Unit Planner - Grade 5 Integrated Unit

April 2006

Unit Title: Environmental Science

Time Limit: 8 weeks

Outcomes:

Life Role Emphasis:

Self-Directed Learner; Problem Solver; Responsible Citizen

Collaborative Performer; Effective Communicator

Pennsylvania Academic Standards - Process Focus

Reading, Writing, Listening, and Speaking 1.1.5 A, D, F. G

Reading, Writing, Listening, and Speaking 1.2.5 A

Reading, Writing, Listening, and Speaking 1.4.5 B, C

Reading, Writing, Listening, and Speaking 1.5.5 A, B

Reading, Writing, Listening, and Speaking 1.6.5 A, C, D, E

Reading, Writing, Listening, and Speaking 1.8.5 A, B, C

Pennsylvania Academic Standards - Content Focus

Science and Technology 3.6.7 A

Environment and Ecology 4.1.7 A, B, C, D

Environment and Ecology 4.2 A, B, D

Environment and Ecology 4.3 A, B, C

Environment and Ecology 4.8 A, C

Environment and Ecology 4.9 A

Resource Materials:

Delta Science Module II:

Activity 8 The Acid Test

Activity 9 Impurities in Rain

Pollution; Eco-Cycle : A Waste Reduction Activity Kit:

History of Trash

Landfill Experiment

Packaging, Thumbs Up or Thumbs Down

Precycle Grab Bag

Precycle Shopping Trip

Resource Matching

Closing the Loop

What Could You Do?

Pond Water Tour Kit:

Enviroscape Model Kit:

“Pollution” Delta Science Reader

“You Can Save The Planet” Series Heinemann

“A Bright Idea: Conserving Energy”

“Clean Planet: Stopping Litter and Pollution”

“Down the Drain: Conserving Water

“Something Old; Something New: Recycling”

“The Great Outdoors: Saving Habitats”

"Feeding the World” National Geographic

“Protecting the Planet” National Geographic

“Kids Care for the Earth” National Geographic

“The Future – Bleak or Bright?” Raintree

“Managing Our Resources” Heinemann

“Water”

“Fossil Fuels”

“Air”

“Global Warming” National Geographic

“Using Energy” National Geographic

“Earth’s Processes – Renewable and Non-Renewable” Heinemann

“Earth’s Processes – The Water Cycle” Heinemann

“The C.L.A.S.S. Processing Strategies” Flipbook

Theme: The activities of modern society will have huge impact on the world as our children become adults. Children need to gain a perspective of the global consequences that will impact the natural, biological, and cultural settings of the future.

Unit Concepts:

Concept #1: Land Pollution – Any harmful substance added to land

which ultimately affects life forms can be a cause of land pollution. Natural resources of the Earth are considered to be renewable or nonrenewable. Conservation, reclamation, and recycling are ways to reduce depletion of resources and prevent land pollution.

Concept #2: Air Pollution – Any harmful substance added to the atmosphere can be a cause of air pollution. Air pollution may be the result of natural or man-made causes. Burning fossils fuels causes air pollution, the greenhouse effect, global warming, smog production, acid rain, and contributes to ozone depletion. Air pollution is a leading cause of environmental health issues.

Concept #3: Water Pollution – Any harmful substance added to rivers, streams, ponds, wetlands, groundwater aquifers, or oceans can be a cause of water pollution. Point and non-point sources of chemical, oil, or thermal pollution have adverse effects on wildlife, plants, and humans leading to environmental health issues.

Timeline:

Land Pollution Integrated Activities – 2 weeks

Air Pollution Integrated Activities – 2 weeks

Water Pollution Integrated Activities – 2 weeks

John Heinz National Wildlife Refuge Field Experience – 1 day

Outdoor Education Program – 2 weeks

Pre camp preparation – 1 week

Camp – 1 week

Concept #1: Land PollutionIntegrated Activity Period #1

Pennsylvania Academic Standards:

Humans and the Environment 4.8

4.8.7 C Explain how human activities may affect local, regional, and

national environments.

  • Describe what effect consumption and related generation of wastes have on the environment.
  • Explain how a particular human activity has changed the local area over the years.

Key Knowledge Points:

Natural Resources

Pollution

Ecosystems

Pollutants

Reading Focus:

Discuss with students the following question “What is pollution?”

Build background of pollution by having students turn and talk about what they already know about pollution. Share some ideas in whole group.

Read Aloud: Pollution p. 2 as introduction

Use “say something” periodically for students to process facts/ideas.

Turn to Your Neighbor or Say Something or Think-Pair-Share or Turn and Talk

Objective: The students are to turn and say something to their neighbor about something they are learning.

Teacher Preparation: Think of something for students to say to one another.

How to do the activity:

  1. Tell students, “Turn to your neighbor or your “eye-buddy,” “elbow-buddy,” etc.
  2. Once students have done this, they should be quiet and listen for your next instructions.

Science Focus:

History of Trash science activity

Concept #1: Land Pollution Integrated Activity Period #2

Pennsylvania Academic Standards:

Humans and the Environment 4.8

4.8.7 C Explain how human activities may affect local, regional, and

national environments.

  • Describe what effect consumption and related generation of wastes have on the environment.
  • Explain how a particular human activity has changed the local area over the years.

Renewable and Nonrenewable Resources 4.2

4.2.7 D Describe the role of recycling and waste management.

  • Identify materials that can be recycled in the community.
  • Explain the process of closing the loop in recycling.
  • Describe methods that could be used to reuse materials for new products.
  • Describe methods that could be used to reuse materials for new products.

Key Knowledge Points:

Biodegradable/nonbiodegradable

Waste/trash

Landfills

Recycling/reduce/reuse

Incineration

Reading Focus:

The Problem of Waste

Read Aloud: Pollution pp. 3

Students keep science journal

Post bold faced words for students to use

Students take notes during read aloud (stop & jot and say something)

Process using “Four-Two-One” from the Class Flip Book or refer to another CLASS Processing Strategy Flip Book for a different idea.

“Four-Two-One”

This structure is used to get the students to discuss the most important parts of the lesson. It could be that the students try to determine the most important words (vocabulary) from the lesson. It isn’t what they choose as much as the process of choosing.

Science Focus:

Science Activities:

Packaging: thumbs up/down

Concept #1: Land Pollution Integrated Activity Period #3

Pennsylvania Academic Standards:

Technology Education 3.6

3.6.7.A. Explain biotechnologies that relate to related technologies of

propagating, growing, maintaining, adapting, treating, and converting.

  • Identify the environmental, societal, and economic impacts that waste has on the environment.

Renewable and Nonrenewable Resources 4.2

4.2.7 B Examine the renewability of resources.

  • Identify renewable resources and describe their functions.
  • Identify nonrenewable resources and describe their uses.
  • Identify the waste derived from the use of renewable and nonrenewable resources.
  • Compare the time spans of renewability for fossil fuels and alternative fuels.

4.2.7 D Describe the role of recycling and waste management.

  • Identify materials that can be recycled in the community.
  • Explain the process of closing the loop in recycling.
  • Describe methods that could be used to reuse materials for new products.
  • Describe methods that could be used to reuse materials for new products.

Key Knowledge Points:

Biodegradable/nonbiodegradable

Waste/trash

Landfills

Recycling/reduce/reuse

Renewable/nonrenewable resources

Science Focus:

Science Activities:

Precycling Grab Bag

Precycling Shopping Trip

Concept #1: Land Pollution Integrated Activity Period #4

Pennsylvania Academic Standards:

Renewable and Nonrenewable Resources

4.2.7 D Describe the role of recycling and waste management.

  • Identify materials that can be recycled in the community.
  • Explain the process of closing the loop in recycling.
  • Describe methods that could be used to reuse materials for new products.
  • Describe methods that could be used to reuse materials for new products.

Environmental Laws and Regulations 4.9.

4.9.7 A Explain the role of environmental laws and regulations.

  • Identify and explain environmental laws and regulations (Recycling Reduction Act)

Key Knowledge Points:

Biodegradable/nonbiodegradable

Waste/trash

Landfills

Recycling/reduce/reuse

Chemicals (fertilizers, pesticides)

Groundwater

Renewable/nonrenewable resources

Recycling Reduction Act

Sustainable / Sustainability

Natural Resources

Reading Focus:

Reading Mini Lesson Skill: Using Non-fiction text to determine important

information.

Readers search through a variety of texts and use nonfiction text features to locate pertinent information. We locate the information through tables of contents and indexes. We skim/read the sections indicated to see if the information is pertinent. We note important information.

Have students work in groups and use all texts available to search for information on land pollution. Stick to the 4 bold faced topics on page 3 of Pollution. Students should record information on post-its and stick the post its on the corresponding chart with the bold face word. Then divide class into four groups and assign one chart to each group. Students work together to synthesize the facts on the chart – eliminate duplicates, determine importance of facts, and create a visual display of the facts (paragraph, list, graphics, etc.) Groups present information to the class.

Pose the question, “What are the three ways we get rid of waste?” Turn and talk in groups and then have students individually record a written response to this question in science journals.

Concept #1: Land Pollution Integrated Activity Period #5

Pennsylvania Academic Standards:

Humans and the Environment 4.8

4.8.7 C Explain how human activities may affect local, regional, and

national environments.

  • Describe what effect consumption and related generation of wastes have on the environment.
  • Explain how a particular human activity has changed the local area over the years.

Key Knowledge Points:

Chemicals

Ground water

Pesticides

Pollutants

Poisonous

Reading Focus:

Chemical Pollution

Reading mini lesson: Author’s Purpose

Readers know that one reason authors write is to inform. There are many ways to inform using positive and negative aspects. While reading, we must look deeper into the author’s purpose to realize what he/she is trying to portray. (Students need to keep this in mind throughout the unit using the many texts available.)

Read Aloud: Pollution pp. 4 and Feeding The World p. 12

Students record positive and negative words/ideas.

Concept #1: Land Pollution Integrated Activity Period #6

Pennsylvania Academic Standards:

Renewable and Nonrenewable Resources

4.2.7 D Describe the role of recycling and waste management.

  • Identify materials that can be recycled in the community.
  • Explain the process of closing the loop in recycling.
  • Describe methods that could be used to reuse materials for new products.
  • Describe methods that could be used to reuse materials for new products.

Environmental Laws and Regulations 4.9.

4.9.7 A Explain the role of environmental laws and regulations.

  • Identify and explain environmental laws and regulations (Recycling Reduction Act)

Key Knowledge Points:

Renewable/nonrenewable resources

Recycling Reduction Act

Land Reclamation

Sustainable / Sustainability

Natural Resources

Reading Focus:

Changing Land

Reading mini lesson: Compare and contrast renewable and nonrenewable

Readers think deeply about what they are reading and often compare and contrast information while reading. We stop and think periodically to look for commonalities (what is the same) and differences.

Read aloud: Pollution p.5

Students create a T chart for renewable and nonrenewable and record ideas during read aloud. Continue this chart throughout their reading.

Science Focus: Science Activity: Resource Matching

Reading Focus:

Have students use all available texts to search for information about renewable and nonrenewable resources and add information to T charts.

Best sources:

The Earth’s Resources

Using Energy

The Future – Bleak or Bright

A Bright Idea – Conserving Energy

Concept #1: Land PollutionIntegrated Activity Period #7

Pennsylvania Academic Standards:

Renewable and Nonrenewable Resources

4.2.7 D Describe the role of recycling and waste management.

  • Identify materials that can be recycled in the community.
  • Explain the process of closing the loop in recycling.

Key Knowledge Points:

Inference

Closing the Loop

Recycle

Science Focus:

Science Activities:

Closing the Loop

What could you do? (* could be used as an assessment)

Reading Focus:

“Thinking like a scientist” – Protecting the Planet p.27

Concept #2: Air Pollution Integrated Activity Period #8

Pennsylvania Academic Standards:

Renewable and Nonrenewable Resources 4.2.

4.2.7 A Know that raw materials come from natural resources.

  • Identify resources uses to provide humans with energy, food, housing, and water.
  • Identify types of minerals and fossil fuels used by humans.

4.2.7 B Examine the renewability of resources.

  • Identify renewable resources and describe their functions.
  • Identify nonrenewable resources and describe their uses.
  • Identify the waste derived from the use of renewable and nonrenewable resources.
  • Compare the time spans of renewability for fossil fuels and alternative fuels.

Environmental Health 4.3.

4.3.7 A Identify environmental health issues.

  • Identify various examples of longterm pollution and explain their effects on environmental health.

4.3.7 B Describe how human actions affect the health of the environment.

  • Explain how acid deposition can affect water, soil, and air quality.

Environmental Laws and Regulations 4.9.

4.9.7A Explain the role of environmental laws and regulations.

  • Identify and explain environmental laws and regulations (Clean Air Act)

Key Knowledge Points:

Burning Fossil Fuels

Greenhouse Effect

Global Warming

Smog/Ozone

Acid Rain (rain will be need to be collected for Science Activity 8 & 9)

Alternative Energy Sources

Reading Focus:

Natural Air pollution/ Burning Fuels
Read Aloud: Pollution pp. 6-7

Students keep science journal

Post bold faced words for students to use

Students take notes during read aloud (stop & jot and say

something)

Process using “Four-Two-One” or refer to another CLASS Processing

Strategy Flip Book for a different idea.

Students should work in book clubs concentrating on one of the key points listed above. All members could read the same book or read about the same topic using different texts. Remember to provide choices for the students about what issue they want to study.

Best Sources:

AirGlobal Warming

Fossil FuelsProtecting the Planet

The Earth’s Resources

Before book clubs meet each day to do their reading/research, a non-fiction reading mini-lesson should be taught. Some ideas are:

-Readers consider prior knowledge and look for how a text reinforces what they know or gets them to change their thinking

-Readers notice section headings and use them to direct our reading/ retelling

-Readers use post-it to prepare for group conversation

-Readers use writing to help them hold onto content

-As we read parts of text, think “ what is this mostly about”

-Readers look for and talk about the main idea and details to support

the main idea

Students should present information to the class guided by the following questions:

What is it?

What causes it?

What are its negative effects on the environment?

What can we do about it?

As book clubs present, students should be taking notes on the graphic organizer provided. (Each student should have 1 organizer per topic – this means 4 organizers per student)

Science Focus:

Science Activity should be taught concurrently while doing the book clubs:

Delta Science Module II: The Acid Test, Activity 8

Delta Science Module II: Impurities in Rain, Activity 9

Concept #2: Air Pollution Integrated Activity Period #9

Pennsylvania Academic Standards:

Renewable and Nonrenewable Resources 4.2.

4.2.7 A Know that raw materials come from natural resources.

  • Identify resources uses to provide humans with energy, food, housing, and water.
  • Identify types of minerals and fossil fuels used by humans.

4.2.7 B Examine the renewability of resources.

  • Identify renewable resources and describe their functions.
  • Identify nonrenewable resources and describe their uses.
  • Identify the waste derived from the use of renewable and nonrenewable resources.
  • Compare the time spans of renewability for fossil fuels and alternative fuels.

Environmental Health 4.3.

4.3.7 A Identify environmental health issues.

  • Identify various examples of longterm pollution and explain their effects on environmental health.

4.3.7 B Describe how human actions affect the health of the environment.

  • Explain how acid deposition can affect water, soil, and air quality.

Environmental Laws and Regulations 4.9.

4.9.7A Explain the role of environmental laws and regulations.

  • Identify and explain environmental laws and regulations (Clean Air Act)

Key Knowledge Points:

Burning Fossil Fuels

Greenhouse Effect

Global Warming

Smog/Ozone

Acid Rain (rain will be need to be collected for Science Activity 8 & 9)

Alternative Energy Sources

Reading Focus:

Alternative Energy Sources

Read Aloud p. 15 - About Alternative Energy Sources

-highlight solar, wind, hydrogen fuel cell and geothermal

energy

-lead a discussion about how students’ book club research

(What can we do about it?) connects to this article

Writing Opportunity: Students write a persuasive essay on which is the best alternative energy source.

Concept #3: Water Pollution Integrated Activity Period #10
Pennsylvania Academic Standards

Watersheds and Wetlands 4.1

4.1.7 A Explain the role of the water cycle within a watershed.

  • Explain the water cycle.
  • Explain the water cycle as it relates to a watershed.

4.2.7 B Understand the role of the watershed.