Unit Design
for
Earth Systems
Natural Resources and Human Impact
3rd Grade
Developed by
Vicki Friend
Creative Learning Academy
Beaverton, Michigan
UBD Unit Design Worksheet / Saginaw Valley State University
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Unit Design Worksheet
Unit Title: Natural Resources & Human Impact
Subject/Course: Earth Systems
E.ES.E.4 and E.ES.E.5
Topic: Natural Resources & Human Impact Grade(s): 3
Staff Name: Vicki Friend
Stage 1 - Desired Results
Established Goals:
1. E.ES.03.41: Identify natural resources (meals, fuels, fresh water, farmland, and forests).
2. E.ES.03.42: Classify renewable (fresh water, farmland, forests) and non-renewable (fuels, metals)
resources.
3. E.ES.03.43: Describe ways humans are protecting, extending, and restoring resources (recycle, reuse,
reduce, renewal).
4. E.ES.03.44: Recognize that paper, metal, glass, and some plastics can be recycled.
5. E.ES.03.51: Describe ways humans are dependent on the natural environment (forests, water, clean air,
earth materials) and constructed environments (homes, neighborhoods, shopping malls,
factories, and industry).
6. E.ES.03.52: Describe helpful or harmful effects of humans on the environment (garbage, habitat
destruction, land management, renewable, and non-renewable resources).
Understandings:
Essential Questions:
Students will understand...
1. that the earth has natural resources and what they are.
2. the difference between renewable and non-renewable
resources.
3. how people can protect, extend, and restore resources,
and the difference between reduce, reuse, recycle, and
renew.
4. what materials can be recycled.
5. the ways we are dependent on natural and constructed
environments and know the difference between
natural and constructed environments.
6. what is helpful and harmful to the environment.
1. What are natural resources?
2. What is the difference between renewable and nonrenewable resources?
3. How can we “save” our resources?
4. What are some things that can be recycled?
5. What is the difference between natural and
constructed environments? Also, how are we
dependent on both?
6. How do humans help or harm the environment?
Students will know...
Students will be able to...
1. that the earth has natural resources and what they are.
2. the difference between renewable and non-renewable
resources.
3. how people can protect, extend, and restore resources,
and the difference between reduce, reuse, recycle, and
renew.
4. what materials can be recycled.
5. the ways we are dependent on natural and constructed
environments and know the difference between
natural and constructed environments.
6. what is helpful and harmful to the environment.
UBD Unit Design Worksheet / Saginaw Valley State University
1. identify the earth’s natural resources.
2. classify/organize resources into renewable and nonrenewable resources.
3. describe how people can protect, extend, and restore
resources, and the difference between reduce, reuse,
recycle, and renew.
4. recognize what materials can be recycled.
5. describe the ways we are dependent on natural and
constructed environments and distinguish between
natural and constructed environments.
6. describe and discuss what is helpful and harmful to
the environment.
2
Stage 1 - Desired Results
Unit Enduring Understanding:
The student will understand that humans rely on and
impact both renewable and non-renewable resources.
Unit Question:
1. What is the impact of humans on resources?
2. What is the impact of resources on humans?
The student will understand that humans can extend the
limited supply of many natural resources by recycling,
reusing, and renewing.
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Stage 2 - Assessment Evidence
Performance Tasks:
Goal:
Role:
The goal is to understand the balance and connection between humans and natural resources.
Your job is to inform others of the importance of recycle-reduce-reuse or the difference between
renewable and non-renewable natural resources or other facts within this unit.
Audience: The target audience is other students and parents.
Situation: The challenge involves dealing with new knowledge and how to present it to others.
Product:
You will create a finished project in order to inform your audience.
Standards: A successful result will have you obtaining 3’s and 4’s on the rubric.
Key Criteria:
1
2
3
The student makes
many mistakes in
terminology.
The student is not
prepared at all.
The student makes
several mistakes in
terminology.
The student is poorly
prepared.
The student uses
mostly proper
terminology.
The student is fairly
well-prepared.
Science
Concept
The student
demonstrates a
concept that is not
science-based.
The student
demonstrates a valid
scientific concept but
requires prompting to
explain the science
involved.
Accuracy
The student’s
explanations are
completely inaccurate
The student does not
use visual aids or
props during the
demonstration/report.
The student
demonstrates a valid
scientific concept but
cannot explain the
science involved
(even when
prompted).
The student’s
explanations are rarely
accurate
The student uses
visual aids or props
which do not enhance
the demonstration/
report to help explain
the concept.
Vocabulary
Preparedness
Visual Aid
The student’s
explanations are
mostly accurate
The student uses
visual aids or props to
enhance the
demonstration/report
but they do not help
explain the concept.
4
The student uses all
proper terminology.
The student is
extremely wellprepared.
The student
demonstrates a valid
scientific concept and
can explain the
science involved.
The student’s
explanations are all
accurate.
The student uses
visual aids or props to
enhance the
demonstration/report
and help explain the
concept.
Other Evidence:













KWL
graphic organizer
daily discussion
quiz
journal
test
poster
chart
project
report
sorting
put on a play
summative writing
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Stage 2 - Assessment Evidence
Before
During
After
KWL
Graphic Organizer
Daily Discussion
Quiz
Journal
Observations
Work Samples
Projects
Test
Poster
Chart
Project
Report
Sort items into Recyclable or not
Put on a play
Write summary of the unit
“Eco-Challenge”
Describe the assessment/s and state the prompt if
applicable.
xF xS
What type of scoring tools will be used for evaluation?
Rubric, answer key, tiers, layers
x Analytic rubric
□ Holistic rubric
□ Criterion rubric
x Checklist
x Answer Key
x Other
Student Self-Assessment and Reflection:
Journals, graphic organizers, projects
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Unit Design Worksheet
Stage 3 - Learning Plan
Differentiated Instruction (Layers, Tiered, etc.):
Layer 3: 50 points possible (Do 2 activities including *required)
1. *Ecology Challenge – 35 points
2. Toxic Roads – Safe or Slick – 15 points
3. Give a report/presentation on good/bad ingredients for composting – 15 points
4. Make a list of human activities and technologies that affect the environment – 15 points
5. Poster showing Problems and Solutions – 15 points
6. Put on a play – 15 points
Layer 2: 50 points: (Do 4 activities including *required)
1. Cooperative group: create poster of positive effects on the environment – 10 points
2. Reduce, Reuse, and Recycle form – 10 points
3. *Natural Resources Challenge! – 15 points
4. Uses for Trash – 10 points
5. Graphic organizer classifying resources – 10 points
6. Make a poster showing reduce-reuse-recycle –10 points
7. *Written paper on humans’ impact on the environment – 15 points
8. Write a song or poem about the subject – 10 points
Layer 1: 50 points: (Do 3 activities including *required)
1. *Quiz – 20 points
2. *Journal and graphic organizers turned in – 20 points
3. Make a poster on the subject – 10 points
4. Bring in “garbage” and classify it into groups – 10 points
5. Book report on a book on this subject – 10 points
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Stage 3 - Learning Plan
Learning Activities: (consider the WHERE TO elements)
W: Where are we going? To a deep understanding of the relationship between natural resources and humans.
Why? To be a better informed citizen who uses resources wisely.
What is expected? Go over rubric and course overview.
H: How will we hook and hold student interest? Hook them by showing students items made from recycled
products. Hold them with books, discussions, movies, hands-on activities.
E: How will we equip students for expected performances? Use a variety of lessons and hands-on activities
such as research project, creative expression, and summarizing key ideas.
R: How will we help students rethink and revise? K-W-L at different portions of the unit, read and
comment on their journals as well as graphic organizers.
E: How will students self-evaluate and reflect on their learning? Journals and projects as well as adding to
their K-W-L.
T: How will we tailor learning to varied needs, interests, styles? Offer a variety of choices using different
learning styles and differentiated activities, along with different levels of Bloom’s Taxonomy.
O: How will we organize and sequence the learning? For each topic within unit: K-W-L, vocabulary,
graphic organizers, journal, story or book or movie, small project, and build on what student learned from
previous topic.
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UBD Unit Design Worksheet / Saginaw Valley State University
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Unit Design Worksheet
Essential Vocabulary
Conservation: the careful utilization of a natural resource in order to prevent depletion or habitat destruction
Environment: the combination of external physical conditions that affect and influence the growth,
development, and survival or organisms
Environmental changes: altering of the environment
Environmental conditions: the state of the environment
Erosion: the process by which the surface of the earth is worn away by the action of water, glaciers, wind,
waves, etc.
Nonrenewable resource: a natural resource which cannot be produced, regrown, regenerated, or reused on a
scale which can sustain its consumption rate
Renewable resource: a natural resource that is replaced by natural processes at a rate comparable or faster
than its rate of consumption by humans.
Recycle: to use again – to alter or adapt for new use without changing the essential form or nature of
Reduce: to bring down to a smaller extent, size, amount, number, etc. To use less of.
Renew: to restore or replenish
Reuse: to use again
Resource: an available supply that can be drawn on when needed.
Weathered rock: rock that has reacted with air and/or water at or near the Earth’s surface
Weathering: to undergo change, esp. discoloration or disintegration, as the result of exposure to atmospheric
conditions
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Sequencing the Learning
Monday
1. Hook: making a
lot of copies: “I
just killed a tree”
2. Hook: show
students products
made from
recycled items
3. Introduce unit &
vocabulary words
4. Begin K-W-L
Monday
1. Review last week
2. Show a movie on
recycling or
landfills
3. Time for layered
choices
Monday
1. Movie on topic
2. Graphic
organizer
Tuesday
1. Discuss natural
resources and
classify as
renewable or
non-renewable
2. Start journals
3. Start graphic
organizers
Tuesday
1. Groups make
charts of natural
vs. constructed
environments
2. Time for layered
choices
Tuesday
1. Review of unit
2. Finish K-W-L
3. Read book put
together of all
students’
responses to
GARBAGE
Wednesday
Thursday
Friday
1. Constructed
1. Read/discuss The 1. Group work:
environment
Lorax
create a poster for
discussion
2. Habitat
reducing-reusing2. Groups list
destruction
recycling OR
manufactured
3. Lack of land-use
another topic we
items and share
management, oil
have already
to make a
spills, leaking
covered
classroom list
chemicals, etc.
2. Discuss the
3. Garbage
Ecology
discussion
Challenge, send
including harmful
notes home and
effects on
decide on starting
environment
date
4. Introduce
3. Update K-W-L
Reduce-reuserecycle
5. Sort “garbage”
Wednesday
Thursday
1. Read A River
1. Time for
Ran Wild: An
teacher/student
Environmental
talk re: projects
History
2. Work on projects
2. Students illustrate 3. Work on
or write about the
“garbage”
book
classroom book
3. Update K-W-L
Wednesday
1. Presentations of
projects/reports
by students
Thursday
1. Presentations of
projects/reports
by students
2. Read garbage
book to younger
class
Friday
1. Time for layered
choices or read
related books
2. Update K-W-L
3. Finish “garbage”
classroom book
Friday
1. Test
2. Cumulative
activity: visit a
recycling center
and take all
recyclable items
from our Eco
Challenge!
THE FOLLOWING ARE VARIOUS PAGES TO GO ALONG WITH THIS UNIT:
***************************************************************************************
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Natural Resources Assessment
1. Draw an illustration showing a garbage problem and a solution to that problem. Below the picture,
explain how the solution helps the environment.
2. Why is it important to reduce, reuse, and recycle garbage and trash?
3. What can you do at home to reduce, reuse, or recycle garbage and trash?
4. What earth material is MOST LIKELY used the most?
a. coal
b. uranium
c. oil
d. water
5. Why would this material be used more than other Earth materials?
6. There is a limit to the amount of available Earth materials. What can be done to conserve these
materials?
7. Select two Earth materials. Describe their uses and explain a way you could reduce, reuse, or recycle
the products they make to conserve the material.
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8. Fill in the chart with a negative way that people effect their environment and a positive action that can
be done instead for each given problem
PROBLEM
Garbage
NEGATIVE EFFECT
POSITIVE ACTION
Habitat Destruction
Land Management for
people, growing food,
and nature
Natural Resources
Uses of Water
9. Use the positive effects you listed above to create a plan for reusing, reducing, and recycling water and
natural resources. Be sure to include activities you can do at home to reduce, reuse, and recycle.
10. Describe how recycling, reusing, and reducing use of natural resources and manufactured products can
help the environment.
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Environmental Problems Poster
The learner will show what current environmental problems can occur when garbage accumulates and illustrate
a possible solution to the problem.
Directions: Divide a poster into two parts, one labeled PROBLEM, the other labeled SOLUTION. Draw one
illustration showing a garbage problem and one illustration showing a possible solution to the problem. Then
explain orally or in writing on the back why the solution helps the environment.
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Classroom Book on Garbage
The learner will identify situations in which garbage accumulates and formulate ways to reduce, reuse, or
recycle.
Directions: Each student must independently answer each question. Then collaboratively bring all responses
together into a published book entitled Garbage: How I Can Make a Difference.
1. Why is it important to reduce, reuse, or recycle garbage and trash?
2. What can you do at home to reduce, reuse, or recycle garbage and trash?
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Positive Effects on the Environment
In cooperative groups, use the following topics to discuss how humans can affect the environment in positive
ways. Then create posters that show your ideas; share your posters with the class.
GARBAGE:
HABITAT DESTRUCTION (choose from habitats in oceans, freshwater, forests, or grasslands)
MANAGE LAND AREAS for farms, housing developments, and nature preserves
MANAGE NATURAL RESOURCES (choose from fish, water, lumber, soil, or minerals)
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THE NATURAL RESOURCES CHALLENGE!
Directions: Think of activities you do at home and at school. List the activity and mention either a positive or
negative effect on the environment.
ACTIVITY
POSITIVE CONSEQUENCE
NEGATIVE CONSEQUENCE
1.
2.
3.
4.
5.
6.
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TOXIC ROADS
SAFE OR SLICK?
Driving can be dangerous during winter months when ice and snow build up on the roads. Snowplows take care
of some of the ice and snow. Coarse salt is mixed with sand and is spread on the roads to melt the ice. Salted
roads are safer for drivers. Sand and salt improve traction for stopping and turning.
However, when the ice and snow melt, the salty water runs off the roads into streams, rivers, and lakes. This
runoff can kill plants, fish, birds, and other animals. It can also contaminate our drinking water.
Think of a saltless way to keep roads safe in the winter and our environment safe year round.
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THE THIRD GRADE ECOLOGY CHALLENGE
Students will learn what is in trash and how much they generate. They will also learn trash can be decreased by
reducing, reusing, and recycling.
Materials: garbage bags, Ziploc bags, plastic grocery bags, plastic gloves, scales for measuring
Procedure:
1. Bring in some garbage from home to show students what accumulates in a day. Have examples to show
them from each of the recycling areas (glass, plastic, metal, etc.) as well as typical throw away items.
2. Brainstorm ways to reduce the amount of trash produced. What can be recycled? What can be reused:
What must be thrown away? Are they ready to try it on their own?
3. Advise students that for three days they will put all their personal trash into their ecology project bags
and go over the challenge guidelines. It is helpful to show them how you sorted things to keep the bag
organized so it won’t become too messy.
4. Demonstrate how they will collect and sort the materials using recycling guidelines.
5. Demonstrate how to weigh items and record weights.
6. Practice in small groups with a teacher provided sample using the “Let’s Practice” worksheet.
7. Pass out materials, garbage log, recycling rules, parent letter, and recycling guidelines.
8. After the first day of collecting have students work together in small groups or with partners to sort,
weigh, and record data for three days.
9. When the challenge is complete, compare and contrast how much trash was recycled with how much
would go in to the landfill. As a class, weigh all recycling bins and record on Classroom Recycling
Totals worksheet. Did they reduce the amount of trash they produced? How could they do this at home
and school? Why is it important to recycle or reuse things?
10. Have students write or draw pictures. How can you make a difference for our environment?
Suggestions for teacher “garbage” example for sorting:
Paper: classroom paper, newspaper, mail, magazines, brown paper bag, cereal boxes, pasta boxes, (remove
plastic from any box/mailing)
Metal: cans, pop bottles, tin foil, empty aerosol cans
**discuss bottle returns in some states**
Plastic: milk jugs, water bottles, detergent, grocery bags, microwave food trays, deli containers…anything
with a number 1 through 7.
Glass
Batteries
Throw away: coffee filter with grounds, corn cobs, bones, any food scraps…
You could also talk about composting!
Be sure to include “no-no’s”: wax paper, any paper where food has touched/stained it (ex: pizza box,
hamburger wrappers), milk boxes, Styrofoam, plastic with no number that can be seen, etc.
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Let’s Practice!
Procedure:
1. Weigh entire bag and record weight
2. Sort out your recycling and reusable items, weigh and record weight for both.
3. Reweigh your bag and record its final weight.
4. Add your recyclable and reusable weights and record the total recycled weight.
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[Date]
Dear Parents:
Here is information about a “challenge” your child will be doing:
A new look at trash….or change the world, one bit at a time…Welcome to the Third Grade Eco Challenge!
What’s up? For three days (starting ____________) you will be asked to collect and keep everything you
would normally throw away and put it into your ecology project bag(s).
Why are we doing it? To gain appreciation and understanding of how much waste we produce each day and
how we can help the planet through recycling and awareness.
How will we do it? For the next three days, you will collect all refuse (garbage) that would be normally thrown
away. You will be required to carry a disposable bag with you at all times. You may sort your garbage as you
collect it for easier sorting later. You have been given a large bag for carrying and weighting as well as an
airtight container for uneaten or food byproducts. (apple cores, chicken bones, etc.)
What are the rules? You must have a disposal bag with you at all times and keep everything you would
normally throw away. You should not keep anything that could be flushed, drained, or rinsed away. All bags
must be brought to and from school daily. Each day you will be required to weigh your bag twice each day
(once upon arrival and once again after your garbage has been sorted for recycling.) The goal is to have the
least amount of non recyclable garbage in your bag. Your score will be based on a three day average of actual
vs. recycled garbage (we’re looking to see how eco friendly you are….are you using recycled or reusable
goods?) We will compare measurements of weight and a volume.
Parent guidelines:
YES! Your child has to collect everything they’d normally toss in the garbage. They may want to bring in
“everything”, but it should only be their stuff, not the family’s garbage. However, you may add to their bags at
any time….in other words, if you were to cook dinner, feel free to include cans, wrappers, etc., that were used
in the preparation of their meal. You need not include all packages, but enough to fairly represent their share of
garbage used in the preparation of the meal. (Hopefully, you’ll start to see clean plates at mealtime!) I will be
giving children a dime for their 10 cent deposit cans/bottles – it’s easier than trying to return them to you. See
attached sheet for guidelines for collecting and preparing trash/recycling.
What if we go out for dinner? Yup, you need to carry a travel bag. Collect any paper products (napkins,
containers, etc.), uneaten foods in the travel bag,…if anyone asks, have your child explain what they are doing.
It’s a great way for them to use their interpersonal skills and share what they are learning with others.
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Recycling Guidelines
Properly prepare your recycling before placing it in the recycling bins.
Metal: Tin, aluminum, or steel food and beverage containers, aluminum foil, and empty aerosol cans.
Preparation: Rinse clean and remove labels.
NO bakeware, foil-backed paper, gum wrappers, foil wrapping paper.
Glass: Clear and colored food and beverage glass containers.
Preparation: Rinse clean and remove metal and plastic rings. Recycle lids separately. NO dishes, ceramics,
light bulbs, and other non-food and beverage glass.
Plastic: Milk jugs, water, detergent and shampoo bottles, butter tubs, yogurt cups, microwave food trays, plant
flats and flower pots, peanut butter jars, and other plastic containers that are stamped number 1 through 7.
Preparation: Rinse clean and remove lids and rings.
Plastic Bags: Plastic GROCERY BAGS stamped #2 and #4 only.
Preparation: Bags should be clean, dry, and empty (no coupons, store receipts, or items inside bags.)
NO Styrofoam, bottles containing automotive fluids or hazardous materials, plastic film.
Paper: Newspapers (including inserts), typing, writing, and computer paper, junk mail, envelopes, fliers,
magazines and catalogs, brown paper bags, shoe boxes, cracker boxes, cereal boxes, paperboard, and corrugated
cardboard.
Preparation: Place paper items in brown paper bags. Do not put paper into plastic bags or cardboard boxes.
Break boxes down to 2’x2’ size and flatten. Remove all plastic liners and inserts, strapping, staples, and
wrapping.
NO pet food bags, milk and juice cartons, wrapping paper, tissue, Kleenex, napkins, paper towels, wax paper,
used paper plates, paper with food or food stains, boxes with glue-in Styrofoam or plastic packing, boxes with
heavy staples, boxes with metal or plastic strapping, telephone books.
Electronics: Computers and accessories (keyboard, mouse, etc.), monitors, televisions, printers/plotters, fax
machine, scanners, VCR, DVD, video game machines, microwave, audio equipment, video camera, digital
camera, networking gear, cordless telephone.
Preparation: Electronic devices can be dropped off at specially assigned places.
Household batteries: AA,C,D, etc. (alkaline), rechargeable, watch, hearing aid, camera.
Preparation: Place batteries in a resealable plastic bag.
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USES FOR TRASH
Objective: The learner will discuss creative uses for garbage and conclude that reducing, reusing, and recycling
are important.
Directions: Think of possible uses for trash and draw your ideas in the box next to each picture. Are reducing,
reusing, and recycling important?
PRODUCT/GARBAGE
Newspaper
POSSIBLE USES
Used clothing
Used toys
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Reduce, Reuse, and Recycle
Questions:
1. Garbage pollutes land and water. Give an example of a problem it causes for each location:
A. Land:
B. Water:
2. We can recycle paper, metal, glass, and plastic. List an item made out of each and tell how you can
reduce and reuse it first.
A. paper ~ reduce:
reuse:
B. metal ~ reduce:
reuse:
C. glass ~ reduce:
reuse:
D. plastic ~ reduce:
reuse:
3. Aside from placing food garbage in landfills, what else could you do with food waste (not meat or
milk)?
A. feed farm animals
B. burn it
C. create a compost heap
D. both A and C
4. Explain some things you could do this week to reduce waste in your area landfill. Be specific.
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Reduce, Reuse, or Recycle
Sort teacher selected items into appropriate categories:
Can Be Recycled
Cannot Be Recycled
List natural resources we are preserving when we recycle:
List 2 ways you can reduce, reuse, or recycle at school:
List 2 ways you can reduce, reuse, or recycle at home:
How does recycling help our environment?
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Resources:
http://www.epa.gov/kids
http://www.epa.gov/teachers
movies/videos from your local RESD
Captain Planet/Land Pollution/Waste Disposal
http://www.theteacherscorner.net/
http://www.AimsEdu.org
http://www.svsu.edu
Environmental Resources:
Fiction:
Calhoun, Mary. Julie’s Tree. Harper and Row, 1988.
Cherry, Lynne. The Great Kapok Tree. HBJ, 1990.
Dr. Seuss. The Lorax. Random House, 1971.
Fleischman, Paul. Joyful Noise: Poems for Two Voices. Harper and Row, 1988.
George, Jean Craighead. One Day in the Tropical Rain Forest. Crowell, 1990.
Jaspersohn, William. How the Forest Grew. Greenwillow, 1980.
Peet, Bill. The Wump World. Houghton Mifflin, 1970.
Romanova, Natalia. Once There Was a Tree. Dial Books, 1985.
Walsh, Jill Paton. The Green Book. Farrar, 1982.
Wrightson, Patricia. Moon-Dark. Macmillan, 1988.
Nonfiction:
Caudato, Michael J. and Joseph Bruchac. Keepers of the Earth. Fulcrum, Inc., 1988.
Cherry, Lynne. A River Ran Wild: An Environmental History. Voyager Books 2002.
Earth Works Group, The. 50 Simple Things Kids Can Do To Save the Earth. Turtleback Books, 1990.
Heloise. Hints for a Healthy Planet. Putnam, 1990.
Wilcox, Charlotte. Trash!. Walker, 1988.
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