Tiffany's+Unit

S3L2. Students will recognize the effects of pollution and humans on the environment a. Explain the effects of pollution to the habitats of plants and animals. b. Identify ways to protect the environment. Science as Inquiry · Skills necessary to become independent inquirers about the natural world · The dispositions to use the skills, abilities, and attitudes associated with science Science in Personal and Social Perspectives · Changes in environments · Science and technology in local challenges || þ 1. Creativity and innovation þ 2. Communication and collaboration o 3. Research and information fluency þ 4. Critical thinking, problem solving, and decision making ¨ 5. Digital citizenship þ 6. Technology operations and concepts **Instructional Objectives:** Students assume the role of various scientists to observe, record, and analyze how the pollution of the Mt. Zion Elementary playground and its nearby pond can be cleaned up. || Prepare the instructions for Playground Observation: · Step 1: Decide who will take pictures, record videos, and take notes of the group’s polluted area. · Step 2: Stay within the limits of the playground outlined by the fence. · Step 3: Groups will choose a number card (create cards) to decide the order in which playground areas are chosen. From groups one to six, they will choose an area based on the playground equipment and the area around that equipment. · Step 4: All three scientists observe the pollution that has affected the environment. They take pictures, video clips, and notes about what they observe. Create a blog where students will enter a description of the activity and what they find. || Create a class KWL chart to describe what they know about pollution, and what they want to know about it and the pollution on the playground. When complete, print a copy for the students to have their own KWL charts. || · SMARTboard with KWL chart · Copy of KWL chart for each student · Checklist ||
 * = Lesson 1: Problem-Based Learning Lesson GAME Plan = ||
 * **Lesson Title:** Cleaning up the Mt. Zion Elementary Playground |||| **Related Lessons:** Changes in Environments ||
 * **Grade Level:** 3rd |||| **Unit:** Pollution (Science) ||
 * == GOALS == ||
 * ** Content Standards: **
 * ** ISTE NETS-S **
 * == ACTION == ||
 * **Before-Class Preparation:** Prior to the lesson, take a walk around the playground. Identify areas where the students will find large amounts of pollution. Each group of students will essentially pick the area of the playground that they will be responsible for choosing to clean and maintain.
 * ** During Class ** ||
 * ** Time ** |||| ** Instructional Activities ** || ** Materials and Resources ** ||
 * 20 minutes |||| Lead a class discussion by beginning with the following: Today, we will take a first-hand look at how pollution is taking an effect on our school environment. Our principal has brought it to the teachers’ attention that our playground is becoming extremely polluted. You will each work as scientists to observe, record, analyze how we can clean up the playground.
 * 20 minutes |||| Ask students to distinguish between the three types of pollution in their lab notebooks. Students will be observing land, air, and water pollution on the playground, and they will need to understand what type of pollution they have to clean up in order to choose the necessary tools for cleaning up.

Ask students, “What are the causes and effects of land, air, and water pollution?” Students complete three online quizzes to test their knowledge of the causes and effects of pollution. Students should also record any new information that they learned in their lab notebooks and KWL chart. || · Student lab notebook · Student copy of KWL chart · Computer with Internet access · Air Pollution quiz- [] · Land Pollution quiz- [] · Water Pollution quiz- [] || · Video camera · Digital Camera · Checklist || · Student lab notebook · Video camera · Digital camera || · Student lab notebook · Video clips · Pictures · Computer with word-processing software · Rubric || · Student notebooks and KWL charts for reference · Rubric ||
 * 15 minutes |||| After the group discussion, assign students in groups of three. Each person has a specific job during the time of observation. Allow students to decide who will take the video, pictures, and notes. Take the class outside and direct the groups to the areas where they are to observe. Review the instructions for the Playground Observation. || · Student lab notebook
 * 20 minutes |||| Allow one person from each group to choose a number card. In order from one to six, allow the groups to choose the equipment area that they would like to be responsible for observing. The person with the camera will take pictures of the polluted area. The person with the video camera will record video clips observing the affected area. The third group member will take notes about their findings and ideas for cleaning up the playground. || · Number cards
 * 30 minutes |||| When returning to the classroom, have students return to their groups and record their observations from the pictures, video clips, and notes they recorded in the ‘L’ section of their KWL chart. Each group should make up a plan of what more information they will need to find out to best clean up their area of pollution on the playground. Since a rubric will be used to assess student learning, provide a copy for each student and explain to students how it will be used. || · Copy of KWL chart for each student
 * 45 minutes |||| Each student will create a blog entry to describe the activity and their findings. Students are to respond to their other two group members and choose one other students’ blog post, identifying similarities and differences in their polluted areas, as well as give suggestions for how to clean it up. || · Computer with Internet access to student blogs
 * == MONITOR == ||
 * **Ongoing Assessment(s):** Students should be monitored throughout their investigation process to ensure that they are focusing on their observations of the pollution and collecting information to clean up the pollution.

**Accommodations and Extensions:** Provide assistance to groups having difficulty deciphering between the types of pollution and what can be used to treat their area. If some students need assistance posting to their blog, provide them with a partner to blog with. Provide digital cameras and video cameras for each group to record the effects that pollution has had on the playground. Using the internet, have students research tools and equipment that we can purchase to clean up the playground, as well as where to find them.

**Back-Up Plan:** Students can tour other areas of the school, such as the bathrooms and lunchroom to complete the activity. The KWL chart can be created on chart paper and students can copy it for themselves onto notebook paper. || Completed activity is graded using a checklist for the class KWL chart and pollution descriptions in their lab notebook. A rubric is used to assess the students’ blog posts. See attached rubric. ||
 * == EVALUATION == ||
 * **Lesson Reflections and Notes:**


 * || ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** KWL Chart ** || The student appropriately used the KWL chart to record what they learned based on their research, and give a detailed plan to clean up the playground. || The student used the KWL chart to list some information that they learned based on their research, and list some of their ideas to clean up the playground. || The student used the KWL chart to either list some information that they learned based on their research or list some of their ideas to clean up the playground. ||
 * ** Original Blog Post ** || The student’s blog posted a detailed explanation of the activity that they participated in and how their new knowledge from their findings will be used to clean the playground. || The student’s blog post explained the activity that they participated in and how their new knowledge from their findings will be used to clean the playground. || The student’s blog post either explained the activity that they participated in or how their new knowledge from their findings will be used to clean the playground. ||
 * ** Responses to Group Blogs ** || The student posted to a member of another group, clearly identifying similarities and differences in their polluted areas, as well as giving suggestions for their clean up. || The student posted to a member of another group, either identifying similarities and differences in their polluted areas or giving suggestions for their clean up. || The student posted to a member of another group, but the content was unrelated to the content in the standards. ||

S3L2. Students will recognize the effects of pollution and humans on the environment a. Explain the effects of pollution to the habitats of plants and animals. b. Identify ways to protect the environment. Science as Inquiry · Skills necessary to become independent inquirers about the natural world · The dispositions to use the skills, abilities, and attitudes associated with science Science in Personal and Social Perspectives · Changes in environments · Science and technology in local challenges || þ 1. Creativity and innovation þ 2. Communication and collaboration þ 3. Research and information fluency þ 4. Critical thinking, problem solving, and decision making ¨ 5. Digital citizenship þ 6. Technology operations and concepts **Instructional Objectives:** Students assume the role of various scientists to research and design a plan to clean up the pollution of the Mt. Zion Elementary playground and its nearby pond. || · Step 1: Use the resources in the ‘Pollution Resources’ folder provided on each computer. · Step 2: Add websites that you find helpful and informative for your research, to your student ‘Favorites’ folder. · Step 3: Take notes in your student lab notebook of the information that you will need to carry out your pollution clean-up plan. · Step 4: Once all information is gathered, add your findings to your group wiki page. || Have students get together with their groups and decide which group member will research each part of the plan. The students should also write down some ideas for their research in their student lab notebook through group brainstorming. || * Student lab notebook || · Checklist for research findings in notebook · Rubric for information added to wiki page ||
 * = Lesson 2: Online Collaboration Lesson GAME Plan = ||
 * **Lesson Title:** Cleaning up the Mt. Zion Elementary Playground |||| **Related Lessons:** Changes in Environments ||
 * **Grade Level:** 3rd |||| **Unit:** Pollution (Science) ||
 * == GOALS == ||
 * ** Content Standards: **
 * ** ISTE NETS-S **
 * == ACTION == ||
 * **Before-Class Preparation:** Prior to the lesson, create a wiki page for each group and ensure that each student has an account to access the wiki page. Compile a folder on each computer with resources for the students to find more information about pollution, how to treat it, and how to prevent it. Also, create a ‘Favorites’ folder for each student to collect the resources that they find. Prepare the instructions for Information Research:
 * ** During Class ** ||
 * ** Time ** |||| ** Instructional Activities ** || ** Materials and Resources ** ||
 * 15 minutes |||| Lead a class discussion by beginning with the following: Now that you have all had the opportunity to observe the pollution on the playground, today we will begin researching and developing a plan to clean up the playground. Each group will need to find information about how to properly clean the types of pollution they are dealing with, the tools that they will need and where to find them, and what next steps they can take to help prevent future pollution on the playground.
 * 20 minutes |||| Review the instructions for the Information Research. Use the SMARTboard to show the class how to access the Pollution Resources folder. Also show the students where they can access their ‘Favorites’ folders. Model for students how to access their blogs and wiki pages, as well as what an appropriate blog post would be. || * SMARTboard
 * Computer with internet access for wiki pages and blogs
 * ‘Pollution Resources’ folder
 * ‘Favorites’ folder for each student ||
 * 45 minutes |||| One scientist will be finding information about how to properly clean the types of pollution they are dealing with. Another scientist is researching the tools that they will need for clean-up, and where to find them. The third scientist is investigating what next steps they can take to help prevent future pollution on the playground. Each student records their findings in their lab notebooks and saves any important resources in their ‘Favorites’ folder. After their research is complete, the students will add their new information to their group wiki page. Each student should create their own page of information on the wiki page. || · Student lab notebooks
 * 45 minutes |||| Once all students have had the opportunity to post their information to the group wiki page, the students should review each of their group members’ pages. The students will then make an initial post on their blog about the findings in their group’s research. They will then give collaborative feedback to both of their group members, telling how the new information will help them carry out their plan. Students will have the ability to access their group wiki pages and blogs outside of the classroom as well, so they should be encouraged to revisit their blogs after class, possibly at home, and reflect on their plans for the playground clean-up. || * Access to group wiki pages
 * Access to student blogs
 * Rubric to evaluate blog posts ||
 * 30 minutes |||| Students will return to their groups in class and finalize their plan, using their student lab notebooks to record their ideas. Once their plan is complete, the group will work together to post the final plan to the group wiki page. || * Student lab notebooks
 * Access to wiki pages
 * Checklist to assess the students’ contributions to the final plan on the wiki page ||
 * 10 minutes per group, approx. 60 minutes per class |||| To finalize the students’ plan and assess their learning, allow students the opportunity to show their wiki page on the SMARTboard and explain their plan for cleaning up the playground. || * SMARTboard
 * Access to wiki pages
 * Rubric to assess students’ ability to explain their plan ||
 * == MONITOR == ||
 * **Ongoing Assessment(s):** Students should be monitored throughout their research process to ensure that they are using appropriate resources and finding information that will aid in their clean-up of the pollution.

**Accommodations and Extensions:** Provide one-on-one assistance to students having difficulty locating resources and finding information. If some students need assistance posting to their blog or wiki page, provide them with a partner in their group. As an extension, students can research and plan ways to clean up other areas in the community.

**Back-Up Plan:** Students can use books from the library to gather information about pollution and how to treat it. They can also use the phone book to call local treatment facilities and businesses to aid in their plan. The students can meet in person with their groups to discuss their findings and create a plan using paper and pencil. || Completed activity is graded using a checklist to assess the notes taken in their student lab notebook and posted to their wiki page of their research findings, and their contributions to the group’s final plan post to the wiki page. A rubric is also used to assess the blog posts and their contributions to the development and presentation of the group wiki page. ||
 * == EVALUATION == ||
 * **Lesson Reflections and Notes:**


 * || ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** Original Blog Post ** || The student’s blog posted a detailed explanation of the research that the student conducted, and how the information will contribute to the clean-up of the playground. || The student’s blog post explained the research that the student conducted, and how the information will contribute to the clean-up of the playground. || The student’s blog post either explained research that the student conducted or how the information will contribute to the clean-up of the playground. ||
 * ** Responses to Group Blogs ** || The student responded to both of their group members to give collaborative feedback of how their new information will help them carry out their plan. || The student responded to both of their group members, but did not clearly give feedback of how their new information will help them carry out their plan. || The student only responded to one of their group members to give feedback of how their new information will help them carry out their plan. ||
 * ** Wiki Page Contribution ** || The student added sufficient information to the wiki page to contribute to the group clean-up plan. || The student posted some information to the wiki page to contribute to the group clean-up plan. || The student posted some information to the wiki page, but it is not sufficient to helping the group’s clean-up plan. ||
 * ** Presentation of Wiki Page ** || The student demonstrated confidence in their ability to explain the steps that their group will take to carry out their plan to clean up the playground. || The student participated in explaining parts of the group’s plan to clean up the playground. || The student had difficulty explaining how the group plans to clean up the playground. ||

S3L2. Students will recognize the effects of pollution and humans on the environment a. Explain the effects of pollution to the habitats of plants and animals. b. Identify ways to protect the environment. Science as Inquiry · Skills necessary to become independent inquirers about the natural world · The dispositions to use the skills, abilities, and attitudes associated with science Science in Personal and Social Perspectives · Changes in environments · Science and technology in local challenges || þ 1. Creativity and innovation þ 2. Communication and collaboration ¨ 3. Research and information fluency ¨ 4. Critical thinking, problem solving, and decision making þ 5. Digital citizenship þ 6. Technology operations and concepts **Instructional Objectives:** Students assume the role of various scientists to carry out a plan to clean up the pollution of the Mt. Zion Elementary playground and its nearby pond. || · Step 1: Organize your ideas for your digital story to tell the planning steps and action taken to clean up the playground. · Step 2: Put the event of your ideas into sequence. · Step 3: Develop a script and storyboard for your digital story. · Step 4: Use the video and pictures captured during each lesson to match the ideas in your digital story. · Step 5: Customize the images to help tell the story and fit in your digital story. · Step 6: Add titles, captions, and your voices to the digital story. · Step 7: Post your digital story to the Voice Thread account that has been created for your group. || (2) 45 minute class periods to develop digital stories |||| Now that students have cleaned up their area of the playground, they will develop a digital story through a Voice Thread to tell about the pollution problem, the process that they took to plan the clean-up, and how they carried out their clean-up plans. Review and model the steps to Creating a Digital Story. Ensure that students understand how to access their Voice Thread accounts. Allow students to join with their groups to develop their own digital stories, while observing and giving support where needed. Make sure that each group posts their digital story using their Voice Thread account in the time given for the lesson. || * A computer with internet access to Voice Threads
 * = Lesson 3: Digital Story Lesson GAME Plan = ||
 * **Lesson Title:** Cleaning up the Mt. Zion Elementary Playground- A Digital Story |||| **Related Lessons:** Changes in Environments ||
 * **Grade Level:** 3rd |||| **Unit:** Pollution (Science) ||
 * == GOALS == ||
 * ** Content Standards: **
 * ** ISTE NETS-S **
 * == ACTION == ||
 * **Before-Class Preparation:** Prior to the lesson, create a Voice Thread account for each group and ensure that each student has access to the Voice Thread. Collect all of the tools that students will need to carry out their clean-up plan. Also, get digital and video cameras for students to be able to document their clean-up. Prepare the instructions for Creating a Digital Story:
 * ** During Class ** ||
 * ** Time ** |||| ** Instructional Activities ** || ** Materials and Resources ** ||
 * 45 minutes |||| Lead a class discussion by beginning with the following: Since you have had the opportunity to observe the pollution on the playground and develop and communicate a plan for cleaning up the playground, you will now carry out your clean-up plan and next steps to prevent future pollution. As you carry out your plan, document your progress using the digital and video cameras. || * Tools requested by students for pollution clean-up (gloves, trash bags, picks, trash cans, etc.)
 * Digital and Video Cameras ||
 * (1) 30 minute lesson to model and explain
 * Video clips and pictures taken during the lessons
 * Checklist for participation in group Voice Thread development ||
 * 20 minutes for feedback

20 minutes for revisions |||| Once the digital stories have been posted, partner the groups and have each member watch and give feedback to the other group’s digital story. Have students leave their substantive feedback directly on the Voice Thread page. Once all students have given feedback to the group they were partnered with, they will regroup with their own members to reflect on the feedback and revise their digital stories. || * A computer with internet access to Voice Threads · Checklist for participation in Voice Thread feedback ||
 * 10 minutes per group |||| Using the SMARTboard, allow each group to present their digital story telling their pollution clean-up experience. Use a rubric to evaluate each group based on the information shared through their digital story. || * SMARTboard
 * A computer with internet access to Voice Threads
 * Rubric to evaluate digital stories ||
 * == MONITOR == ||
 * **Ongoing Assessment(s):** Students should be monitored throughout the development of their digital stories to ensure that they are participating and correctly communicating their plan to clean up the playground.

**Accommodations and Extensions:** Students will work with their group members to create their digital stories. Provide extra teacher assistance if the group is having difficulty working together or creating their digital story. As an extension, students can add music and different transitions between their slides. Students who finish giving feedback to Voice Threads early can comment on more than one group’s digital stories.

**Back-Up Plan:** Students can create a poster to explain their clean-up plan process. They can get copies printed of the pictures that they took to add to their posters. || Completed activity is graded using a checklist to assess the participation and feedback given by each student through the Voice Threads. A rubric is also used to assess the final digital stories presented in class. ||
 * == EVALUATION == ||
 * **Lesson Reflections and Notes:**


 * || ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** Content ** || The digital story is told in sequential order, and clearly shares the group’s clean-up plan. || The digital story is told in sequential order, but the group’s plan is not clearly communicated. || The digital story does not clearly communicate the clean-up plan, or given the order in which it happened. ||
 * ** Communication of Knowledge ** || Establishes a plan and purpose early on, and maintains a clear focus throughout. || Establishes a plan and purpose early on, and maintains focus for most of the presentation. || It is difficult to figure out the purpose or plan of the presentation. ||
 * ** Understanding of Standards ** || The digital story clearly showed that the group understands the effects of pollution and humans on the environment, and how they can prevent future pollution. || The digital story showed the group recognizes the effects of pollution and humans on the environment. || The digital story did not clearly show that the group understands the effects of pollution and humans on the environment. ||
 * ** Creativity Used in Digital Story ** || Images and effects create a distinct atmosphere or tone that matches different parts of the story. || Images and effects create a distinct atmosphere or tone that matches some parts of the story. || An attempt was made to use images and effects to create an atmosphere/tone, but it needed more work. ||