Grade+7+Environmental+Unit

=Unit Planning Template= unit template.doc

Grade 7 Environmental Unit

Revised Environmental Unit


 * __DOING OUR PART FOR PLANET EARTH__**


 * Create a question board that can be added to at any time.
 * Include at the beginning that a journal or a blog will be used for each activity.

http://www.epa.gov/oilspill/exxon.htm http://www.evostc.state.ak.us/ http://www.everesttreks.co.nz/youth.html http://www.newsoftheodd.com/content/view/216/ http://www.cousteau.org/en/ http://www.bookrags.com/research/ocean-farming-enve-02/ http://www.ec.gc.ca/acidrain/ http://www.wwf.ca/AboutWWF/WhatWeDo/ConservationPrograms/GlobalWarming.asp http://www.ec.gc.ca/ozone/EN/kidzone/index.cfm?intCat=41 http://www.cleanairday.com/ http://www.thinkwater.ca/ [|http://www.gorillafund.org] [|http://www.ems.psu.edu/~fraser/Bad/BadGreenhouse.html] http://www.endangeredspecie.com/
 * __Website Resources__**

// Key Questions // ** Why should people care about the planet Earth? The key objectives to focus on: //Approximate Length: 1 week//
 * __ DOING OUR PART FOR PLANET EARTH __****
 * How do we depend on the environment?
 * What are some problems facing the environment?
 * What do you think will happen to the environment during your lifetime?
 * Of all the ways that we may be doing harm to the earth, which concerns you most?
 * What are some things that you and your peers can do to show your respect and care for the environment?
 * __ Key Objectives __**
 * 1) Identifying audience, role, purpose, and situation is important when considering the appropriate and correct language to use and in order to understand what is heard, read, or viewed.
 * 2) Draw on prior knowledge and experience by considering what they know and need to know about the topic.
 * 3) Formulate questions before listening.
 * 4) Make inferences based on text and prior knowledge
 * 5) Draw conclusions based on evidence in text.
 * __ Introduction __**
 * __ Concept 1: __**** How do we depend on the environment? **

**Lesson 1** Resource: George, Chief Dan. __And My Heart Soars__ **Assessment:** - [|Connection Rubric] [|Making Connections Worksheet]
 * Make it a SO WHAT type of activity
 * For the Making Connections worksheet, add in a third column for an explanation
 * For the after reading, insert some reflection for //how do we depend on the environment//? for closure
 * Put assessment at the top of the lesson (both links)


 * Before Reading: ** Explain that a heart can soar when a person cherishes and takes care of something. For example, my heart soars when I planting a seed and watches a flower grow. Brainstorm when the students' hearts soar.
 * During Reading: ** Together as a group read the poem. At the end
 * After Reading: ** Have students complete the connection sheet. (Text to Text – Text to Self – Text to World )

__ Diaries of the Leadership School __ · Visualize what’s wilderness, instead of brainstorm; either as a group activity or individually; train them on visualization (what is wilderness? What is leadership?) · During reading will be individual a. Model first, then more together, then alone b. Add reading strategies · Read word the After, don’t include a poem, possibly a paraphrase, or do a search for a picture, and then state why. Pick the one that they liked the best. · As an extension, they can paraphrase or explain their drawing. · Include: How does this relate to depending on the environment?

[|Visualization worksheet] __ Ten Commandments for the Earth __  i. What is society doing to improve and uphold this law? (garbage, etc.) 1. start as a class possibly 2. anti-littering campaign, tree planting, garbage picking day  i. if wikis are not accessible, make a bulletin board  i. include a closure (ask the question about depending on the environment)
 * Pre Reading: ** Present to the students the title of the article. Have students brainstorm what they think is a Wilderness Leadership School.
 * During Reading: ** Have students visualize the images that come to them as they read the diary entries.
 * After Reading: ** Have students represent their visualizations by either drawing the images, or writing a poem which focuses on the imagery using descriptive words. The entries may be recorded in the students’ unit journal or if the computers are accessible, have students write one blog diary entry.
 * Assessment: [|Visualization Rubric] ** and [|Blog Rubric]
 * Have fun with the Old English (Thou shalt….., etc.)
 * Instead of discuss, use “dissect”. Command means…..
 * For the during reading, instead of “summarize”, “use put into your own words”. Have students condense each commandment into one line.
 * For the After:
 * 1) Take a commandment, and do an inquiry
 * 1) this leads into the after reading, the inquiry should be placed in the after reading section
 * 2) the inquiry can be in groups (based on numbers and importance)
 * 3) together as a group, they can ut together a wiki page, and add links
 * 1) then they can do the after reading part


 * Pre Reading: ** Discuss the word “commandment” and have students share their understanding of the word. Discussion should eventually lead to the Ten Commandments as to live our lives by. Divide students in groups of 2 or 3 and begin a discussion with the following question: If you could think of “ten commandments” to save the Earth, what would they be? (Allow the groups 5 minutes to reflect, discuss, and compose commandments)
 * During Reading: ** Have students summarize each commandment after reading each one. Focus summaries on the following questions: What laws (if any) are in place to control any breech of the commandments? What is society doing to improve and uphold these commandments?
 * After Reading: ** Have students write a blog entry on how they will follow one or more of the commandments which are relevant to their lives and they have a connection to. If the computers are not accessible, have students record their thoughts in their daily journal for this unit.
 * Assessment: [|Blog Rubric] **

**Because this topic is now finished, look back at the three responses, and figure out where their thoughts are in relation to the MAIN question: Why should people care about the environment?** **In a KWL chart as a class for more guidance** **Individually for less guidance**


 * __Lesson 2__**
 * What are some problems facing the environment? **

Conway, Kevin. __Gaia: A Medical Report__ · Get the students to understand what a medial report is  ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Don’t do all the vocabulary, choose the main words that are key to understanding o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Kids need to understand –itis, and understand what these words mean o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> This one should be **a group read** o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Use chart below instead of the one linked: §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> For before reading, model one word §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> For during read, guide through 5 key words ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Take out the assessment ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> We need to ask the question: What’s the problem facing the environment? (//Humans//) [|Vocabulary Words] Cousteau, Jacques. __A Plea for the Sea__ ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> This will be a Think Aloud, with a link to a source for back ground information ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> The students will only listen, but will also have to attack 5 vocabulary words, and a Sum It Up sheet Then ask the question “What problems are facing the environment?”
 * Word or phrase || Word parts, related words || Prediction of meaning || Meaning from discussion or dictionary || Image to remember meaning ||
 * Homo sapiens || || || || ||
 * Dinosauritis || || || || ||
 * Pre Reading ** : Introduce students to vocabulary. Have students write the definitions of any terms they know and understand.
 * During Reading: ** Using context clues or dictionaries students continue writing the definitions of the vocabulary words.
 * After Reading: ** Students complete the Sum It Up activity sheet.
 * Assessment: ** Completion of the definitions and the [|Sum It Up] activity sheet

[|Vocabulary Words] Harris, Jack C. __The Green House Effect__ ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Before: KWL chart does not relate to the main one for the main question. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> During: record the words on the chart above o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Fill in KWL chart as you read (especially the L part) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> After reading o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Ask the question: DO you know what you believe? §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Show one pro and one anti greenhouse effect arguments ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> FIND THESE §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Add to your KWL chart so that you can make an informed decision §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Put any other questions into your blog/journal §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Also answer the question of “What is a problem facing the environment?”
 * Pre Reading: ** Introduce students to vocabulary. Have students write the definitions of any terms they know and understand.
 * During Reading: ** Using context clues or dictionaries students continue writing the definitions of the vocabulary words.
 * After Reading: ** Students complete the Sum It Up activity sheet.
 * Assessment: ** Completion of the definitions and the [|Sum It Up] activity sheet

__ The Man Who Sent Garbage to the Sea __ ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Before: Instead of them creating a plan, they can write down what they already do with the garbage. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> During: Double-Entry Jounral: ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Pick the best image from above and publish it. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> After reading, complete a slide show answering the question “What is the problem with garbage?” o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Put in links to help with slide show creation (don’t use power point). o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Assessment: Slide Show checklist
 * Pre Reading: ** Students begin recording their knowledge of the greenhouse effect on a K-W-L handout.
 * During Reading: ** Students select five vocabulary words and record the definitions in their personal Environmental Dictionary.
 * After Reading: ** Students complete the K-W-L handout and must **ask two questions about greenhouse effect.**
 * Assessment:** Completion of the [|K-W-L] handout and the two questions.
 * Jot notes || Image ||

[|Visualization Rubric] **Look at the questions: “What are the problems facing the earth?” “Why should we care about the Earth?”** **__ Lesson 3: __**
 * Pre Reading: ** Discussion question: If you had to make up a plan to get rid of the garbage in your town/area/farm, what would it be? Introduce vocabulary //barge// and discuss land fills (personal experiences/connections, ideas)
 * During Reading: ** Have students write jot notes on the imagery presented in the text.
 * After Reading: ** Have students complete the handout [|This is How I See the Text].
 * Assessment: ** Completion of the handout and jot notes
 * What do you think will happen to the environment during your lifetime?

** __ Success Stories: Preserving Endangered Species __ ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> BEFORE: o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> These are the causes for endangerment: §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Using pictures of endangered and not endangered animals, classify them. o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Provide links ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> DURING: o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Provide a link for the world map. o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Verify guesses from the BEFORE activity. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> AFTER: o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Research animals to see if they are endangered or not. o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Show discovery.net small shows about environmental issues. o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Go back and look at the other articles we have already seen in this unit. o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Answer the main question after viewing.

__ A Fable for Tomorrow, Form the Book // Silent Spring // __ ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> BEFORE: take out “discuss”, and use “speculate” ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> The rest is all good
 * Pre Reading: ** Discussion questions - What endangered animals are there now? What could you do to prevent an animal from becoming endangered?
 * During Reading: ** Using a world map students locate the countries of the listed endangered animals in the article.
 * After Reading: ** Students research 3-5 more world endangered animals and map the countries on the map. Students research a Canadian endangered species and present their knowledge as a 5 W’s and How report.
 * Assessment: ** Small research report presented either orally, artistically, or multi media.

The students will choose to read some of the resources below in answering the main question for this concept: __ How Green Are You __ ? __ Their Future is at Stake: Jeff Gibbs and the Environmental Youth Alliance __ __ Hug a Tree: the Cjipko Movement __ __ They Went, They Saw, They Picked Up __ __ Exxon Valdez: The Disaster the Couldn't Happen __ Then clarify what the fable does for the environment, and answer the BIG question: “Why should we care about the environment?”
 * Pre Reading: ** Analyze the last sentence of the introduction. Discuss what “strange blight” could have been descending on a “healthy, prosperous town”?
 * During Reading: ** Students complete handout Story Map of the key events of the fable.
 * After Reading: ** Students will complete the handout Sum It Up (referring to the Story Map for key ideas)
 * Assessment: ** Completion of [|Story Map] and [|Sum It Up] activities.
 * __ Concept 4: __**** What are some things you and your peers can do to show you respect and care for the environment? **

__ Lesson 5 __ Of all the ways we may be doing harm to the Earth, which one concerns you the most?

1)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Give the students these resources, and they can read them to get ideas. 2)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> This will be the pursuing part/inquiry part a.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> They pick a topic and research it <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> i.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> They choose questions and find their response (collection of thoughts) 1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> the question should not be fact based 2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Mini-lessons: a.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Documenting b.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Persuasive essay writing 3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Projects: a.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Written b.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Voice thread c.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> I movie d.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Photo story e.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Jump cut f.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> How can I use design and techniques to persuade? **depending on the students’ experience, you may want to limit not the above applications** THEN, relating the learning from the whole unit to the essential question: Why should we care about the environment?