PVC pipe end over bowl. Teacher pours water through the pipe onto the sand and asks, "Why would we pour water into a sandy desert?" c) Students can pair share possible answers and share with class. Teacher should observe that the water has settled to the bottom of the bowl, noting that sand cannot hold water effectively and so pumping water into a desert isn't efficient.

d) Teacher asks, "Is a desert a place where natural human settlements are desirable?" Let the students ponder their answers and note that people DO live in deserts.

Students will Respond to the questions asked about what an ecosystem is. Students will respond to questions that I ask throughout the story, A River Ran Wild.

Transition to Phase II:

10. review Phase I concepts interactively Students will work in pairs to

Review Phase II Expectations

d) Review Key vocabulary: Ecosystem, Environments, adapt, modified,

communities 11. explain directions for Phase II exercise—


transition a), I will have the students work in pairs to list 4-5 things that humans do to modify deserts to make them livable. Teacher compiles the lists, writing them on the board or a large piece of paper and briefly discusses each modification - focus on how much each modification impacts the environment.

b) Next, the teacher uses the list and has the students rank which situations most affect or change the environment. The teacher writes the top 5 down, and then leads a discussion on what could be done differently to lessen the impact on the resources. For example, if homes in the desert have lawns with Kentucky Blue Grass (which is meant to be grown where there is a lot of water), those lawns could either be xeriscape or planted with water-wise grass and plants. This discussion is exactly what the students will need to have in their groups to accomplish their final assessment, so model the thought process out loud.

list 4-5 things that humans do to modify deserts to make them livable. Students will rank which situations most affect or change the environment. Students will take part of a discussion what could be done differently to lessen the impact on the resources.




confusion:

e) If students appear to not understand the

instructions I will restate or reword

what I want them to be doing. f) If they appear to need an

understanding of adapting, I will give

them some examples.

13. For students who may finish early:

a) If students finish early, I will have them work on a list of ways that they have

1. engage with Phase II exercise as independently as possible: Students will work in pairs to list 4-5 things that humans do to modify deserts to

adapted to the ecosystems around them or

ways their families may have adapted

6. at the close of Phase II, I will review key points: People do adapt to the ecosystem around them in various ways available. People can change the ecosystems by cutting down trees and being wasteful. 7. closure: I will have the turn in the lists that they created as a group to the green basket.

make them livable. Students will rank which situations most affect or change the environment. Students will take part of a discussion what could be done differently to lessen the impact on the resources


1. review concepts taught in Phase I: Key vocabulary Words, and how people have adapted to their ecosystems where they live. 2. explain directions for Phase III exercise—I will have the students work on the assessment that I created. This is the same assessment that they took before they started the unit, so I can measure the student’s growth in the content knowledge.

1. engage in review: When students are given the vocabulary words, they are able to tell me what it means.



6. explain how you will formally assess student work:

b) I will assess the students understanding

by reviewing the assessment that they

took. I will then compare this

assessment with the assessment they took before they started the unit. After

they are done with the assessment they

will turn in into the green basket.

Students will turn in the assessment to me in the green basket.

Unit Plan Resources

Day 1 Lesson: Book Making about Ecosystems

a) https://www.uen.org/lessonplan/view/23841

Day 2 Lesson: Google Earth Field Trip Ecosystems around the world.

a) https://satellite-earth.com/10/?gclid=Cj0KCQjwjpjkBRDRARIsAKv-

0O07aLkXuqiqUFNgdZEJ_EGGU-q7Uwo7Hr2vGW-lrol-

5OPNIKAIDTAaAlPHEALw_wcB Day 3 Lesson Desert Experiment: Sand

a) https://www.uen.org/lessonplan/view/23808

https://www.uen.org/lessonplan/view/23841

https://satellite-earth.com/10/?gclid=Cj0KCQjwjpjkBRDRARIsAKv-0O07aLkXuqiqUFNgdZEJ_EGGU-q7Uwo7Hr2vGW-lrol-5OPNIKAIDTAaAlPHEALw_wcB



https://www.uen.org/lessonplan/view/23808

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Unit Plan Day 1 - angelabrandonteachingpage.weebly.com€¦ · Unit Plan Day 1 Grade: 3 Standards: Social Studies Standard 1 Students will understand how geography influences community