Unit Design

for

Earth Systems

Natural Resources and Human Impact

3rd Grade

Developed by

Vicki Friend

Creative Learning Academy

Beaverton, Michigan

Unit Design Worksheet

Unit Title: Natural Resources & Human Impact / Subject/Course: Earth Systems
E.ES.E.4 and E.ES.E.5
Topic: Natural Resources & Human Impact / Grade(s): 3 / Staff Name: Vicki Friend
Stage 1 - Desired Results
Established Goals:
  1. E.ES.03.41: Identify natural resources (meals, fuels, fresh water, farmland, and forests).
  2. E.ES.03.42: Classify renewable (fresh water, farmland, forests) and non-renewable (fuels, metals) resources.
  3. E.ES.03.43: Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal).
  4. E.ES.03.44: Recognize that paper, metal, glass, and some plastics can be recycled.
  5. E.ES.03.51: Describe ways humans are dependent on the natural environment (forests, water, clean air, earth materials) and constructed environments (homes, neighborhoods, shopping malls, factories, and industry).
  6. E.ES.03.52: Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable, and non-renewable resources).

Understandings:
Students will understand...
  1. that the earth has natural resources and what they are.
  2. the difference between renewable and non-renewable resources.
  3. how people can protect, extend, and restore resources, and the difference between reduce, reuse, recycle, and renew.
  4. what materials can be recycled.
  5. the ways we are dependent on natural and constructed environments and know the difference between natural and constructed environments.
  6. what is helpful and harmful to the environment.
/ Essential Questions:
  1. What are natural resources?
  2. What is the difference between renewable and non-renewable resources?
  3. How can we “save” our resources?
  4. What are some things that can be recycled?
  5. What is the difference between natural and constructed environments? Also, how are we dependent on both?
  6. How do humans help or harm the environment?

Students will know...
  1. that the earth has natural resources and what they are.
  2. the difference between renewable and non-renewable resources.
  3. how people can protect, extend, and restore resources, and the difference between reduce, reuse, recycle, and renew.
  4. what materials can be recycled.
  5. the ways we are dependent on natural and constructed environments and know the difference between natural and constructed environments.
  6. what is helpful and harmful to the environment.
/ Students will be able to...
  1. identify the earth’s natural resources.
  2. classify/organize resources into renewable and non-renewable resources.
  3. describehow people can protect, extend, and restore resources, and the difference between reduce, reuse, recycle, and renew.
  4. recognize what materials can be recycled.
  5. describe the ways we are dependent on natural and constructed environments and distinguish between natural and constructed environments.
  6. describe and discuss what is helpful and harmful to the environment.

Unit Enduring Understanding:
The student will understand that humans rely on and impact both renewable and non-renewable resources.
The student will understand that humans can extend the limited supply of many natural resources by recycling, reusing, and renewing. / Unit Question:
  1. What is the impact of humans on resources?
  2. What is the impact of resources on humans?

Stage 2 - Assessment Evidence
Performance Tasks:
Goal: The goal is to understand the balance and connection between humans and natural resources.
Role: Your job is to inform others of the importance of recycle-reduce-reuse or the difference between renewable and non-renewable natural resources or other facts within this unit.
Audience: The target audience is other students and parents.
Situation: The challenge involves dealing with new knowledge and how to present it to others.
Product: You will create a finished project in order to inform your audience.
Standards:A successful result will have you obtaining 3’s and 4’s on the rubric.
Key Criteria:
1 / 2 / 3 / 4
Vocabulary / The student makes many mistakes in terminology. / The student makes several mistakes in terminology. / The student uses mostly proper terminology. / The student uses all proper terminology.
Preparedness / The student is not prepared at all. / The student is poorly prepared. / The student is fairly well-prepared. / The student is extremely well-prepared.
Science Concept / The student demonstrates a concept that is not science-based. / The student demonstrates a valid scientific concept but cannot explain the science involved (even when prompted). / The student demonstrates a valid scientific concept but requires prompting to explain the science involved. / The student demonstrates a valid scientific concept and can explain the science involved.
Accuracy / The student’s explanations are completely inaccurate / The student’s explanations are rarely accurate / The student’s explanations are mostly accurate / The student’s explanations are all accurate.
Visual Aid / The student does not use visual aids or props during the demonstration/report. / The student uses visual aids or props which do not enhance the demonstration/ report to help explain the concept. / The student uses visual aids or props to enhance the demonstration/report but they do not help explain the concept. / The student uses visual aids or props to enhance the demonstration/report and help explain the concept.
Other Evidence:
  • KWL
  • graphic organizer
  • daily discussion
  • quiz
  • journal
  • test
  • poster
  • chart
  • project
  • report
  • sorting
  • put on a play
  • summative writing

Before
KWL / During
Graphic Organizer
Daily Discussion
Quiz
Journal
Observations
Work Samples
Projects / After
Test
Poster
Chart
Project
Report
Sort items into Recyclable or not
Put on a play
Write summary of the unit
“Eco-Challenge”
Describe the assessment/s and state the prompt if applicable. x F x S
What type of scoring tools will be used for evaluation? Rubric, answer key, tiers, layers
x Analytic rubric x Checklist
□ Holistic rubric x Answer Key
□ Criterion rubric x Other
Student Self-Assessment and Reflection:
Journals, graphic organizers, projects
Differentiated Instruction (Layers, Tiered, etc.):
Layer 3: 50 points possible (Do 2 activities including *required)
  1. *Ecology Challenge – 35 points
  2. Toxic Roads – Safe or Slick – 15 points
  3. Give a report/presentation on good/bad ingredients for composting – 15 points
  4. Make a list of human activities and technologies that affect the environment – 15 points
  5. Poster showing Problems and Solutions – 15 points
  6. Put on a play – 15 points
Layer 2: 50 points: (Do 4 activities including *required)
  1. Cooperative group:create poster of positive effects on the environment – 10 points
  2. Reduce, Reuse, and Recycle form – 10 points
  3. *Natural Resources Challenge! – 15 points
  4. Uses for Trash – 10 points
  5. Graphic organizer classifying resources – 10 points
  6. Make a poster showing reduce-reuse-recycle –10 points
  7. *Written paper on humans’ impact on the environment – 15 points
  8. Write a song or poem about the subject – 10 points

Layer 1: 50 points: (Do 3 activities including *required)
1. *Quiz – 20 points
2.*Journal and graphic organizers turned in – 20 points
3. Make a poster on the subject – 10 points
4. Bring in “garbage” and classify it into groups – 10 points
5. Book report on a book on this subject – 10 points
Learning Activities: (consider the WHERE TO elements)
W: Where are we going? To a deep understanding of the relationship between natural resources and humans.
Why? To be a better informed citizen who uses resources wisely.
What is expected? Go over rubric and course overview.
H: How will we hook and hold student interest? Hook them by showing students items made from recycled products. Hold them with books, discussions, movies, hands-on activities.
E: How will we equip students for expected performances? Use a variety of lessons and hands-on activities such as research project, creative expression, and summarizing key ideas.
R: How will we help students rethink and revise? K-W-L at different portions of the unit, read and comment on their journals as well as graphic organizers.
E: How will students self-evaluate and reflect on their learning? Journals and projects as well as adding to their K-W-L.
T: How will we tailor learning to varied needs, interests, styles? Offer a variety of choices using different learning styles and differentiated activities, along with different levels of Bloom’s Taxonomy.
O: How will we organize and sequence the learning? For each topic within unit: K-W-L, vocabulary, graphic organizers, journal, story or book or movie, small project, and build on what student learned from previous topic.
Conservation: the careful utilization of a natural resource in order to prevent depletion or habitat destruction
Environment: the combination of external physical conditions that affect and influence the growth, development, and survival or organisms
Environmental changes:altering of the environment
Environmental conditions:the state of the environment
Erosion:the process by which the surface of the earth is worn away by the action of water, glaciers, wind, waves, etc.
Nonrenewable resource:a natural resource which cannot be produced, regrown, regenerated, or reused on a scale which can sustain its consumption rate
Renewable resource:a natural resource that is replaced by natural processes at a rate comparable or faster than its rate of consumption by humans.
Recycle: to use again–to alter or adapt for new use without changing the essential form or nature of
Reduce:to bring down to a smaller extent, size, amount, number, etc. To use less of.
Renew: to restore or replenish
Reuse:to use again
Resource: an available supply that can be drawn on when needed.
Weathered rock:rock that has reacted with air and/or water at or near the Earth’s surface
Weathering:to undergo change, esp. discoloration or disintegration, as the result of exposure to atmospheric conditions
Sequencing the Learning
Monday
  1. Hook: making a lot of copies: “I just killed a tree”
  2. Hook: show students products made from recycled items
  3. Introduce unit & vocabulary words
  4. Begin K-W-L
/ Tuesday
  1. Discuss natural resources and classify as renewable or non-renewable
  2. Start journals
  3. Start graphic organizers
/ Wednesday
  1. Constructed environment discussion
  2. Groups list manufactured items and share to make a classroom list
  3. Garbage discussion including harmful effects on environment
  4. Introduce Reduce-reuse-recycle
  5. Sort “garbage”
/ Thursday
  1. Read/discuss The Lorax
  2. Habitat destruction
  3. Lack of land-use management, oil spills, leaking chemicals, etc.
/ Friday
  1. Group work: create a poster for reducing-reusing-recycling OR another topic we have already covered
  2. Discuss the Ecology Challenge, send notes home and decide on starting date
  3. Update K-W-L

Monday
  1. Review last week
  2. Show a movie on recycling or landfills
  3. Time for layered choices
/ Tuesday
1.Groups make charts of natural vs. constructed environments
2.Time for layered choices / Wednesday
  1. Read A River Ran Wild: An Environmental History
  2. Students illustrate or write about the book
  3. Update K-W-L
/ Thursday
  1. Time for teacher/student talk re: projects
  2. Work on projects
  3. Work on “garbage” classroom book
/ Friday
  1. Time for layered choices or read related books
  2. Update K-W-L
  3. Finish “garbage” classroom book

Monday
  1. Movie on topic
  2. Graphic organizer
/ Tuesday
  1. Review of unit
  2. Finish K-W-L
  3. Read book put together of all students’ responses to GARBAGE
/ Wednesday
  1. Presentations of projects/reports by students
/ Thursday
  1. Presentations of projects/reports by students
  2. Read garbage book to younger class
/ Friday
  1. Test
  2. Cumulative activity: visit a recycling center and take all recyclable items from our Eco Challenge!

THE FOLLOWING ARE VARIOUS PAGES TO GO ALONG WITH THIS UNIT:

***************************************************************************************

Natural Resources Assessment

  1. Draw an illustration showing a garbage problem and a solution to that problem. Below the picture, explain how the solution helps the environment.
  1. Why is it important to reduce, reuse, and recycle garbage and trash?
  1. What can you do at home to reduce, reuse, or recycle garbage and trash?
  1. What earth material is MOST LIKELY used the most?
  2. coal
  3. uranium
  4. oil
  5. water
  1. Why would this material be used more than other Earth materials?
  1. There is a limit to the amount of available Earth materials. What can be done to conserve these materials?
  1. Select two Earth materials. Describe their uses and explain a way you could reduce, reuse, or recycle the products they make to conserve the material.
  1. Fill in the chart with a negative way that people effect their environment and a positive action that can be done instead for each given problem

PROBLEM / NEGATIVE EFFECT / POSITIVE ACTION
Garbage
Habitat Destruction
Land Management for people, growing food, and nature
Natural Resources
Uses of Water
  1. Use the positive effects you listed above to create a plan for reusing, reducing, and recycling water and natural resources. Be sure to include activities you can do at home to reduce, reuse, and recycle.
  1. Describe how recycling, reusing, and reducing use of natural resources and manufactured products can help the environment.

Environmental Problems Poster

The learner will show what current environmental problems can occur when garbage accumulates and illustrate a possible solution to the problem.

Directions: Divide a poster into two parts, one labeled PROBLEM, the other labeled SOLUTION. Draw one illustration showing a garbage problem and one illustration showing a possible solution to the problem. Then explain orally or in writing on the back why the solution helps the environment.

Classroom Book on Garbage

The learner will identify situations in which garbage accumulates and formulate ways to reduce, reuse, or recycle.

Directions: Each student must independently answer each question. Then collaboratively bring all responses together into a published book entitled Garbage: How I Can Make a Difference.

  1. Why is it important to reduce, reuse, or recycle garbage and trash?
  1. What can you do at home to reduce, reuse, or recycle garbage and trash?

Positive Effects on the Environment

In cooperative groups, use the following topics to discuss how humans can affect the environment in positive ways. Then create posters that show your ideas; share your posters with the class.

GARBAGE:

HABITAT DESTRUCTION (choose from habitats in oceans, freshwater, forests, or grasslands)

MANAGE LAND AREAS for farms, housing developments, and nature preserves

MANAGE NATURAL RESOURCES (choose from fish, water, lumber, soil, or minerals)

THE NATURAL RESOURCES CHALLENGE!

Directions: Think of activities you do at home and at school. List the activity and mention either a positive or negative effect on the environment.

ACTIVITY / POSITIVE CONSEQUENCE / NEGATIVE CONSEQUENCE
1.
2.
3.
4.
5.
6.

TOXIC ROADS

SAFE OR SLICK?

Driving can be dangerous during winter months when ice and snow build up on the roads. Snowplows take care of some of the ice and snow. Coarse salt is mixed with sand and is spread on the roads to melt the ice. Salted roads are safer for drivers. Sand and salt improve traction for stopping and turning.

However, when the ice and snow melt, the salty water runs off the roads into streams, rivers, and lakes. This runoff can kill plants, fish, birds, and other animals. It can also contaminate our drinking water.

Think of a saltless way to keep roads safe in the winter and our environment safe year round.

THE THIRD GRADE ECOLOGY CHALLENGE

Students will learn what is in trash and how much they generate. They will also learn trash can be decreased by reducing, reusing, and recycling.

Materials: garbage bags, Ziploc bags, plastic grocery bags, plastic gloves, scales for measuring

Procedure:

  1. Bring in some garbage from home to show students what accumulates in a day. Have examples to show them from each of the recycling areas (glass, plastic, metal, etc.) as well as typical throw away items.
  2. Brainstorm ways to reduce the amount of trash produced. What can be recycled? What can be reused: What must be thrown away? Are they ready to try it on their own?
  3. Advise students that for three days they will put all their personal trash into their ecology project bags and go over the challenge guidelines. It is helpful to show them how you sorted things to keep the bag organized so it won’t become too messy.
  4. Demonstrate how they will collect and sort the materials using recycling guidelines.
  5. Demonstrate how to weigh items and record weights.
  6. Practice in small groups with a teacher provided sample using the “Let’s Practice” worksheet.
  7. Pass out materials, garbage log, recycling rules, parent letter, and recycling guidelines.
  8. After the first day of collecting have students work together in small groups or with partners to sort, weigh, and record data for three days.
  9. When the challenge is complete,compare and contrast how much trash was recycled with how much would go in to the landfill. As a class, weigh all recycling bins and record on Classroom Recycling Totals worksheet. Did they reduce the amount of trash they produced? How could they do this at home and school? Why is it important to recycle or reuse things?
  10. Have students write or draw pictures. How can you make a difference for our environment?

Suggestions for teacher “garbage” example for sorting:

Paper: classroom paper, newspaper, mail, magazines, brown paper bag, cereal boxes, pasta boxes, (remove plastic from any box/mailing)

Metal: cans, pop bottles, tin foil, empty aerosol cans **discuss bottle returns in some states**

Plastic: milk jugs, water bottles, detergent, grocery bags, microwave food trays, deli containers…anything with a number 1 through 7.

Glass

Batteries

Throw away: coffee filter with grounds, corn cobs, bones, any food scraps…

You could also talk about composting!

Be sure to include “no-no’s”: wax paper, any paper where food has touched/stained it (ex: pizza box, hamburger wrappers), milk boxes, Styrofoam, plastic with no number that can be seen, etc.