Innovation Academy
Unit Plan
Unit 9: Eco Friendly
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Geography
Technology
Interdependence
The Atmosphere
Grade Level
Unit
Overview
What collection
process and
machine can be
used to improve
recycling at
Innovation
Academy?
ELA
Informational
Text
Drawing
Conclusions
Math
Science
Equations and
Expressions and
Statistics and
Probability
Social Studies
Three Weeks
6th Grade
Unit Length
Eco Friendly is a two-week, standards-based unit that allows students to investigate aspects of the local
ecosystem and to solve a problem related to the environment. During this unit, students will survey the
local terrestrial and aquatic environments and assess the environmental conditions. The survey will
include measurements of plant, animal, and insect populations; water quality assessments; and soil
sampling and testing. The impact of human activity will also be assessed. As a culminating project,
students will design a process for recycling materials at Innovation Academy.
The science portion of the unit includes applying the engineering design process to develop a recycling
process. The math portion will include expressions and equations, as well as statistics and probability.
ELA will gain information through informational text and data obtained through field-testing. Once the
evidence is gathered, students will use analysis, summarizing techniques, presentation skills, and
propaganda techniques to persuade their peers, through a podcast, to adopt a recycling program for the
campus. Social Studies.
The relevant strands are:
Science – Technology & Engineering, Interdependence
Math – Expressions and Equations, Statistics and Probability
ELA – Informational Text, Writing, Speaking & Listening
Social Studies – Geography
The project supports state standards in science (exploring how technology responds to social needs, draw
a conclusion that establishes cause & effect, identify biotic and abiotic elements), math (Expressions and
Equations, Statistics and Probability), ELA (persuasive techniques, summarizing, presentation skills), and
social studies (Native Americans, Ancient China).
Unit
Essential
Grouping Strategy – For this project students will be placed in heterogeneous groups of five. One student
in each group will be designated a group leader and will be responsible for documenting the group’s
progress through the project work.
What is the condition of the environment surrounding our school?
How can persuasion be used to establish a recycling program at our school?
Question(s)
What is erosion and where can it be seen at our school?
What is weathering and where can it be seen at our school?
How do humans impact the earth?
Culminating
Event
Students will design a process for recycling materials at Innovation Academy and design and build a
prototype of a machine that sorts recyclable materials. They will present their findings by creating a
podcast.
Common
Assessment
STEM Project
Rubric
Advanced
Math
Components
STEM Math IB
Realistic numbers,
clearly defined
variables, properly
written equation, and
all work done correctly.
Project Title: Eco Friendly
Proficient
Needs Improvement
Reasonable numbers,
defined variables,
expressions with minor
errors, and most work
done correctly.
Unreasonable numbers,
variables not clearly
defined, expressions
with major errors, and
little work done
correctly.
Line is questionably
positioned, inaccurate
points were selected,
equation is incorrect
and/or no work is shown
to make a prediction.
Line of best fit was not
drawn, equation was
not written and/or
equation was wrong or
no work was shown.
Prediction not made or
made incorrectly.
How do I
evaluate an
expression for
given values?
STEM Math IA
Line of best fit clearly
goes through the
“center” of the
How do I use a data. Accurate points
scatter plot and selected and
line of best fit
corresponding equation
to make a
is correct. All work is
prediction?
shown to make a
prediction.
Science
Component
Score:
Within the podcast or
by submitting
supportive evidence,
students demonstrate
that they collected and
interpreted data to
make decisions; they
followed the
Within the podcast or by
submitting supportive
evidence, students
demonstrate that they
collected data to make
decisions (interpretations
could be faulty); they
followed the engineering
Within the podcast or by
submitting supportive
evidence, students
demonstrate that they
collected data but the
data is incomplete and
decisions are not
entirely bases on data;
Social Studies
Component
Score:
ELA
Component
Score:
Podcast
25%
engineering design
process and estimated
the costs and benefits
of their solution by
giving three specific
abiotic and biotic
impacts from the local
ecosystem, and at least
one example from
somewhere else in the
world (ocean or
foreign plastic dump).
design process and
estimated the costs and
benefits of their solution
by giving two specific
abiotic and biotic impacts
from the local ecosystem,
and at least one example
from somewhere else in
the world (ocean or
foreign plastic dump).
they followed the
engineering design
process and estimated
the costs and benefits of
their solution by giving
one specific abiotic or
biotic impact from the
local ecosystem, and at
least one example from
somewhere else in the
world (ocean or foreign
plastic dump).
Within the podcast
students will discuss
five positive impacts
on the environment
that recycling produces
with specific citations
of how not recycling
could harm the earth.
Within the podcast
students will discuss four
positive impacts on the
environment that
recycling produces with
specific citations of how
not recycling could harm
the earth.
Within the podcast
students will discuss
three positive impacts
on the environment that
recycling produces with
specific citations of how
not recycling could harm
the earth.
Uses >5 Persuasive
Devices
Uses 4-5 Persuasive
Devices
Uses <4 Persuasive
Devices
Voice Quality is clear &
Audible throughout the
presentation
Voice Quality is clear &
Audible throughout 7599% of the presentation
Author’s purpose and
tone is clear
Author’s purpose and tone
is mostly clear
Voice Quality is clear &
Audible throughout
<75% of the
presentation
All Images are relevant
& persuasive
All Images are relevant
Presentation length 23 minutes
Unit
Objectives
Presentation length 1-2
minute
Author’s purpose was
not clear
All Images are not
relevant
Presentation length <1
min
Student “I can” statements:
I can collect data and interpret data.
I can simplify expressions.
I can apply the engineering design process to a problem that involves social interactions and perceptions.
I can provide a working definition of erosion.
I can provide a working definition of weathering.
I can provide a working definition of deforestation.
I can explain how humans pollute earth, water, and air.
I can create a persuasive podcast.
I can analyze data and communicate the results.
Strands (main ideas taught in unit)
ELA
Informational Text, Persuasive Writing, Speaking and Listening
Math
Science
Social
Studies
Vocabulary
ELA
Math
Science
Social
Expressions and Equations
Statistics and Probability
Technology
Interdependence
The Atmosphere
Geography



Watershed- the region or area drained by a river, stream, etc.; drainage area
Water quality- the chemical, physical and biological characteristics of water.
Dissolved oxygen- the amount of oxygen dissolved in a body of water as an indication of the
degree of health of the water
 Turbidity- the degree of clearness in a water source
 Engineering design process- the set of steps that a designer takes to go from first, identifying a
problem or need to, at the end, creating and developing a solution that solves the problem or
meets the need
STEM Math I-B
 Stream Flow Rate--Stream flow, or stream discharge, is the volume of water passing a fixed point
over a unit of time and is usually expressed in cubic feet per second (cfs).
 Scatterplot-- A graph of plotted points that show the relationship between two sets of data.
 Expression-- Numbers, symbols and operators (such as + and ×) grouped together that show the
value of something.
 Cubic Feet Per Second -- a rate of the flow, in streams and rivers, for example. It is equal to a
volume of water one foot high and one foot wide flowing a distance of one foot in one second.
One "cfs" is equal to 7.48 gallons of water flowing each second.
 Simplify-- To make simple or simpler, as: a. To reduce in complexity or extent. b. To reduce to
fundamental parts. c. To make easier to understand.
STEM Math I-A
 Stream Flow Rate--Stream flow, or stream discharge, is the volume of water passing a fixed point
over a unit of time and is usually expressed in cubic feet per second (cfs).
 Cubic Feet Per Second-- Cubic Feet Per Second -- a rate of the flow, in streams and rivers, for
example. It is equal to a volume of water one foot high and one foot wide flowing a distance of
one foot in one second. One "cfs" is equal to 7.48 gallons of water flowing each second.
 Scatterplot-- A graph of plotted points that show the relationship between two sets of data.
 Rate of Change-- a rate that describes how one quantity changes in relation to another. A rate of
change is usually expressed as a unit rate.
 Systems of Equations-- Two linear equations that are meant to be solved simultaneously; the
solution is the intersection of the two points.
 Population – number of one type of organism
 Carbon Cycle – the use and re-use of carbon in an ecosystem
 Water Cycle – the use and re-use of water in an ecosystem
 Habitat – location/conditions where an organism lives
 Niche – the way an organism survives
 Erosion: Process of earth being worn away, typically by wind, water, or ice.
Studies




Weathering: Breaking down or dissolving of rocks on the earth’s surface.
Deforestation: Clearing of forest for other usages of the land
Urbanization: Horizontal or vertical growth of urban areas.
Global Warming: Climate change in which the earth becomes warmer.
Key Questions
ELA
How can a
podcast be used
to persuade the
audience?
How is research
used in the
engineering
process?
Math
How can I use
data to make
calculations?
Science
Which abiotic
factors most affect
local organisms?
Social Studies
How does erosion
change the
landscape?
How can I use
data to create a
scatterplot and
find the
approximate
function of the
data?
How does energy
flow through the
local ecosystem?
How does
weathering
change the
landscape?
How do I evaluate
an expression for
a given value?
What populations
live near the school
and how do these
populations
interact?
Which populations
are most affected
by plastic released
into the
environment?
CTE & Technology
How do you use the
measured behavior
of a substance to
manipulate energy
transformation?
What are the
impacts of
deforestation?
What are the
impacts of earth,
water, and air
pollution?
Hook for
Unit
The website www.makemegenius.com shows educational video. Search this site for the video
“Soil Types & Profile.” This video presents different types of soil and characteristics of each. A
second video, “Weathering and Erosion,” is optional. It details the impact of the elements on
rocks.
Materials
Needed for
Culminating
Event
Refer to school-wide Eco Friendly unit plan for equipment needs.
Doceri App for organization and presentation.
Zome Tools for building prototypes.
Standards: Common Core Standards, Tennessee State Standards
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
ELA
drawn from the text.
Common
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals
Core
or events, or how individuals influence ideas or events).
Standards.
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her
position from that of others.
W.7.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as
to interact and collaborate with others, including linking to and citing sources.
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1.a Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Math
Common
Core
Standards.
SL.7.6 Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points.
6th Grade:
6.EE.5. Understand solving an equation or inequality as a process of answering a question: which values from a
specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a
specified set makes an equation or inequality true.
6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought
of as the independent variable. Analyze the relationship between the dependent and independent variables using
graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list
and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between
distance and time.
7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in
any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to
calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers
using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise,
she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a
towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9
inches from each edge; this estimate can be used as a check on the exact computation.
7.EE.4.Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations
and inequalities to solve problems by reasoning about the quantities. a. Solve word problems leading to equations of
the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers.
Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the
sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6
cm. What is its width?
Pre-Algebra:
8.EE. 8. Analyze and solve pairs of simultaneous linear equations. a. Understand that solutions to a system of two
linear equations in two variables correspond to points of intersection of their graphs, because points of intersection
satisfy both equations simultaneously. b. Solve systems of two linear equations in two variables algebraically, and
estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x +
2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. c. Solve real-world and mathematical
problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points,
determine whether the line through the first pair of points intersects the line through the second pair.
8.SP. 1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association
between two quantities.
Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear
association.
8.SP2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter
plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the
closeness of the data points to the line.
8.SP.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data,
interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5
cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant
height.
Science
Tennessee
State
Standards.
SPI 0607.Inq.1
SPI 0607.Inq.2
SPI 0607.Inq.3
SPI 0607.Inq.4
SPI 0607.T/E.3
SPI 0607.T/E.1
SPI 0607.T/E.2
SPI 0607.T/E.3
SPI 0607.2.1
SPI 0607.2.2
SPI 0607.2.3
SPI 0607.2.4
Design a simple experimental procedure with an identified control and appropriate variables.
Select tools and procedures needed to conduct a moderately complex experiment.
Interpret and translate data in a table, graph, or diagram.
Draw a conclusion that establishes a cause and effect relationship supported by evidence.
Evaluate a protocol to determine if the engineering design process was successfully applied.
Identify the tools and procedures needed to test the design features of a prototype.
Evaluate a protocol to determine if the engineering design process was successfully applied.
Distinguish between benefits/unintended consequences of a new technology.
Classify organisms as producers, consumers, scavengers, or decomposers.
Interpret how materials and energy are transferred through an ecosystem.
Identify the biotic and abiotic elements of the major biomes.
Identify the environmental conditions and interdependencies among organisms.
Social
Studies
Tennessee
State
Standards.
7.3.spi.11. Recognize specific physical processes that operate on the Earth's surface (i.e., erosion,
volcanoes, earthquakes, wind and water currents, plate tectonics, and weathering).
7.3.spi.13. Recognize the definitions of modifications on the physical environment (i.e. global warming,
deforestation, desert, urbanization).
7.3.spi.18. Analyze the environmental consequences of humans changing their physical environment (i.e.,
air and water pollution, mining, deforestation, global warming).
7.3.spi.20. Predict the consequences of population changes on the Earth's physical and cultural
environments
CTE &
Technology
TEE State
Standards.
Standard 2.0
Safely use tools, materials, equipment and other technology resources.
Standard 5.0
Develop an understanding of the attributes of problem solving, design, troubleshooting, research and development,
and experimentation.
Notes:
Unit Days 3 and 4: Project Days 1 and 2
Sixth and seventh-grade students will rotate through seven stations (three or four each day) where they will collect data
dealing with one aspect of the local environment. They will spend 45 minutes at each station. The seven stations are:
1. Stream Flow – students will take measurements in the local stream and estimate the size of the watershed
feeding the stream.
2. Water Testing – students will take water samples from the stream and run tests for common components, such
as calcium, nitrites, nitrates, turbidity, and dissolved solids.
3. Soil Testing – students will collect soil samples and test them for common inorganic components, such as
potassium and nitrates. A worm and insect count will also be done.
4. Soil Condition – students will collect soil samples from different parts of the school grounds and assess the
condition of the soil.
5. Invertebrate Count – students will use a net to capture specimens in the creek and will catalog their findings.
6. GIS – students use a GIS to see how our school impacts the local water shed. They will determine coordinates of
features (parking lots, drains) and infer from data how the local stream is affected
7. Microscopic Study – students will take water samples and examine them using microscopes. They will record
their findings.
Project Day 3 – Culminating Event
Students, working in groups, will organize and graph their data, develop questions surrounding the data (what does the
data mean, what more do we need to test or find out) conduct research and write their summary paragraphs and
concluding paragraphs. Particular attention must be paid to evidence-based conclusions. The chain of logic that leads
from data to conclusion must be clear. Then, students will begin to brainstorm methods of improving the watershed’s
health. Teachers will guide the students to the idea of a recycling project for the campus. The plan must consider the
materials that will be collected; location of receptacles; and the disposal of the materials. Collaborative groups will also
brainstorm points that may be used to persuade their peers to accept the plan.
Unit Days 9 and 10 – Podcast Creation & Presentations
While in cooperative groups, students will continue the plan to persuade their peers to use the recycling plan by creating
a podcast. Recycling receptacles will be created using the Engineering Design Process. Groups will conduct research,
build, and test a prototype or model. At the end of Day 10, students will submit their podcast and receptacle prototype.