Integrated Unit
Title: Conserving Our Environment’s Natural Resources
Curriculum: Academic Literacy and Science (integrated unit)
Grade Level Span: Grade 3 differentiated materials-Modified Grade 3 Science Unit
Content Objectives:
1. Students will identify various natural resources.
2. Student will identify how some natural resources are used to produce common items used by humans on a daily basis.
3. Students will define and identify renewable and nonrenewable resources.
4. Students will identify human actions and product usage that causes water and air pollution.
5. Students will identify how human actions affect plant and animal survival.
Reading/Language Arts Objectives:
The students will read, comprehend and respond in individual, literal, and critical ways to literacy presented in a variety of formats. They will use
written materials, books, online resources, videos, and computer programs to learn about different types of Conservation in the efforts to conserve
our environment. Students will learn about this topic through reading mostly nonfiction texts, fictional texts, videos, picture books, visual supports to
promote background knowledge, photographs, and websites. Students will use appropriate strategies before, during and after reading to construct
meaning of the text. Students will also participate in vocabulary development opportunities to increase their level of understanding, while accessing
their background knowledge. Students will communicate with others what they learn in written, oral presentation, and visual texts.
LEARNING/TEACHING
ACTIVITIES
Lesson 1
Guiding Question: What is a Natural
Resource and how does it impact my
life?
Objectives: Students demonstrate an
understanding that everything comes
from natural resources, and how we
treat our environment affects the
quality of our environment.
NCTE/IRA Standards Student
Performance Indicators
6. Student apply knowledge of
language structure, language
conventions, media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
IRA Teacher
Competencies (Program
Frameworks
Standards
Portfolio subcategory addressed)
Science Frameworks
1.1 Demonstrate knowledge of
psychological, sociological and
linguistic foundations of reading and
writing processes and instruction.
1.3 Demonstrate knowledge of
language development and reading
acquisition and the variations related
to cultural and linguistic diversity.
8. Students use a variety of
technological and information
resources to gather and synthesize 1.4 Demonstrate knowledge of the
major components of reading
information and to create and
SCIENTIFIC LITERACY
 Scientific literacy includes
speaking, listening, presenting,
interpreting, reading and writing
about science.
3.4 Earth materials provide resources
for all living things, but these resources
are limited and should be conserved.
Materials:
 Natural Resources chart
(modified KWL) with 3 items of
prior knowledge, and 3 after
knowledge items to activate
background knowledge and
inquire about what students
already know about this topic.
 Video on United Streaming:
Taking Care of Our Earth to
increase background knowledge,
as well as to provide visual
supports to students that require
the visual supports to be
successful.
Key Vocabulary:
natural resources, reduce, reuse, and
recycle
Lesson Learning Activities:
1. Introduce Previewing
Vocabulary/Prior Knowledge
worksheet/activity to acknowledge
content words.
2. Discuss/ tap prior knowledge sheet
and things you already know about
natural resources.
3. View video.
4. Complete the “After Viewing”
section of the Prior Knowledge sheet.
5. Introduce the first vocabulary word
(natural resource) and begin the
vocabulary booklet to continue to
increase background knowledge.
communicate knowledge.
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoken, written,
and visual language to accomplish
their own purposes.
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
2.2 Use a wired range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
6. Have students fill in first page of
vocabulary booklet, utilizing multimodal strategies.
Closure:
Discuss
natural resources as they were
viewed in the video; having student
elicit their newly learned observations,
as well as how what we do affects our
environment.
Lesson 2
Guiding Question: What are the 3
R’s of saving our environment? How
do they impact us, natural resources
and our environment?
Objectives: Students will
demonstrate understanding of
vocabulary words through completion
of vocabulary booklet pages. They
will also recognize that recycling
saves our resources.
Materials:
 Vocabulary booklets
 Additional blank vocabulary
booklet pages
 Follow That Trail activity book
 Caring for Earth by Solomon
Gordon
Key Vocabulary: reduce (use less),
reuse (use at least one other time
before throwing away), recycle (make
into something new), conserve (save
or use less).
Lesson Learning Activities:
1. Students read a wide range of print
and non-print texts to build an
understanding of texts, of
themselves, and of the cultures of
the United States and the word; to
acquire new information; to
respond to the needs and
demands of society and the
workplace; and for personal
fulfillments. Among these texts are
fiction and nonfiction, classic and
contemporary works.
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features.
4. Students adjust their use of spoken,
written, and visual language to
communicate effectively with a variety
of audiences and for different
purposes.
6. Student apply knowledge of
language structure, language
conventions, media techniques,
1.3 Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
1.4 Demonstrate knowledge of the
major components of reading
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
2.1 Use instructional grouping options
as appropriate for accomplishing
given purposes.
2.2 Use a wired range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
stages of reading and writing
development from different cultural
and linguistic backgrounds.
SCIENTIFIC LITERACY
 Scientific literacy includes
speaking, listening, presenting,
interpreting, reading and writing
about science.
3.4 Earth materials provide resources
for all living things, but these resources
are limited and should be conserved.
1. Continue vocabulary booklet with
reduce (use less), reuse (use at least
one other time before throwing away),
recycle (make into something new),
conserve (save or use less). Students
work in groups to complete the
vocabulary booklet to define each
word. Students share personal
connection sentences to relate to the
topic being discussed, as well as to
continue to increase knowledge in this
area.
2. Assemble vocabulary booklets as
the students work on their pages.
Add at least 4 blank pages for future
use.
3. Students individually read Caring
for Earth and conduct a Think-PairShare with a partner to discuss their
findings.
4.Follow That Trail: distribute activity
books. Read through introduction
together.
http://www.winchesterva.gov/gogreen/
documents/kidscorner/k-3-DetectiveActivity-Book.pdf
4. Have students work with a partner
to write a paragraph to describe how
they will begin to Reduce, Reuse, and
Recycle. Pass out Rubric to explain
expectations.
5. When students are finished, they
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources to communicate their
discoveries in ways that suit their
purpose and audience.
8. Students use a variety of
technological and information
resources to gather and synthesize
information and to create and
communicate knowledge.
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
tests to individual and group informal
classroom assessment strategies,
including technology-based
assessment tools.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
may color in the activity book.
Closure: Have students share their
paragraph of what they will do to
begin the three Rs, sharing personal
connections to their everyday lives.
Lesson 3
Guiding Question: How are
renewable and non renewable
resources the same? How can you
be responsible in using each
resource?
Objectives: Students will
demonstrate understanding of
vocabulary words through completion
of vocabulary booklet pages. They
will compare and contrast renewable
and nonrenewable resources through
completion of a Dinah-Zike’s“Foldables” Venn Diagram. (MultiModal strategy)
Materials:
 Vocabulary booklets
 Additional blank vocabulary
booklet pages
 Natural Resources by Colin Kong
(group set)
 Dinah-Zike’s Foldables-Venn
Diagram
Key Vocabulary:
renewable (resource that can be
replaced in a reasonable period of
time), nonrenewable (resource that
cannot be replaced, or not as quickly
1.
Students read a wide range
of print and non-print texts to
build an understanding of
texts, of themselves, and of
the cultures of the United
States and the word; to
acquire new information; to
respond to the needs and
demands of society and the
workplace; and for personal
fulfillments. Among these
texts are fiction and
nonfiction, classic and
contemporary works.
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features.
4. Students adjust their use of spoken,
written, and visual language to
communicate effectively with a variety
of audiences and for different
purposes.
6. Student apply knowledge of
language structure, language
conventions, media techniques,
figurative language, and genre to
create, critique, and discuss print
1.4
Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
1.4 Demonstrate knowledge of the
major components of reading
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
2.1 Use instructional grouping options
as appropriate for accomplishing
given purposes.
2.2 Use a wired range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
stages of reading and writing
development from different cultural
and linguistic backgrounds.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
SCIENTIFIC LITERACY
 Scientific literacy includes
speaking, listening, presenting,
interpreting, reading and writing
about science.
3.4 Earth materials provide resources
for all living things, but these resources
are limited and should be conserved.
as people use it), inexhaustible
(endless supply).
Lesson Learning Activities:
1. In partners, students read pp. 2-5 of
Natural Resources by Carol Levine.
2. Use mimio to define new
vocabulary words. (Renewable and
non-renewable)
and non-print texts.
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
3. Students work to complete
vocabulary booklet pages.
4. Students go back to their partners
and finish reading Levine book. When
they finish, they select 2 of the 4
questions to answer in the “What did
you learn?” questions from the back
cover.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
5. As a group of 3, students compare
and contrast renewable and non
renewable resources, filling in the
Dinah Zike Foldable Venn Diagram.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
Closure: Have students share
personal connections from
vocabulary booklet pages, their
answers to the Levine questions
and/or their info from the Venn
diagram to discuss and articulate
their new learning experiences.
Lesson 4
CyberlessonWhere Does the Garbage
Go?
tests to individual and group informal
classroom assessment strategies,
including technology-based
assessment tools.
1.
Students read a wide range
of print and non-print texts to
build an understanding of
texts, of themselves, and of
the cultures of the United
States and the word; to
acquire new information; to
1.5
Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
1.4 Demonstrate knowledge of the
3.4 Earth materials provide resources
for all living things, but these resources
are limited and should be conserved.
respond to the needs and
demands of society and the
workplace; and for personal
fulfillments. Among these
texts are fiction and
nonfiction, classic and
contemporary works.
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features.
4. Students adjust their use of spoken,
written, and visual language to
communicate effectively with a variety
of audiences and for different
purposes.
6. Student apply knowledge of
language structure, language
conventions, media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources to communicate their
discoveries in ways that suit their
purpose and audience.
8. Students use a variety of
technological and information
major components of reading
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
2.2 Use a wide range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
stages of reading and writing
development from different cultural
and linguistic backgrounds.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
tests to individual and group informal
classroom assessment strategies,
including technology-based
assessment tools.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
resources to gather and synthesize
information and to create and
communicate knowledge.
cultural and linguistic backgrounds.
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
Lesson 5
Guiding Question: Where do our
everyday items in our house come
from in nature? How does using our
natural resources to create them
affect our environment? What would
happen if a category of natural
resources was depleted?
4. Students adjust their use of spoken,
written, and visual language to
communicate effectively with a variety
of audiences and for different
purposes.
6. Student apply knowledge of
language structure, language
conventions, media techniques,
figurative language, and genre to
Objectives: Students will name the 5 create, critique, and discuss print
and non-print texts.
categories of natural resources and
provide examples of each. They will
also recognize the impact that the use
of those resources has on our
environment and be able to discuss
what would happen to our
environment if any NR category was
depleted beyond repair.
Materials:
 Plastic bag of “garbage” (soda
can, milk carton, glass bottle)
 Vocabulary booklets
 What Are Things Made of? sheet
 Natural Resources category chart
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources to communicate their
discoveries in ways that suit their
purpose and audience.
8. Students use a variety of
technological and information
resources to gather and synthesize
information and to create and
communicate knowledge.
1.6 Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
1.4 Demonstrate knowledge of the
major components of reading
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
2.1 Use instructional grouping options
as appropriate for accomplishing
given purposes.
2.2 Use a wide range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
stages of reading and writing
SCIENTIFIC LITERACY
 Scientific literacy includes
speaking, listening, presenting,
interpreting, reading and writing
about science.
3.4 Earth materials provide resources
for all living things, but these resources
are limited and should be conserved.
Key Vocabulary: renewable
(resource that can be replaced in a
reasonable period of time),
nonrenewable (resource that cannot
be replaced, or not as quickly as
people use it), fossil fuels (materials
that are used as fuel that come from
long-dead organisms).
Lesson Learning Activities:
1. Review definitions of renewable
and nonrenewable.
2. Present garbage bag of items.
Present items one at a time, asking
the following questions for each:
* where do you think this trash
came from?
* what kinds of things do you
throw away?
* where do you put your trash?
3. Use Categories of Natural
Resources chart to present the 5
categories of natural resources that
products come from (animals, fossil
fuels, metals [including rocks &
minerals], plants/trees, and sand.
Discuss whether each category is a
renewable or nonrenewable resource.
4. Pass out the poster rubric. In
groups of 2, Students will make a
poster to represent What Things a are
Made of, using old newspapers and
magazines. When complete, students
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
development from different cultural
and linguistic backgrounds.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
tests to individual and group informal
classroom assessment strategies,
including technology-based
assessment tools.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
will share posters and students
complete a peer comparison rubric.
Closure:
Think-Pair-Share: discuss with a
partner the source of at least one
product you learned about
Lesson 6
Guiding Question: Where does a
milk carton come from and how does
it go from being a tree to a milk
carton?
Objectives: Students will follow
along in the reading of the slides and
discussion/answering of the
questions.
Materials:
 Roots of Trash questions for the
milk carton
 Roots of Trash milk carton power
point presentation
Key Vocabulary: natural resource
(the source in nature that we use to
make the product)
Lesson Learning Activities:
1. Read through milk carton power
point presentation as a whole group.
Spend time discussing how to get
1. Students read a wide range
of print and non-print texts to
build an understanding of
texts, of themselves, and of
the cultures of the United
States and the word; to
acquire new information; to
respond to the needs and
demands of society and the
workplace; and for personal
fulfillments. Among these
texts are fiction and
nonfiction, classic and
contemporary works.
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features.
4. Students adjust their use of spoken,
written, and visual language to
communicate effectively with a variety
of audiences and for different
purposes.
1.7
Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
1.4 Demonstrate knowledge of the
major components of reading
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
2.1 Use instructional grouping options
as appropriate for accomplishing
given purposes.
2.2 Use a wide range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
SCIENTIFIC LITERACY
 Scientific literacy includes
speaking, listening, presenting,
interpreting, reading and writing
about science.
3.4 Earth materials provide resources
for all living things, but these resources
are limited and should be conserved.
from slide to slide, and all the different
ways to go back and forth in a power
point presentation (ie. Mouse click,
arrow keys, space bar, arrows at
bottom of slides). Also focus on
vocabulary and any process questions
that come up.
2. As you read through the slides,
answer the questions together,
modeling how to answer in complete
sentences, and discussing where the
answers came from.
Closure: Tell them that they will get
to research their own products the
next time and answer the questions
independently.
6. Student apply knowledge of
language structure, language
conventions, media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources to communicate their
discoveries in ways that suit their
purpose and audience.
8. Students use a variety of
technological and information
resources to gather and synthesize
information and to create and
communicate knowledge.
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
Lesson 7
Guiding Question: Where do soda
cans and glass bottles come from and
how are they made?
Objectives: Students will be able to
read the slides and answer the
questions relative to natural
1. Students read a wide range
of print and non-print texts to
build an understanding of
texts, of themselves, and of
the cultures of the United
States and the word; to
acquire new information; to
respond to the needs and
demands of society and the
workplace; and for personal
stages of reading and writing
development from different cultural
and linguistic backgrounds.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
tests to individual and group informal
classroom assessment strategies,
including technology-based
assessment tools.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
1.8
Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
1.4 Demonstrate knowledge of the
major components of reading
(phonemic awareness, word
SCIENTIFIC LITERACY
 Scientific literacy includes
speaking, listening, presenting,
interpreting, reading and writing
about science.
3.4 Earth materials provide resources
for all living things, but these resources
resources.
Materials:
 Roots of Trash questions for the
soda can and glass bottle
 Roots of Trash for the soda can
and glass bottle power point
presentations
Key Vocabulary: natural
resources
Lesson Learning Activities:
1. Read through power point
presentations with a partner.
2. As you read through the slides,
answer the questions together using
complete sentences.
Closure: Compare your answers
with another partnership and discuss
any similarities/differences using a
Venn Diagram. (Foldables Venn
Diagram is an option if necessary for
multi-modal support.)
fulfillments. Among these
texts are fiction and
nonfiction, classic and
contemporary works.
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features.
4. Students adjust their use of spoken,
written, and visual language to
communicate effectively with a variety
of audiences and for different
purposes.
6. Student apply knowledge of
language structure, language
conventions, media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources to communicate their
discoveries in ways that suit their
purpose and audience.
8. Students use a variety of
technological and information
resources to gather and synthesize
information and to create and
communicate knowledge.
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
2.1 Use instructional grouping options
as appropriate for accomplishing
given purposes.
2.2 Use a wide range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
stages of reading and writing
development from different cultural
and linguistic backgrounds.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
tests to individual and group informal
classroom assessment strategies,
including technology-based
assessment tools.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
are limited and should be conserved.
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
Lesson 8
Guiding Question: What causes
water pollution and how can it be
prevented?
Objectives: Students will discuss
water pollution.
Materials:
 United Streaming video: Junior
Environmental Scientist: Water:
Pollution and Solutions (12 min)
 Pretest to accompany video
 Water Pollution packet (Catch a
Clue, Concept Map, Word WarmUp, Water Pollution reading
passage, Comprehension
Questions)
Key Vocabulary: water pollution,
wastewater (water left over after we
use it), water treatment plant (place
where wastewater is cleaned with
special chemicals and filters),
agriculture (farming),
Lesson Learning Activities:
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features.
4. Students adjust their use of spoken,
written, and visual language to
communicate effectively with a variety
of audiences and for different
purposes.
6. Student apply knowledge of
language structure, language
conventions, media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
8. Students use a variety of
technological and information
resources to gather and synthesize
information and to create and
communicate knowledge.
11. Students participate as
knowledgeable, reflective, creative,
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
1.9
Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
1.4 Demonstrate knowledge of the
major components of reading
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
2.1 Use instructional grouping options
as appropriate for accomplishing
given purposes.
2.2 Use a wide range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
stages of reading and writing
development from different cultural
and linguistic backgrounds.
SCIENTIFIC LITERACY
 Scientific literacy includes
speaking, listening, presenting,
interpreting, reading and writing
about science.
3.4 Earth materials provide resources
for all living things, but these resources
are limited and should be conserved.
1. Read the story, Soil by George
Wong.
and critical members of a variety of
literacy communities.
2. View video.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
3. Introduce students to Catch a Clue,
Concept Map and Word Warm-Up.
Have them complete these activities
with a partner. When everyone is
done, discuss.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
tests to individual and group informal
classroom assessment strategies,
including technology-based
assessment tools.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
4. Read the modified Water Pollution
passage with a partner. Answer
question #1 as a whole group,
modeling where to find answer and
how to answer in a complete
sentence.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
Closure: Wrap up with a discussion
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
of what causes water pollution and
how can it be prevented.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
Lesson 9
Guiding Question: What causes
water pollution and how can it be
prevented? (Continuation of Lesson 8)
Objectives: Students will discuss
and answer comprehension questions
about water pollution.
Materials:
 Water Pollution packet (Catch a
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features.
4. Students adjust their use of spoken,
written, and visual language to
1.10 Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
1.4 Demonstrate knowledge of the
major components of reading
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
SCIENTIFIC LITERACY
 Scientific literacy includes
speaking, listening, presenting,
interpreting, reading and writing
about science.
3.4 Earth materials provide resources
for all living things, but these resources
are limited and should be conserved.
Clue, Concept Map, Word WarmUp, Water Pollution reading
passage, Comprehension
Questions)
Key Vocabulary: water pollution
Lesson Learning Activities:
1. Working in groups, students
sequence a summary of the Water
Pollution passage, using cut up strips
of a summary of the story.
2. Review question #1 as a whole
group, reminding students where to
find answer and how to answer in
complete sentences.
3. Students pick from a hat the
question to work on with a partner,
focusing on each strand of the
comprehension questions. (The
questions in the hat are selected
based on the ability of each group of
students.)
Closure: Wrap up with a discussion
of what causes water pollution and
how can it be prevented, based on
answers to comprehension questions.
communicate effectively with a variety
of audiences and for different
purposes.
6. Student apply knowledge of
language structure, language
conventions, media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
strategies, and motivation) and how
they are integrated in fluent reading.
2.1 Use instructional grouping options
as appropriate for accomplishing
given purposes.
2.2 Use a wide range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
stages of reading and writing
development from different cultural
and linguistic backgrounds.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
tests to individual and group informal
classroom assessment strategies,
including technology-based
assessment tools.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
Lesson 10
Guiding Question: The lesson is
an experiment demonstrating the
three kinds of water pollution and
what is involved in cleaning them up.
Objectives: Students will be able to
follow the steps to create and clean
up water pollution.
Materials:









Plastic cups
Water
Food coloring
Plastic spoons
Hole punch remnants
Dirt
Vegetable oil
Small strainers (1 per group)
Paper towels or small coffee
filters
 Small clear bowls
Key Vocabulary: oil spill, street
trash (garbage), agricultural chemicals
(fertilizers, weed killers, insecticides)
Lesson Learning Activities:
1. Read the book, Water, Land,
and Air by Pat Malone and
1.
Students read a wide range
of print and non-print texts to
build an understanding of
texts, of themselves, and of
the cultures of the United
States and the word; to
acquire new information; to
respond to the needs and
demands of society and the
workplace; and for personal
fulfillments. Among these
texts are fiction and
nonfiction, classic and
contemporary works.
1.11 Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features.
2.1 Use instructional grouping options
as appropriate for accomplishing
given purposes.
4. Students adjust their use of spoken,
written, and visual language to
communicate effectively with a variety
of audiences and for different
purposes.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
1.4 Demonstrate knowledge of the
major components of reading
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
2.2 Use a wide range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
stages of reading and writing
development from different cultural
and linguistic backgrounds.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
SCIENTIFIC LITERACY
 Scientific literacy includes
speaking, listening, presenting,
interpreting, reading and writing
about science.
3.4 Earth materials provide resources
for all living things, but these resources
are limited and should be conserved.
discuss the reasons we must
protect the water, land and air
we live with.
2. Water Pollution Experiment
procedures. Follow the experiment.
3. Students are expected to follow
each step and have a meaningful
discussion about how water
pollution affects our environment.
Closure: Discuss concepts
discussed in the results and
conclusions questions.
synthesize data from a variety of
sources to communicate their
discoveries in ways that suit their
purpose and audience.
tests to individual and group informal
classroom assessment strategies,
including technology-based
assessment tools.
8. Students use a variety of
technological and information
resources to gather and synthesize
information and to create and
communicate knowledge.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
Lesson 11
Guiding Question: What are some
ways to remove water pollution from
water? Which is the most difficult type
of pollution to remove? (Continuation
of lesson 10)
Objectives: Students will answer
follow up questions regarding the
water pollution experiment.
Materials:
 Water Pollution Results and
1.
Students read a wide range
of print and non-print texts to
build an understanding of
texts, of themselves, and of
the cultures of the United
States and the word; to
acquire new information; to
respond to the needs and
demands of society and the
workplace; and for personal
fulfillments. Among these
texts are fiction and
nonfiction, classic and
contemporary works.
1.12 Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
1.4 Demonstrate knowledge of the
major components of reading
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
SCIENTIFIC LITERACY
 Scientific literacy includes
speaking, listening, presenting,
interpreting, reading and writing
about science.
3.4 Earth materials provide resources
for all living things, but these resources
are limited and should be conserved.
Conclusions
Key Vocabulary: oil spill, street
trash (garbage), agricultural chemicals
(fertilizers, weed killers, insecticides)
Lesson Learning Activities:
1. Revisit discussion of
experiment results.
2. Break off into experiment
groups and answer Results
and Conclusion questions.
4. Working in pairs, Students
will create a poster to
demonstrate 3 ways that
water pollution harms our
environment. Use the rubric
to discuss what is expected.
Closure: Come back together to
discuss and share each poster.
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features.
4. Students adjust their use of spoken,
written, and visual language to
communicate effectively with a variety
of audiences and for different
purposes.
6. Student apply knowledge of
language structure, language
conventions, media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources to communicate their
discoveries in ways that suit their
purpose and audience.
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
2.1 Use instructional grouping options
as appropriate for accomplishing
given purposes.
2.2 Use a wide range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
stages of reading and writing
development from different cultural
and linguistic backgrounds.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
tests to individual and group informal
classroom assessment strategies,
including technology-based
assessment tools.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
Lesson 12
Guiding Question: What can you
take from this unit to help you
change something in your own
life?
Objectives: Students will generate
a meaningful song to encourage
them to think about ways to
conserve our environment.
Students will complete (as an at
home project) a poster or recycled
materials project to demonstrate
their knowledge on how to help
conserve our natural resources.
Please see attached rubric to
explain expectations.
Lesson Learning Activities:
1. Working in pairs, students
will listen to a song about
recycling by Tom Chapin.
Students will then create
their own song to
demonstrate their
understanding for
conservation of natural
resources and why it is
important.
Closure: Students share their
songs to the beat of the music.
1.
Students read a wide range
of print and non-print texts to
build an understanding of
texts, of themselves, and of
the cultures of the United
States and the word; to
acquire new information; to
respond to the needs and
demands of society and the
workplace; and for personal
fulfillments. Among these
texts are fiction and
nonfiction, classic and
contemporary works.
4. Students adjust their use of spoken,
written, and visual language to
communicate effectively with a variety
of audiences and for different
purposes.
6. Student apply knowledge of
language structure, language
conventions, media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources to communicate their
discoveries in ways that suit their
purpose and audience.
8. Students use a variety of
1.13 Demonstrate knowledge of
language development and
reading acquisition and the
variations related to cultural and
linguistic diversity.
1.4 Demonstrate knowledge of the
major components of reading
(phonemic awareness, word
identifications and phonics,
vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how
they are integrated in fluent reading.
2.1 Use instructional grouping options
as appropriate for accomplishing
given purposes.
2.2 Use a wide range of instructional
practices, approaches, and methods
including technology-based practices
for learners are differing stages of
development and from differing
cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum
materials in effective reading
instruction for learners at different
stages of reading and writing
development from different cultural
and linguistic backgrounds.
3.1 Use a wide range of assessment
tools and practices that range from
individual and group standardized
tests to individual and group informal
classroom assessment strategies,
including technology-based
technological and information
resources to gather and synthesize
information and to create and
communicate knowledge.
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.
12. Students use spoke, written, and
visual language to accomplish their
own purposes.
assessment tools.
3.2 Place students along a
development continuum and identify
students’ proficiencies and difficulties.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs of all
students, including those at different
developmental stages and those from
different cultural and linguistic
backgrounds.
4.1 Use students’ interests, reading
abilities, and backgrounds as
foundations for the reading and writing
program.
4.2 Use a large supply of books,
technology-based information, and
non-print materials representing
multiple levels, board interest, and
cultural and linguistic backgrounds.
TOOLS AND RESOURCES:
(List and briefly annotate websites, 5 annotated children’s texts, specific software and hardware, and other needs to support this unit)
United Streaming
A website that the district has access to that allows teachers to find content based videos to provide visual supports to learning students.
Natural Resources by Carol Levine
This book is a lower-level text that is used in this unit to support lower level readers. This is a nonfiction text discusses what natural resources are
and where they are found in our environment. It also introduces students to concepts revolving around how to save the natural resources available.
Where Does the Garbage Go? by Paul Showers
This book is a grade level text that is used to demonstrate to children the concepts of what happens to trash, and how it is affecting our
environment. This text supports the grade level concepts, and provides excellent visual supports to assist the struggling reader in understanding
the basic concepts. It is a very inviting book that is enjoyed by most students.
Water, Land, and Air by Pat Malone
This text is used to describe the three major components that make up the Earth. The content of this book is used to promote discussion about the
need to conserve the Earth’s important resources as well as the components that make Earth so special. It also introduces to children that it is the
only planet in space where water and air are known to exist, which explains why the Earth is a good place for people to live.
Caring for Earth by Solomon Gordon
This text is used to discuss conservation efforts and protect our natural resources through making wise choices. The conservation of soil, water,
forests, wildlife, minerals, and energy supplies is a global concern requiring the participation of all people on earth to help support the maintenance
of our resources.
Recycle: A Handbook for Kids by Gail Gibbons
This text is used to discuss paper, plastic, glass, and how it is recycled. They discuss why it is necessary to recycle, as well as the benefits of
recycling. The author/illustrator use a variety of cartoons and graphics to illustrate the concepts addressed within the text, to make it more
engaging for children.
http://www.winchesterva.gov/gogreen/documents/kidscorner/k-3-Detective-Activity-Book.pdf
This website provides the Follow that Trail activity book, which allows students to be detectives to access information about natural resources, with
practical applications of previously learned information.
http://www.timeme.com/timer-stopwatch.htm
This website provides a timer in which students can time themselves to complete an activity. It provides a large faced timer that students are
motivated by to complete given tasks. In this unit, it was found within the cyberlesson.
http://www.funschool.kaboose.com/globe-rider/earth-day/games/game-clean_up_your_world.html
This website provided the Recycling game that was found in the cyberlesson for students to practice their recycling skills as to where they would
recycle different products made from natural resources.
http://www.youtube.com/wath?v=Nm2TX6Gm0fY
This website provided a video that describes how landfills are made, given the different materials and machines used to create them.
ASSESSMENT
(How will you assess the students’ learning? List rubrics here, and attach them to your outline. Be as specific as possible.)
Rubrics are attached as part of this unit, as they are used to ensure that students are aware of their expectations, as well as they can rate their
performance.
Lesson 1- Assessment: Review students’ completed Natural Resources page and vocabulary page.
Lesson 2- Review students’ completed vocabulary booklet pages and work in Follow That Trail
Lesson 3- Assessment: Review students’ completed vocabulary booklet pages. Rotate to observe discussion of book questions. Accurate
completion of the foldable Venn diagram.
Lesson 5- Assessment: Rubric to complete What Things are Made of? poster
Lesson 6- Assessment: accurate completion of Roots of Trash questions for the milk carton
Lesson 7- Assessment: accurate completion of Roots of Trash
Lesson 8- Assessment: accurate completion of Water Pollution comprehension questions
Lesson 9- Assessment: accurate completion of Water Pollution experiment
Lesson 10- Assessment: accurate completion of Water Pollution experiment
Lesson 11- Assessment: accurate completion of Water Pollution Results and Conclusions
CREDITS (INCLUDING CONTACT INFORMATION) (Record the names, websites of those who contributed to the development of
this learning activity)
Granby Public Schools Science Curriculum Development Committee. The current unit was modified to meet the needs of the struggling learner.
REFLECTION:
(What are the ah-ha’s/experiences you had in developing this unit. How might it connect to your own teaching to enhance student
learning?)
I would say that this has been the most insightful learning opportunity for me. As a special education teacher, modifications occur within the run of
the week or the day, and it is hard to truly sit down and look at what is being asked of the students we work with. Modifying this unit was a
challenging task, given that I wanted the students to benefit from all of the aspects from their peers, but in order to understand the concepts and
make generalizations and apply their knowledge, they needed the information presented slightly differently. The generated curriculum was very
beneficial for me to develop the aspects of what I needed to ensure that the struggling learners were going to attain. Using the objectives
developed for the average third grader, activities and lessons were developed to replicate somewhat of what the average student was learning;
however their activities are on a modified level to ensure their application and understanding. In reading through the activities presented
throughout the generated unit, some were appropriate to the struggling learner; however, multi-modal strategies for students to demonstrate their
learning, without a significant amount of writing was necessary to incorporate within the unit. Multi-modal strategies are imperative to the
struggling learner, as they learn better when they are able to visually replicate information, as opposed to writing it down and not understanding
what they are writing.
The development of this unit helped me to analyze the appropriate modifications that I need to provide to my students to ensure their learning. The
accommodations and modifications made for this particular group of students, may not be appropriate next year. Not being a grade-specific
teacher, I now feel more comfortable with the material that is presented and feel more confident in my ability to teach, modify and ensure
understanding of all learners.
A variety of assessments are found within this unit, whether they be observational, written, product completion, etc. We are expected to give
ongoing assessments to ensure understanding. I incorporated a lot of visual strategies within the unit to ensure that students were able to access
their background knowledge, as well as spark it. Lessons consisted of small group and paired learning to incorporate some peer modeling and
peer-discussions. A variety of teaching strategies as well as learning strategies were implemented in the unit to increase teacher directed
instruction and allow students to share their learning experiences with one another.
Incorporating the reading and written language aspects was challenging with the struggling learner as these are most challenging; however,
enabling the students to read texts and information on their own instructional level truly assists in their comprehension and understanding of
material presented.
I think that the students will enjoy this unit as it is implemented, because they will be engaged with the cyberlesson, as well as the interactive
opportunities that is allowed with their peers as well as a large group. Students will be motivated to participate in the multi-modal learning
opportunities, as it is a change in their daily routine of filling out worksheet after worksheet. Learning will be ensured as they are asked to apply
their learning in these multi-modal learning opportunities.