**Backwards Design for Unit of Study: 5th Grade**
Big Ideas: Enduring Understanding
 Throughout the unit you will be reading Native American myths and legends about rain, scientific information about
watersheds and ecosystems, and poetry about rain, rivers, and water in general.
 You will chart the themes, patterns, and organizational structures of text used to convey information and ideas that you see
throughout this unit.
Fiction
Story Elements:
Characters
Setting
Problem/Solution
Plot
Structure (Organization)
Non-Fiction
Cause and Effect
Sequence/Chronological
Problem/Solution
Description
Compare and Contrast
Order of Importance
Essential Questions:
 What is a watershed and what is the impact of our
interconnectedness to our local watersheds?
 How do the themes and patterns in the fiction and
non-fiction texts in this unit convey information
about the importance of our watershed and
ecosystem?
 What is a drought?
 How have you or your family been affected by a
drought?
 How does a drought affect your community and the
environment?
Guiding Questions:
 How does the evidence and structure in text help the reader
identify the themes and patterns?
 How does understanding the watershed help us understand the
health of our local environment?
 What actions can we take to ensure that we keep the land
around the watershed clean?
 Why is water so important to life?
 Where does my drinking water come from?
 Where does my waste-water go?
 How many people in the world live without access to clean
water? (Answer: 1 in 5)
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 What are some measures that are being put in place
to ensure adequate water for everyone?
 How does having access to sanitation—access to toilets and
washing facilities—affect our health? (Half the people in the
world live with no access to sanitation.)
 What is the world’s number one killer? (Answer: Unsafe
drinking water is the world’s number one killer. Every 15
seconds a child dies from a water-related disease.)
Possible Misconceptions:
 Students might not see environmental issues as their responsibility or might not know what to do about them.
 Students might not realize that there is a water scarcity issue.
 Water sources are limitless.
 One person cannot make a difference in water conservation efforts
Learning Target: KNOW?
Follow the message of the story, poem, or drama across
chapters, stanzas, or scenes.
Use evidence, structure, and patterns in the text to help
identify the themes.
Learning Target: DO?
Students will be able to incorporate their learning about NM
watersheds into narrative writing in order to create a legend/myth
about lessons to be learned about conserving our watershed.
Know that organizational structures are used to convey
information:
o chronology
o comparison
o cause/effect
o problem/solution
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Culminating Activity:
Students will write a narrative story or myth/legend about lessons to be learned about conserving our watershed and the
importance of the watershed in our community.
What will mastery/success look like?
Indicators?
 In their writing and partner talk, students will
 Students score proficient according to the LCPS 5th Grade
demonstrate an understanding that environmental
writing rubrics.
issues are their responsibility and will demonstrate
 Students effectively use Accountable Talk Stems to
that they know what actions to take to protect the
demonstrate their speaking and listening skills.
environment.
 Students’ argumentative essay tasks meet the student
 In their writing and partner talk, students will
learning outcomes for writing an argumentative essay.
demonstrate their understanding that there is a water
scarcity issue, know that water is a valuable resource,
and demonstrate that they have the knowledge to
take actions that will protect this resource.
 In their writing and partner talk, students will
demonstrate an understanding that one person can
make a difference in water conservation efforts.
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Standards
Reading and Foundational
RL 5.1 Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences from
the text.
RL 5.4 Determine the meaning of words and phrases as they
are used in a text, including figurative language such as
metaphors and similes.
RL.5.5. Explain how a series of chapters, scenes, or
stanzas fits together to provide the overall structure of a
particular story, drama, or poem.
RI 5.1 Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences from
the text.
RI 5.2 Determine two or more main ideas of a text and
explain how they are supported by key details; summarize the
text.
RI 5.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a
grade 5 topic or subject area.
RI.5.5. Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution)
of events, ideas, concepts, or information in two or more
texts.
RF. 5.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read grade-level text with purpose and
understanding.
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Student Outcomes
RL.5.5. Narrative Structure
 Understand that stories, poems and dramas have different
organizational elements
 Follow the message of the story, poem, or drama across
chapters, stanzas, or scenes
 Understand that dramas have scenes, cast of characters,
setting, and narrator
 Understand that stories have beginnings,
conflicts/problems and conclusions
 Know that poems often have stanzas or verses that
provide additional details for the reader
RI.5.5. Nonfiction Structure
 Know that organizational structures are used to convey
information
 Cause and Effect
 Sequence/Chronological
 Problem/Solution
 Description
 Compare and Contrast
 Order of Importance
 Know that some authors organize events, ideas, concepts
or information in chronological (time) order
 Compare and contrast how two different authors wrote
about the events, ideas, concepts or information in two or
more texts
b. Read grade-level prose and poetry orally
with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Speaking and Listening
SL 5.1 Engage effectively in a range of collaborative
SL5. 1 Partnerships
discussions (one-on-one, in groups, and teacher-led) with
 Engage effectively
diverse partners on grade 5 topics and texts, building on
 Accountable Talk
others' ideas and expressing their own clearly.
 Talking off jots
a. Come to discussions prepared, having read
 Set Goals
or studied required material; explicitly draw (Assess listening using a rubric)
on that preparation and other information
known about the topic to explore ideas
under discussion.
b. Follow agreed-upon rules for discussions
and carry out assigned roles.
c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.
d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.
SL 5.4 Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes;
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speak clearly at an understandable pace.
Writing and Language
W.5.3 Narrative Writing
Standard: W.5.3. Write narratives to develop real or
 Outline the major events and settings of the story.
imagined experiences or events using effective technique,
 Let people know who is telling the story and in what
descriptive details, and clear event sequences
situation the characters find themselves.
a. Orient the reader by establishing a situation and
 Use the character’s words to help explain what is
introducing a narrator and/or characters; organize
happening and what the character is thinking.
an event sequence that unfolds naturally.
 Know and use a variety of temporal words to move the
b. Use narrative techniques, such as dialogue,
story from beginning to end.
description, and pacing, to develop experiences and
 Use sensory and descriptive words to help the reader
events or show the responses of characters to
visualize the characters, experiences, and settings in the
situations.
story.
c. Use a variety of transitional words, phrases, and
 Use precise words to help the reader understand the
clauses to manage the sequence of events.
feelings and thoughts of the characters.
d. Use concrete words and phrases and sensory
 Understand the importance of a satisfying conclusion.
details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated W.5.1 Opinion Writing
experiences or events.
 State the issue/idea that you are writing about.
 State the point of view that is your opinion about the
issue.
W. 5.1 Write opinion pieces on topics or texts, supporting
 Provide the evidence (reasons) that you are using to
a point of view with reasons and information.
frame your argument.
a. Introduce a topic or text clearly, state an opinion,
 Provide examples that support and help to illustrate the
and create an organizational structure in which
reasons.
ideas are logically grouped to support the writer's
purpose.
b. Provide logically ordered reasons that are
supported by facts and details.
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c. Link opinion and reasons using words, phrases,
and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related
to the opinion presented.
Integrated Science
5-ESS3 Earth and Human Activity
Obtain and combine information about ways individual communities use science ideas to
protect the Earth’s resources and environment.
ESS3.C: Human Impacts on Earth Systems

Human activities in agriculture, industry, and everyday life have had major effects 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)
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide
evidence about the distribution of water on Earth.
ESS2.A: Earth Materials and Systems

Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice),
the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to
affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes
landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine
patterns of weather. (5-ESS2-1)
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ESS2.C: The Roles of Water in Earth’s Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction
is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)
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Integrated Instructional Framework
Theme:
Science: Watersheds
 Examine the life and culture of one community in the NM water
conservation area (watershed) to describe its interconnectedness
with history and current conditions.
 Raise students’ awareness of and create understanding of their
local river ecosystem and watershed.
Culminating Activity:
Students will write a myth/legend about lessons to be learned
about conserving our watershed and the importance of the
watershed in our community.
Interactive Read Aloud
Select a novel study in which water plays a central role in the story.
In both A Long Walk to Water and Out of the Dust, water plays a central role. Both of these books are models of narrative structure
that include social issues in a complex text. While not all of your students may be able to read these books on their own, they can access
rigorous complex texts through interactive read aloud.
Strategies
Turn and Talk with Socratic Questioning
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Turn and Talk with Socratic Questioning
Have students turn and talk about the characters, overall structure of a story, drama, or poem during close reading, interactive read
aloud, and guided reading instruction. Use questions and prompts such as the ones below to help your students in understanding the
organization of the text and the purpose of that organization:
 Can you tell me the reasons why the character said ...in the story?
 How has your understanding of the character changed your thinking about the story?
 What is the theme of this text?
 Can you give specific examples from the text to support your thinking?
 Can you tell me how the character is feeling is this part of the story?
 Explain why the character is feeling this way.
 How does the author organize the text?
 Can you explain the difference between plays and stories?
 Can you explain the difference between a chapter in a book and a stanza from a poem?
 Why did the author choose to write this as a poem?
 How many stanzas are in this poem?
 How does this scene affect the play?
 What is the main idea of this chapter?
Reading Response Journal
Use a two-column response to keep track of the evidence about your character and how your thinking is changing or questions that you have.
Character Evidence
My Thinking and Questions
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Stop and Jot/Sketch
Interactive Read Aloud Strategy
Reading Response Journal
After reading the initial chapter of a narrative piece or if the setting changes prompt students to stop and jot or sketch what they notice about the
details in the setting. How does the setting help the reader understand the characters and theme in the text?
Resource:
Ideas for reading response journals
Figurative Language Chart
Type of Figurative Definition
Evidence
Language
from Text
Alliteration
Simile
Metaphor
Personification
Hyperbole
AssessmentReading Response Journal
Timeline or Story Mountain
Participation in Discussion-Accountable Talk
Open Ended Responses
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Close Reading
Objective: Students will read text closely, noticing how evidence and structure convey information and ideas in texts.
Tasks
Week
1
Text
Article on the Gila River watershed:
http://ugwa.org/priorities.html
Focus
Expository- Evidence of what the text says about
the topic.
2
A Cool Drink of Water by Barbara Kerley
Expository – Text structure (cause and
effect/problem solution)
3
Native American Myths and Legends:
http://www.firstpeople.us/FP-HtmlLegends/TheRainmakers-Sioux.html
Narrative – Evidence of what the character says,
does, thinks
4
link to article on monies from Gov. Martinez for water
reservoirs:
http://www.newmexicobids.com/businessnews/12481-62m-for-major-watershed-restorationinitiative.html
Expository – Point of View
Friday Assessment- See below
Other literature text suggestions:
*You may have these in your school library or have access to them through inter library loan*
One Well: The Story of Water on Earth by Rochelle Strauss and Rosemary Woods
A Drop of Water by Walter Wick
A Drop of Water by Gordon Morrisson
A Drop Around the World by Barbara Shaw McKinney and Michael Maydak
A Cool Drink of Water by Barbara Kerley
Water Pollution By Melanie Ostopowich
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Our world of water : children and water around the world By Beatrice Hollyer
Close Reading using Narrative Evidence Lens
Lesson Plan Example:
Day 1
Day 2
Day 3
Day 4
Day 5
Introduce Text
Evidence
Patterns
New Understandings
Open Ended Response
Introduce a narrative passage or
myth.
Reread the passage looking
for what the character said.
Have students highlight text
evidence of what the character
said.
Ask students to reread the passage.
Review anchor chart evidence and patterns.
Turn and Talk about noticings.
Compare the characters (insert names) from
the story/passage (insert title) using specific
details from the text to support your answer.
Read Aloud and scaffold
Vocabulary.
In small groups reread the
passage and the evidence from
yesterday.
Have students work in pairs
and find which pieces of
evidence fit together.
Student Response – First I was thinking
______ now I am thinking _____ because….
Chart student responses in the
first column of an anchor
chart.
Chart the patterns you find in
the second column of your
anchor chart.
Read the passage from (insert title; can
include folk tale/myth/legend). Write a
summary of the most important events in
the passage. Use specific details of the
events in your written summary.
Close Reading Using Informational Evidence / Structure Lens
Lesson Plan Example:
Day 1
Day 2
Day 3
Day 4
Day 5
Introduce Text
Evidence
Patterns
New Understandings
Open Ended Response
Introduce an informational text.
Reread the passage looking at one
structural element that the author
used.
In small groups reread the passage
and the evidence from yesterday.
Have students work in pairs and find
which pieces of evidence fit together.
How are they similar and
different? What purpose did the
technique serve?
Ask students to reread the passage.
Review anchor chart evidence and
patterns.
Turn and Talk about noticing’s.
What structure does the author use
to mainly organize the information
in the article? Which sentences from
the article supports the structure?
Use specific evidence from the text to
support your statement.
Identify the attributes of the
informational text and create an
anchor chart with your class.
For example:
Structural Evidence of Cause and
Effect
(i.e., use of key terms such as because
of , due to, therefore…)
Read Aloud Text and scaffold
Vocabulary
Have students highlight text evidence
of the structural element.
For example, locate and highlight the
clue words in a cause and effect
piece.
Chart the patterns you find in the
second column of your anchor chart.
Chart student responses in the first
column of an anchor chart.
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Student Response – In the text the
author uses ______ to help me
understand ______. This helps me
understand the piece by …..
Using context clues.
Week 4 Friday Assessment:
In an essay, respond to the following prompt: How do the multimedia images, sounds, and movements in the video contribute to a
story/text that you have already read? Use specific details from the text and examples from the presentation to support your answer.
Students will share their responses with a partner.
You may use any of the informational articles or texts students have read and the video “After the Spark” presented by middle school
students on the after effects of a wildfire and on the health of the local watershed.
Resource:
After the Spark on Vimeo (8:43)
Video presentation by middle school students from Las Vegas and Alamo, NM, about the relationship between severe wildfire, post-fire
flooding, watershed health and water availability. Video created by Arianna Andreatta, NMHU Media Arts student and funded by the NM
Forest and Watershed Restoration Institute
https://vimeo.com/66075583
Video Link:
This link shows before and after pictures of watershed conservation efforts in NM. You might have the students review the before/after
photos and discuss how this contributes to their understanding of one of the informational passages read.
http://nm.audubon.org/sites/default/files/documents/riverecosystemrestorationinitiative.pdf
Identify the important ideas in the author’s book (text title) and compare and contrast how the important ideas in author’s (other text
title) are represented. Use details from each text to compare and contrast the important ideas.
What does the word _________ mean as it is used in paragraph __?
Which detail from the article best supports the answer?
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Guided Reading /Book Clubs (45 - 60 min)
Objective: Students will focus on tracking strong characters actions, words, and thoughts: inferring theme; and building reading
stamina, fluency, and metacognition skills.
Texts: Select personal narratives, folk tales, myths, and realistic fiction texts.
Guided Reading
Book Clubs
Students participate in small group differentiated instruction. (Only for students who are at or above grade level in reading)
Text is determined based on student reading level and
Students engage in differentiated novel studies in which
strategy needs.
students read independently, taking notes and tracking
characters and themes in the book and then engage in
“accountable book talk” and response to the book. Teachers
monitor the comprehension work by conferring with readers
and engage in small group strategy lessons.
Literacy Stations
 Independent Reading – 20 min / Conferencing with
 Independent Reading
Readers
 Writing About Reading
 Book Clubs Meet and Discuss Books- 15 min
 Word Sorts (Words Their Way or teacher generated)
 Word Work – 15 min
 Lexia
 Nifty Thrifty Fifty
Resources:
Jan Richardson Guided Reading Lesson Plans
http://www.janrichardsonguidedreading.com/resources-1
Assessment:
Bi-Weekly Running Records
Reading Response Journal
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Weekly Open–Ended Responses using text dependent inferential questions used to assess comprehension.
DRA at the end of the 9 week period
Word Study
Use word sorts (Words Their Way Books or Teacher Created Sorts) to help students generalize learned spelling patterns. Once students
have learned the spelling sorts and letter patterns, connect the skill to text by having students do a word hunt and collect words that
follow the same pattern.
Words Their Way
Differentiated Instruction – Give students word sorts based on where they are on the Qualitative Spelling Inventory.
Small Group: Word Study Word Sorts:
 Word Study Groups are based on Qualitative Spelling Inventory, Writing Samples, or Letter/Sound Assessments. Students are
grouped according to their needs, not all students will be on the same sort. Use Word Sorts (Words Their Way books or teacher
created sorts) to help students generalize learned spelling patterns. Once students have learned the sort and letter patterns, connect
the skill to text by having students do a word hunt and collect words that follow the same pattern. They can find words in text or
around the room and write them in their journals. (Teachers can create their own word sorts focusing on other spelling patterns.)
Day 1
Introduce the word sort
in small groups
Day 2
Students sort their
words, check with self,
partner or teacher
Day 3
Students do a Blind Sort
or…
Students do a Speed
Sort
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Day 4
Students do a Word
Hunt in their guided
reading book looking
for words that contain
the spelling feature.
Day 5
Assessment:
Teacher gives students a
writing sort with a few
words from the sort and
a few words that follow
the pattern, but are not
in the sort. Students can
glue the sort into a
journal
Assessment: Qualitative Spelling Inventory
http://www.christina.k12.de.us/LiteracyLinks/elemresources/inventories/elem_spelling_inventory.pdf
Word Study Activities
 Independent Sort
 Speed Sort- Race a buddy
 Write your sort
 Sort it another way
 Word Hunt- Finding other words with that pattern.
Elementary Word Wall pdf
A word wall is an organized collection of words prominently displayed in a classroom. This display is used as an interactive tool for
teaching reading and spelling to children. It teaches children to recognize and spell high frequency words, see patterns and
relationships in words, build phonemic awareness skills, and apply phonics rules. Word walls also provide reference support for
children during reading and writing activities. Children learn to be independent as they use the word walls in daily activities.
Nifty 50 Words and Lessons : detailed instructions for teaching root words, prefixes and suffixes
Detailed instructions for teaching root words, prefixes and suffixes
http://read4me.weebly.com/uploads/7/0/8/7/7087098/mbm_phonics_for_4th_and_5th_grade_2007_ak.pdf
Nifty Fifty Words and Sequence PDF
Nifty Fifty Word-wall Cards PDF
Vocabulary Resources:
Frayer Model
Graphic Organizer to Build Frayer Model on YouTube:
https://www.youtube.com/watch?v=N7bx_IBKQgk
Frayer Model Worksheets
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http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html
Frayer Model Graphic Organizer –pdfs
http://www.phs.d211.org/science/filipekcj/Bio138/frayer%20cards%20template.pdf
Writing
Essential Question: How do I find the stories in my life I want to tell?
What elements are included in a good narrative story?
Resources
Writing Narrative Launch
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Week 1-Week 5
http://www.pps.k12.or.us/departments/curriculum/2075.htm
Grade 5 Writing Units of Study
Launching Writers Workshop
You can go to this link to get the detailed daily mini-lessons and resources.
Daily Writing Workshop (45-50 min)
Mini-Lesson 10 min
Guided Practice 5 min
Independent Writing 20-30 min
Share 5 min.
Heart Map
http://www.scholastic.com/content/collateral_resources/pdf/h/HPLesson1_Final.pdf
Everyday Editing pdf
Daily interactive writing resource for teaching grammar and conventions in writing.
Narrative Writing Overview p. 21
This chapter has two sections: Introductory Lessons and Narrative Writing Lessons.
Writing Calendar
Essential Question: How do I find the
stories in my life I want to tell?
What elements are included in a good
narrative story?
Daily Writing Workshop (45-50 min)
Mini-Lesson 10 min
Guided Practice 5 min
Independent Writing 20-30 min
Share 5 min.
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Assessment
Students will progress through the stages of
writing to publish a narrative text.
(If technology is available, narratives should
be typed at the publishing stage.)
LCPS Narrative Writing Rubric
Genre:
Personal
Narrative
Week 1
Monday
Tuesday
Wednesday
Thursday
Create a writing
journal
Heart Map or List of
Stories you want to
tell.
Oral Story Telling
and Revising oral
stories
Quick Writes of
oral stories
Week 2
Introduce
Narrative
Checklist
Draft (1-2 days)
Select 1 quick
write that you
want to publish
into your
narrative.
Draft 2 –
(2 days) Reread
your revisions,
writing your
narrative using
the best parts.
Draft (1-2 days) –
Select 1 quick write
that you want to
publish into your
narrative.
Revision – Using craft
to make your
narrative better. (34 days)
Leads & Conclusions
Revision – Using
craft to make your
narrative better.
(3-4 days)
Setting – Sensory
Details
Draft 2 –
(2 days) Reread your
revisions, writing your
narrative using the
best parts.
Editing - (2-3 days)
Spelling
Punctuation
Capitalization
Sentences – Does it
make sense?
Editing - (2-3
days)
Spelling
Punctuation
Capitalization
Sentences – Does it
make sense?
Week 3
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Friday
Revision – Using
craft to make
your narrative
better. (3-4
days)
Dialogue
Week 4
Publishing
(If possible have
students type
their narratives
to publish.)
Publishing
(If possible have
students type their
narratives to publish.)
Self Assessment
using Narrative
Checklist (1 day)
Authors
Celebration
Science Instruction
Resources
Watershed Primer info sheet.docx
What is a Watershed? And Why You Should Care:
(3:10): Video explains what a watershed is and how it works .
http://www.dmww.com/education/education
Watershed Restoration The Cutting Edge Trailer (2:11)
This trailer is for a short documentary about a weekend workshop
hosted by Ampersand Sustainable Learning Center. Watershed Restoration: The Cutting Edge was taught by Brad Lancaster, Amanda
Bramble, Jan-Willem Jansens, Steve Carson, and Craig Sponholtz. It focused on catching, sinking, storing, and using water where it falls.
https://www.youtube.com/watch?v=hX2IMJR8H-E
What is Your Ecological Address?
Directions: Have students read the following information and questions. With a partner, have them respond to the questions and then
share their answers. The questions may need to be modified or explained, based on the level of the students.
Your river basin is just one part of your ecological address. You know what street you live on, what town or county you live in, and what
state you call home, but do you know where you live ecologically? Your ecological address can tell a lot about your place in the natural
21
world, whether your street address places you in the middle of a city, on rural road in the country, or somewhere in between.
1. Where does your tap water come from?
2. Where does your garbage go?
3. How many days till the moon is full?
4. When was the last time a fire burned in your area?
5. What were the primary subsistence (survival) techniques of the cultures that lived in your area long ago?
6. Name five edible plants in your region.
7. From what direction do winter storms generally come in your region?
8. How long is the growing season where you live?
9. On what day of the year are the shadows the shortest where you live?
10. Name five resident and migratory birds in your area?
11. What is the land use history of where you live?
12. What species have become extinct in your area?
13. What kind of soil are you standing on? (It’s down there somewhere, no matter where you’re standing.)
14. From where you are right now, point north.
15. What river basin (watershed) are you living in?
16. What creek runs closest to your school? (Remember, it might be underground.)
Assessment
Formative assessment based on the video or a read aloud:
Numbered heads together is a cooperative strategy that offers an alternative to the competitive approach of whole-class questionanswer, in which the teacher asks a question and then calls on one of the students with a raised hand. In the numbered heads together
approach, the teacher has students number off (e.g., 1-4), asks a question, and then tells the students to “put their heads together” to
develop a complete answer to the question. When the teacher calls out a number, the students with that number raise their hands to
respond. This structure facilitates positive interdependence, while promoting individual accountability. It also gives confidence to
lower achievers because they know they will have the correct answer to give to the class.
Community Outreach Connections:
Teachers should access Community Calendar online and Las Cruces Sun-News for community outreach activities regarding water
22
conservation, field trips, and project-based learning.
Ampersand Water Restoration Campaign (5:09)
Help Ampersand Sustainable Learning Center repair a flood damaged watershed restoration project.
https://www.youtube.com/watch?v=nM9cDvudNV4
Other Resources:
The River of Words (ROW) lesson plans provide poetry, legends, and links to informational texts and video resources. The ROW plans
include lessons that incorporate learning about water and its importance on the interconnectedness between people and the
environment. These provide tasks that include the development of writing journals based on field trips to local rivers and then
developing list poems, creating watershed or water conservation journals, lessons and activities that incorporate the literature and
raising awareness of our watersheds. The ROW lessons integrate the study of water conservation with legends and poetry.
http://www.riverofwords.org/pdfs/ROWteachingguide.pdf
A Short History of Rivers
This short essay (3 pps) discusses the birth of rivers, their physical characteristics and how they relate to the land around them, and
their role in human history.
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