Project GLAD

Salem-Keizer Public Schools - Oregon

WATER: AN ESSENTIAL RESOURCE

(Level 5)

Idea Pages

  1. UNIT THEME
  • Water needs to be conserved because it is essential to life.
  • Individual and community based responsibility to take care of water around the world.
  • Respect for and responsible use of water as a natural resource.
  1. FOCUSING/MOTIVATION
  • Observation charts
  • Inquiry charts
  • Picture file cards
  • Teacher made Big Book
  • Read alouds
  • Super scientist awards
  • Field trip
  • Experiments
  • Realia
  • Cognitive content dictionary
  • Microscopic observation
  • Guest speaker
  1. CLOSURE
  • Field trip
  • Letters to congress/senate
  • Adopt a stream
  • Reports
  • Presentations
  • Exam- student generated or chapter test
  • Conservation brochure
  • Organized fund-raiser
  • Reflective journal on service learning
  • Team Exploration

IDEA PAGES

Page 2

  1. CONCEPTS
  • Understand the properties and limited availability of the materials which make up the Earth.
  • Understand how people and the environment are interrelated.
  • Understand, recognize, and interpret change and continuity over time.
  • Recognize that the supply of many resources is limited, and that resources can be extended through recycling and decreased use.
  • Identify cause and effect relationships
  • Recognize that discarded products contribute to the problem of waste disposal.
  • Make observations. Ask questions or form hypotheses based on observations, which can be explored through scientific investigations.
  • Recognize the affect of life style choices on availability of resources.
  1. VOCABULARY

hydrologist / resource / renewable / conservation
reservoir / irrigation / aqueduct / hydroelectric dam
water cycle / water treatment plant / pollutant / sewage
chemical / sediment / silt / pesticide
herbicide / insecticide / citizen / glacier
essential / climate / precipitation / civilization
Fertile Crescent / turbines / intake screen / generator
electricity / responsibility / environment / water quality
aquatic life / representatives / toxin / organic
thermal / fertilizer / eutrophication / evaporate
condense / livestock / algae / contaminant
septic tank / pathogens / bacteria / cholera
dysentery / typhoid / debris / birth defects
flocculation tank / filtration tank / clear well / source
solution / industrial waste / agriculture / acid rain
transportation / global warming / erosion / recreation
nutrients / phosphorous / nitrogen / carbon
waste water / fossil fuels / petroleum / water way
hepatitis / regulations / agencies / arid

IDEA PAGES

Page 3

  1. STANDARDS

OregonState Standards

Science

Physical Science

  • Recognize that a substance can exist in different states of matter (e.g., ice, water, and water vapor).
  • Identify ways to produce heat including electricity, and as a by-product of mechanical and electrical machines.

Life Science

  • Identify conditions that might cause a species to become endangered or extinct.

Earth/Space Science

  • Recognize that the supply of many resources is limited, and that resources can be extended through recycling and decreased use.
  • Recognize that discarded products contribute to the problem of waste disposal.

Scientific Inquiry

  • Make observations
  • Provide some support or background which is relevant to the investigation.
  • Ask questions related to observations.
  • Form hypotheses using relevant background knowledge.
  • Communicate clearly.
  • Write observations
  • Record reasonable data or observations generally consistent with the planned procedure.

Unifying Concepts and Processes

  • Identify interactions among parts of a system.
  • Identify systems.
  • Understand that something may not work as well (or not at all) if a part of it is missing, broken, worn out, mismatched, or misconnected.

IDEA PAGES

Page 4

History and Nature of Science

  • Identify different ways and places in which a variety of people practice science.
  • Make challenges to an explanation based on the differences between observation and inference.

Science and Social Perspective

  • Recognize the affect of lifestyle choices on availability of resources.
  • Give examples in which scientific developments help keep us safe.
  • Explain that using technology to solve a problem may create other problems.

Science and Technology

  • Design a scientific project with limited time, materials, and information.

Social Sciences

Civics and Government

  • Understand how citizens can learn about public issues.
  • Identify and give examples of resources that provide information about public issues.
  • Identify and give examples of how individuals can influence the actions of government.
  • Identify and give examples of actions citizens can take to influence government policy and decision making.
  • Recognize and give examples of how nations interact with one another through trade, diplomacy, cultural contacts, treaties, and agreements.

Economics

  • Know that whenever a choice is made, there is a cost.
  • Recognize examples of how nations interact economically.

Geography

  • Define basic geography vocabulary such as concepts of location, direction, distance, scale, movement, and region using appropriate words and diagrams.
  • Know and use basic map elements to answer geographic questions or display geographic information.
  • Examine and understand how to prepare maps, charts, and other visual representations to locate places and interpret geographic information.
  • Use maps and charts to interpret geographical information.
  • Understand how physical geography affects the routes, flow, and destinations of migration.

IDEA PAGES

Page 5

  • Identify and give examples of issues related to population increases and decreases.
  • Understand how physical environments are affected by human activities.
  • Understand how and why people alter the physical environment.
  • Describe how human activity can impact the environment.
  • Understand how human activities are affected by the physical environment.

History

  • Interpret data and chronological relationships presented in timelines and narratives.
  • Identify cause and effect relationships in a sequence of events.
  • Understand how history can be organized using themes, geography, or chronology.

Social Science Analysis

  • Examine an event, issue, or problem through inquiry and research.
  • Gather, use, and document information from multiple sources.
  • Identify and study two or more points of view of an event, issue, or problem.
  • Identify characteristics of an event, issue, or problem, suggesting possible causes and results.
  • Identify a response or solution and explain why it makes sense, using support from research.

Health Education

  • Identify and access resources at home, at school, and in the community for health and safety information.
  • Analyze influences on health and well being.
  • Advocate for the benefits of safe and healthy actions and environments at home, at school, and in the community.

English Language Arts

Writing

  • Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.
  • Write for different purposes and to a specific audience or person,

adjusting tone and style as appropriate.

  • Spell correctly roots or bases of words.

IDEA PAGES

Page 6

  • Use correct capitalization.
  • Write summaries using formal paragraph structure.
  • Write business letters to request information.
  • Spell prefixes correctly.
  • Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively.
  • Identify audience and purpose.
  • Spell suffixes correctly.
  • Ensure that verbs agree with their subjects.
  • Use the writing process—prewriting, drafting, revising, editing, and publishing.

Fictional Narratives

  • Show through description rather than tell events

of the story.

Responses to Literature

  • Support interpretations through references to the text and prior knowledge.
  • Develop interpretations that exhibit careful reading and understanding.
  • Write research reports about issues, ideas, or events.
  • Use a variety of information sources.

Persuasive Compositions

  • State a clear position in support of a proposal.
  • Support a position with relevant evidence.
  • Follow a simple organizational pattern.
  • Address reader concerns.

Expository: Research Reports/Multimedia Presentations

  • Create simple documents using a computer.
  • Use a thesaurus to identify alternative word choices

and meanings.

  • Use organizational features of printed text to locate

relevant information.

Reading

Decoding and Word Recognition

  • Read aloud grade-level narrative text and informational text

fluently and accurately

  • Read or demonstrate progress toward reading at an independent and

instructional level appropriate to grade level.

IDEA PAGES

Page 7

Listen to and Read Informational and Narrative Text

  • Listen to, read, and understand a wide variety of informational and

narrative text, including classic and contemporary literature, poetry,

magazines, newspapers, reference materials, and online information.

  • Make connections to text, within text, and among texts across the subject

areas.

  • Understand and draw upon a variety of comprehension strategies as needed.

Vocabulary

  • Understand, learn, and use new vocabulary that is introduced and taught

directly through informational text, literary text, and instruction across

the subject areas.

  • Develop vocabulary by listening to and developing both familiar and

conceptually challenging selections read aloud across the subject areas.

  • Determine meanings of words using contextual and structural clues.
  • Use word origins to determine the meaning of unknown words and phrases

Read to Perform a Task

  • Read textbooks, biographical sketches, letters, diaries, directions,

procedures, magazines, news stories, and almanacs.

  • Use the features of informational texts to find information and support

understanding.

  • Find information in specialized materials.
  • Follow multiple-step directions.

Informational Text: Demonstrate General Understanding

  • Recognize and/or summarize sequence of events and main ideas presented in informational texts, identifying evidence that supports those ideas.
  • Identify key facts and information after reading several passages or articles on the same topic.

Informational Text: Develop an Interpretation

  • Predict future outcomes supported by the text.
  • Draw inferences, conclusions, or generalizations about main ideas in text, and support them with textual evidence and prior knowledge.
  • Determine unstated ideas and concepts.

IDEA PAGES

Page 8

Informational Text: Examine Content and Structure

  • Determine the author’s purpose and relate it to specific details in the

text.

  • Draw conclusions about whether portions of the passage are facts or

opinions.

  • Recognize and analyze characteristics of persuasive text.
  • Evaluate new information and ideas by testing them against known information and ideas.

Listen to and Read Literary Text

  • Listen to text and read text to make connections and respond to a wide

variety of significant works of literature.

  • Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussion.

Literary Text: Demonstrate General Understanding

  • Identify and/or summarize sequence or events, main ideas, and

supporting details.

  • Identify the main events of the plot, their causes, and the influence of
  • Specific events on future actions.

Literary Text: Develop an Interpretation

  • Predict future outcomes supported by the text.
  • Identify the qualities of the character and analyze the effect of these

qualities on the plot and the resolution of the conflict.

  • Identify the theme.
  • Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge.

English Language Proficiency

Decoding and Word Recognition

Beginning

  • Recognizes sound/symbol relationships in own writing.
  • Recognizes English phonemes that correspond to phonemes students

already hear and produce while reading aloud.

  • Reads aloud simple words in stories or games.

Early Intermediate

  • Recognizes common English morphemes in phrases and simple

sentences.

  • While reading orally, recognizes and produces common English

phonemes that do not correspond to phonemes students already hear

and produce.

IDEA PAGES

Page 9

  • Reads aloud own writing of narrative and expository text with some

pacing, intonation, and expression.

Intermediate

  • Use common English morphemes in oral and silent reading.
  • Pronounces most English phonemes correctly while reading aloud.
  • Reads aloud narrative and expository texts with appropriate pacing,

intonation, and expression.

Early Advanced

  • Applies knowledge of common English morphemes in oral and silent

reading to derive meaning from literature and texts in content areas.

  • Demonstrates progress towards reading at an independent reading

level.

  • Reads aloud increasingly complex narrative and expository texts with appropriate pacing, intonation, and expression.

Advanced

  • Demonstrates progress towards reading at an independent and

instructional reading level.

  • Reads aloud grade level narrative and informational text with

appropriate pacing, intonation, and expression.

Vocabulary

Beginning

  • Uses appropriate familiar vocabulary in reading
  • Uses pictures and observations to meet basic needs in social and

academic settings.

  • Demonstrates comprehension of simple vocabulary with an appropriate action.

Early Intermediate

  • Uses appropriately familiar and content-related vocabulary in

reading.

  • Uses knowledge of English morphemes, phonics, and syntax to

decode and determine the meaning of unfamiliar words in simple

sentences.

  • Recognizes some common roots and affixes when attached to known

vocabulary.

Intermediate

  • Uses appropriate content-related vocabulary in discussions and

reading. Uses expanded vocabulary and descriptive words and

paraphrasing.

  • Uses reading knowledge of English morphemes, phonics, and syntax

to decode, determine, and interpret the meaning of unfamiliar words

in written texts.

  • Uses some less common roots and affixes when attached to known

vocabulary.

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Page 10

Early Advanced

  • Recognizes words that sometimes have multiple meanings in literature and texts in content areas.
  • Uses reading knowledge of English morphemes, phonics, and syntax to decode, determine, and interpret the meaning of unfamiliar words with 50% accuracy.
  • Applies knowledge of less common roots and affixes when attached to known vocabulary and analyzes meaning of complex words.

Advanced

  • Recognizes that words sometimes have multiple meanings and applies this knowledge consistently.
  • Determines meaning of words using knowledge of root words, affixes, suffixes, and contextual clues with 75% accuracy.
  • Applies knowledge of less common roots and affixes and analyzes the meaning of complex words with teacher support.

Listen to and Read Informational and Narrative Text

Beginning

  • Listens to, reads, and retells simple stories from a variety of

informational and narrative text using drawings, words, or

phrases.

  • Listens to familiar texts and makes personal connections.
  • Demonstrates listening comprehension of familiar text using

drawings, words, or phrases.

Early Intermediate

  • Listens to, reads, and retells simple stories from a variety of

informational and narrative text.

  • Listens to, reads text, and makes connections to self and to text.
  • Demonstrates listening comprehension of familiar text across

the subject areas.

Intermediate

  • Listens to and reads text from a variety of informational and

narrative text.

  • Makes connections to text and within texts across the subject

areas with teacher support.

  • Demonstrates listening comprehension of text through class and/or small group discussions across the subject areas.

IDEA PAGES

Page 11

Early Advanced

  • Listens to, reads, and understands text from a variety of informational and narrative text with teacher support.
  • Makes connections to text and within texts across the subject areas.
  • Demonstrates listening comprehension of text through class and/or

small group interpretive discussions across the subject areas with teacher support.

Read to perform a task

Beginning

  • Identifies relationship between simple text read to them and their own experiences. Responses may be non verbal.
  • Responds to stories read to them using nonverbal communications.
  • Reads simple text supported by pictures, photographs, illustrations, and teacher-developed guides that support text.

Early Intermediate

  • Reads and identifies relationships between written text and their own

experiences using key words and simple phrases.

  • Responds to stories read to them by answering factual comprehension questions using one or two-word responses.
  • Reads text supported by pictures, photographs, illustrations, and teacher developed guides that support text.

Intermediate

  • Reads and uses sentences to describe relationships between text and

their own experiences.

  • Reads and listens to simple stories and demonstrates understanding

by using simple sentences to respond to explicit detailed questions.

  • Reads textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, news stories, and almanacs supported by illustrations and teacher developed guides that support text.

Early Advanced

  • Compares relationships between text and their experience using

detailed sentences.

  • Use detailed sentences to respond to comprehension questions with

teacher support.

  • Reads textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, news stories, and almanacs supported by illustrations and teacher developed guides that support text.

IDEA PAGES

Page 12

Advanced

  • Compares and contrasts relationships between texts and their

experiences. Fluency approximates that of non-ELL peers.

  • Uses detailed sentences to respond to comprehension questions about written text.
  • Reads textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, news stories, and almanacs supported by illustrations and teacher developed guides that support text.

Informational Text: Demonstrate General Understanding

Beginning

  • Identifies the basic sequences of events or main ideas in stories read to them, using key words, phrases, and pictures.
  • Defines and identifies key facts using a familiar sentence

Early Intermediate

  • Identifies or summarizes the basic sequence of written text or main

ideas of informational text using simple sentences.

  • Identifies key facts using several passages on a familiar topic.

Intermediate

  • Reads and uses detailed sentences to identify or summarize sequences of events or main ideas of informational text and provides supporting details.
  • Identifies key facts and information using several passages on the same topic.

Early Advanced