PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Step One: Identify the Title and Core Concept
Name of Project:
Project Enrich Green Lakes (Aliens in the backyard, It isn’t easy being Green, Going for
the Green, Saving the green,)
Subject/Course:
Teacher(s): C. Todd, J. Ducharme, C. Allen, K.
Lake, M. Currier
A Unit in
:
(Unit Topic)
A Study in
Duration: 1 Month
Grade Level: 5
__________________________________
(core concept)
Step Two: Identifying Standards to Be Addressed
Significant Content
(CCSS and/or others)
NYS Science Intermediate Standard 5-8:
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
[Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by
plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary:
Assessment does not include molecular explanations.]
Systems and System Models: A system can be described in terms of its components and their interactions.
LS2.A: Interdependent Relationships in Ecosystems
Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some
organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as
“decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in
environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are
each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.
(5-LS2-1)
ESS3.C: Human Impacts on Earth Systems
on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect
Earth’s resources and environments. (5-ESS3-1)
COMMON CORE ELA STANDARDS:
Reading for Information:
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly
or to solve a problem efficiently. (5-LS2-1)
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Writing:
Speaking & Listening:
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes. (5-LS2-1)
(5-LS2-1).
21st Century
Competencies
(to be taught and
assessed)
Project Summary
(include student role,
issue, problem, or
challenge, action taken,
and purpose/beneficiary)
Driving Question



Philosophical or
Debatable
Product-Oriented
Collaboration
Creativity and Innovation
Communication: BIE Rubric:
Communication/Presenting
X
Critical Thinking: BIE Rubric Critical Thinking
X
Other:
Students will explore the ecosystem at Green Lakes State Park and determine how to protect and
promote it. The focus will be on Invasive Species (plants & insects).
How can we, as children protect and promote Green Lakes for our future?
Role-Oriented
Guiding Questions:
Key Academic
Vocabulary:
PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Entry Event
(The Foyer)
Katie Mulverhill will talk to students about the problem of invasive species at Green Lakes and will ask
for students help to protect and promote the problem. Her presentation will be embedded in an imovie
for the students to watch.
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Individual:
Product(s) and/or
Performance(s)
(The Kitchen)
Specific content and competencies to be assessed:
Field Journal
Team:
Specific content and competencies to be assessed:
Step Three: Develop Your Learning Window
Knowledge Goals
Behavioral Goals/Habits of Mind
(Facts, sequences, and vocabulary terms-list terms under “Key Academic
Vocabulary)
(Habits of mind/attitudes that will foster success in the unit)
Behavioral Goals:

Habits of Mind (p.36 Classroom Curr. Design):

Understanding Goals
(Big ideas, generalizations, principles)
Skill-Acquisition Goals
(Targeted skills and/or Hidden Skills of Academic Literacy)
Reading & Study Skills:

Reasoning & Analysis Skills:

Production & Communication Skills:

Reflection & Relating Skills:

PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Public Audience
(Experts, audiences, or
product users students will
engage with during/at end of
Katie Mulverhill (Park staff), Betsy Knapp (author), Mark Teese (ESF Professor), Parents/community, Graphic artist, Marcia Kelly
(public relations/photography), biologists, other school age kids within and out of the district, environmental engineers,
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project)
(The Kitchen)
Resources Needed
On-site people, facilities:
Equipment:
Materials:
Community Resources:
Websites/WEB 2.0 Tools:
Reflective Methods
(Individual, Team,
and/or Whole Class)
(The Porch)
Journal/Learning Log
Focus Group
Whole-Class Discussion
Fishbowl Discussion
Survey
Other:
Notes:
PRO JECT
DESI GN:
ST UD ENT
LEARNI NG
G UI DE
Project:
Driving Question:
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Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Presentations,
Performances,
Products and/or
Services
(The Kitchen)
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements)
to check for learning and ensure
students are on track
(The Workshop & Porch)
Individual Product: *I can identify how people impact the
environment at Green Lakes (5-ESS3.C)
Field Journal
Instructional Strategies for All
Learners
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(The Library & Workshop)
1. Give baseline: list 10 ways humans impact
their environment.
*I can write a report on what a healthy ecosystem 2. T chart (field journal)
is.
3. Draft of report (field journal)
4. Quick write assessment (field journal)
4. Peer/teacher feedback
5. Charette: share out
6. quiz
*I can summarize or paraphrase
how invasive species effect the
balance of an ecosystem at Green
Lakes. (5-LS2-1A)
1. Field journal
*I can construct a food web
showing the relationship between
plants and animals using evidence
with facts and details. (5-LS2-1A)
1. Field journal
2. Labs (stewardship day)
*Guest speaker (Katie Mulverhill)
video to kick off the driving
question to the students.
3. Peer/teacher feedback
2. Peer/teacher feedback
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PROJE C T
DE SIGN:
ST UD E NT
LEARNING
GUIDE
Project:
Driving Question:
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
(The Kitchen)
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements)
to check for learning and ensure
students are on track
(The Workshop & Porch)
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(The Library & Workshop)
(individual and
team)
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Project Calendar and Day-by-Day Plan
Day/Dates
Learning Target(s) -I Can Statement(s)
Lesson / Activity / Formative Assessment
Materials
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Day/Dates
Learning Target(s) -I Can Statement(s)
Lesson / Activity / Formative Assessment
Materials
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