Understanding By Design Unit Title of Unit How Do Humans Adapt to Change?

Grade Level Fourth Grade Curriculum Area English Language Arts/Science/Social Time Frame 5 Weeks Studies Developed By Katie Hamilton, Sophia Kelly, Brittany Flynn, Jeremy Chambers, JiSandra Thomas Identify Desired Results (Stage 1) Content Standards Social Studies: S3.C4.PO1-Describe ways an individual can contribute to a school or community. English Language Arts: 4.W.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) a. Produce clear and coherent functional writing (e.g., friendly and formal letters, recipes, experiments, notes/messages, labels, graphs/tables, procedures, invitations, envelopes) in which the development and organization are appropriate English Language Arts: 4.SL.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Science Strand 3. Concept.1. PO 2. Evaluate the consequences of environmental occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion). English Language Arts: 4.RI.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Social Studies: PO 4. Describe the impact of Native Americans, Hispanics, and newcomers from the United States and the world on the culture of Arizona (e.g., art, language, architecture, mining, ranching). Social Studies: PO 1. Describe the impact of geographic features (e.g., rivers, mountains, resources, deserts, climate) on migration and the location of human activities (e.g., exploration, mining, transportation routes, settlement patterns). Understandings Overarching Understanding Essential Questions Overarching Topical

We want students to understand how humans adapt to change, especially in regards to environmental or societal occurrences. Students will be able to recognize and adapt to changes in the environment. Students will be able to recognize and adapt to societal change. Students will reflect on how their individual actions affect the environment around them. Students will understand how they control their actions in light of societal change and how these affect others. Students will reflect on how to possibly change their individual influence on the environment in a positive manner. Students will recognize that even with small steps of progress they individually can take make a difference in the environment around them. The student will investigate environmental occurrences and will evaluate the consequences of such occurrences. The student will learn how to prevent, prepare, and protect themselves and their community from natural disasters. Students will conduct research on the history of chosen cultural group of society and how they reacted to the adversity of change. Students will learn the strengths and weaknesses of their chosen group and how they helped them adapt to change. Related Misconceptions The common misconception is that only one person cant make a difference in the environment around them. In contrast, one person CAN make a difference if they make a conscience effort and eventually involve their community. Students might also feel that they are too young to make a difference, which is also a misconception. Humans are naturally resistant to change, and a related

What can our class do to place a light on the issue of environmental pollution in our community? How do people adapt to change? How do humans adapt to environmental occurrences?

What are the major strengths and weaknesses of how different cultures/societies react to change? How do we positively and negatively affect our environment?

How do societies or cultures adapt to the changing external social and environmental factors around them?

How can humans prepare for and prevent environmental occurrences in Arizona?

misconception is change is a negative occurrence. Whether the outcome of change is positive or negative truly depends on the current situation. Another misconception is that a student has no choice whether they can make a difference in their environment. In contrast, everyone has a choice in whether they will make a conscience effort to make a change in their actions. This unit is not a platform to extol the benefits of the green movement or any political platform. Skills Students will be able to

Knowledge Students will know

SWK their individual actions positively and negatively affect Mother Earth or the environment around them. SWK different ways in which they can contribute to their environment in a positive manner. SWK how to be prepared for dramatic environmental change. SWK how to evaluate the consequences of environmental occurrences within Arizona, such as wildfires. SWK the key characteristics of a wildfire. SWK the necessity in each item in an emergency kit so to be prepared in the case of a dramatic environmental event in the state of Arizona. SWK about a variety of different cultural groups within the state of Arizona. SWK the impact of their chosen cultural group on the culture of the state of Arizona as a whole. SWK the impact of geographic features on migration and the location of human activities. SWK how the chosen cultural group within society reacted to adversity/change, as well as their strengths and weaknesses in doing so. SWK how new information can bring about future changes within community.

SWBAT understand how their individual actions positively and negatively affect Mother Earth or the environment around them. SWBAT brainstorm different ways in which they can contribute to their environment in a positive manner. SWBAT produce clear and coherent writing that is appropriate to task, purpose, and audience in the form of a letter. SWBAT report on their ideas on how to positively improve the environment around them in an organized manner, using descriptive details, and will speak clearly at an acceptable rate. SWBAT be prepared for dramatic environmental change. SWBAT evaluate the consequences of environmental occurrences within Arizona, such as wildfires. SWBAT to explain what they learned from reading a technical text on wildfires. SWBAT explain why each item in an emergency kit is necessary in the case of a dramatic environmental event in the state of Arizona. SWBAT to write an informative brochure on the purpose of the unique items in their emergency fire kit that reflects

clear and coherent writing with appropriate audience in mind. SWBAT complete short research project to build knowledge through investigation on their culture of choice. SWBAT describe the impact of chosen group on the culture of Arizona. SWBAT explain the impact of geographic features on migration and the location of human activities. SWBAT present the findings of their overall research in an organized manner, using appropriate facts and details to support main idea, while speaking in a clear and understandable manner. SWBAT identify how the chosen cultural group within society reacted to adversity/change, as well as their strengths and weaknesses in doing so. SWBAT present this new information to their community members in order to address future changes.

Assessment Evidence (Stage 2) Performance Task Description Goals Our main goal is for students to have the knowledge of identifying and adapting to various types and levels of change within the world today.
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Roles

Students will have the following roles throughout the unit: Investigators/Researchers Community Members Speakers Listeners Partner Creators Readers Writers Presenters/Informers Discussion Participants Actors

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Movie-Makers Specifically within the Society lesson plan, students will have the following roles: Research Lead- The research lead will pinpoint the main ideas that the team needs to research, and will identify as many resources for the group as possible. Presentation Creator/Director- The presentation creator/director will be responsible for taking the group research and creating a presentation (in the groups format of choice). Reporter- The reporter will be the lead in the class/community presentation. They will make sure each student knows what he or she is presenting. Recorder- The recorder will record information during team meeting time and will be responsible for any team reminders

Students will be presenting their work from all three lessons to their classmates. In the first lesson, the students will create presentations which will be on the classroom website to a worldwide audience. Students will also Audiences present their findings from their various projects to their classroom community audience, as well as the overall 4th grade audience. In turn, students will become an audience to one another as they present findings and become active listeners and learners. The students will be writing, illustrating, researching, reporting, reflecting, filmmaking and presenting their findings within their fourth grade classroom. Our students will also be posting and relaying their presentation information online for the world wide web. Students will begin by writing a letter to Mother Nature about their plans to help improve their environment (students will watch an online letter writing video for assistance). Next, students will create a presentation on how they can make small environmentally friendly changes in their lives. They will present their ideas to the classroom and the 4th grade community utilizing a format of their choice. Next, students will learn a gamut of information in regards to forest fires through videos, interactive games, and readings, and will in turn create a prevention and preparedness kit including all items necessary for a forest fire. Students will compose a brochure via technology Products/Performances documenting why they included the particular items they did within their kit. Lastly, students will investigate and research a chosen cultural group and will determine how this group dealt with change and adversity, especially in regards to the environment. The students will participate in this research project utilizing the internet and various resources, and will present their findings and understandings to their fourth grade community utilizing one of the technology tools outlined in the lesson. Overall, all three lessons will engage the students in understanding how humans in general adapt to and make changes in relation to their environment. Situations Standards See Standards Above

Other Evidence-Formal Assessments for the Unit/ Extensions S1-Self/Humanistic Lesson Plan: Formal Assessment: Students will be individually assessed (in order to support the curriculum theory) on their understanding of the lessons key objectives using their Letters to Mother Earth and closing Presentations in accords with the rubrics for the lesson plan. Students final assessment will demonstrate their understanding of their impact on the environment around them (both positive and negative), and how even small steps taken by one individual can improve the environment. Informal Assessment: Students will be individually informally assessed by the teacher circulating the classroom, asking and/or answering student questions, and by taking mental as well as observational notes. Extension: Students will complete the Student Earth Day Pledge Tree Slips from the Lorax Pledge poster documenting their pledges and course of action towards Mother Earth. Students will read over and will choose to sign the Lorax Classroom Poster, and will then choose a visible spot in the classroom to place the poster. Students may also participate in a coordinated community clean up. S2- Subjects/Standards: Formal Assessment: The students will be formally assessed on their brochure based on the rubric provided to them within the lesson. The main aspect of the brochure is that the student is able to actually explain why they included each item in their prevention and preparedness kit. Creativity will also be considered an important aspect of the final assessment. Informal Assessment: Teacher will observe students group work throughout lesson encouraging students in their collaboration and research. Teacher will observe and direct students as they prepare their prevention and preparedness kits. Teacher will answer any questions presented by students on work, and will engage in dialogue to determine levels of understanding. Extension: Question for the class: What other environmental disasters take place in Arizona? Field Trip to Hall of Flame Museum in Phoenix. S3-Society: Formal Assessment: Students will be formally evaluated on their group research project and final group presentation in regards to the cultural group that they chose utilizing the rubric in the lesson plan. o Rubric includes specific areas the students will be evaluated on.

Informal Assessment: Teacher will assess progress of students by circulating the classroom and listening to the conversations. Teacher will assess understanding through question and answer sessions and one-on-one discussions with student groups. Teacher will assess students informally by circulating the room as the students are completing the Bubbl.Us graphic organizer to check for understanding. Teacher will meet with each student research group at least once a week to check on progress and answer any questions. Extension: Class can take a field trip to the Heard Museum in Phoenix or the Arizona History Museum in Tucson. Learning Plan (Stage 3) Where are your students headed? Where have they been? How will you make sure the students know where they are going? The students will be guided throughout this process throughout the use of various lessons in order to understand how humans adapt to change and how they affect their environment around them. Students will first explore environmental change through the Lorax lesson plan, in which they compose a letter to Mother Nature (which will later be posted on the classroom community website) about the actions they plan to take to improve their environmental impact. Students will first utilize a graphic organizer to brainstorm their negative impacts on the environment, and then write their letter. Students will finally create a presentation of their choice documenting how they plan to implement their positive environmental actions. Next, students will investigate the specific environmental occurrence of wildfires in Arizona. Students will explore a multitude of resources regarding forest fires, including Vocabulary Velocity, videos, and booklets. To demonstrate knowledge, students will effectively preparation a preparation and preparedness kit, and will individually create a brochure documenting the how and why of each item they decided to include in their kit. Lastly, students will investigate how cultures adapt to changes, especially environmental changes. Students will review multimedia such as The Long Walk video of the Navajo to see how these individuals reacted to change and adversity. Students will then choose a cultural group of their choice and will investigate the adversity that the cultural society faced, and how the group changed accordingly. Thus, in order to ensure that the educator understands where the students have been, each lesson will build upon one another in the unit to be sure sufficient background knowledge is present. Students will know where they are going as the educator will guide each lesson day by day, and they will complete specific tasks that increases their overall understanding of change. Below we have included a brief overview of the Learning Structures/Activities for each lesson:

S-1 Self/Humanistic Learning Structures/Activities Overview: Opening Set: Class will complete read-aloud of the Lorax and will observe how a celery stick can be contaminated by even one drop of food coloring. Direct Instruction: Class Discussion on the Lorax, followed by an review of proper letter writing. Guided Practice: Students will partner up and will brainstorm the negative affects they have on the environment, as well as ways to modify these activities. Independent Practice: Students will write a letter to Mother Nature, and will create a presentation on how to make small earth friendly changes in their everyday lives. S-2 Subjects/Standards Learning Structures/Activities Overview: Opening Set: Class will preview Smokey the Bear video, and complete class discussion. Direct Instruction: Class will complete Fire Vocabulary Worksheet and will play Vocabulary Velocity. Guided Practice: Students will read Wildfire booklet, and create poster of main points. Class will then complete Arizona Wildfire Activity Question Relay. Independent Practice: Students in groups will create a fire prevention and preparedness kit, and then individually will create a brochure documenting why each item was included in their kit. S-3 Society/World Learning Structures/Activities Overview: Opening Set: Students will watch the Long Walk video and will complete a class discussion. Direct Instruction: Class will read passage of The Navajo Long Walk and students will brainstorm adversities they have faced in their lives. Guided Practice: Students will be broken up into teams and will need to pick their topic of choice as

How will you hook students at the beginning of the unit?

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

well as their individual role in the team. Independent Practice: Students will conduct and complete a research project and presentation on their chosen topic, which will be presented to the 4th grade community and posted on the classroom website. The students will preview a slideshow/ video of changing images. Example: A video of a seed growing into a pumpkin or a day in Paris time-lapse ( http://www.youtube.com/watch?v=NttZk33LD4A & http://www.youtube.com/watch?v=LdeSZBfRiy0) The teacher will then inquire about the essential questions listed above that address overall change. Then, the student will engage in a game of memory on the board. Each set matched will have an element of change. Example: One card will be a caterpillar and its match will be a butterfly, or a tree and a stump, an egg and a chicken, moon and the sun, etc. The students and teacher will discuss each individual set and how it is affected by change. The students will participate in a series of hands-on, interactive and engaging lesson activities. These activities will include everything from research projects, creating videos and/or websites, class demonstrations, writing exercises, community awareness activities, role playing, the arts, and presentations. Throughout the unit we continually provide the students with a variety of options on the types of projects they would like to complete as it is crucial that they are interested in what they are learning. We also incorporate into every lesson within the unit some form of group work thus teaching the students the importance of cooperation and collaboration. Big ideas will therefore be experienced and explored by giving the students voice and having them directly participate in a variety of meaningful, hands-on activities that can later be used to help them forward change in the real world. Below we have provided brief information from the rationales of each of our lesson plans. S-1 Self/Humanistic Rationale Overview: The significance of this lesson is to teach students how their behaviors impact our planet. The decisions we make every day affect our environment and the example of the celery stick demonstrates how poor choices can contaminate our precious resources. There are steps we can take to minimize our carbon footprint, but it all starts with understanding our personal contribution to the problem. S-2- Subjects/Standards Rationale Overview:

The rationale for our lesson plan is for students to understand and learn how to become prepared in the case of a dramatic environmental event such as a forest fire. Unfortunately, events such as forest fires occur quite often in Arizona, so students will be challenged to gain insight and understanding of an issue that occurs within their own state community. By students creating their own emergency event kit, they will be highlighting their knowledge on what is necessary to prevent and/or extinguish a fire. S-3- Society/World Rationale Overview: The purpose of this lesson is to have to students explore the diverse perspectives within Arizonas history. The students will be ask to look at certain challenges through the eyes of other cultures during significant historical events. They will explore these adversities from a variety of viewpoints and come to a deeper understanding of the impact these cultures have had on our society. The students will be encouraged to use empathy to gain a better understanding of what it was like to live in a certain time period as another person, and reflect on how they might act/felt when faced with the same historical challenges. How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Students will be able to express their thoughts in a group discussion and explain the information gathered to show a complete understanding. Each student will have an opportunity to display their work and give a brief overview of what they have done and the reason why they chose to create this particular project. Each individual will present their work to a member in their group and receive peer feedback before presenting it to the class as a whole. The student will be able to make the proper changes to their work if he or she is uncertain of having a clear understanding of the lesson. As the teacher observes the group talk, constructive criticism will be given and help will be provided to any student that has a question. The teacher will continue conversations by encouraging the students in their collaboration and research. Additionally, students will be able to reflect and re-think through processes such as Think-Pair-Share, class discussions, brainstorming, and other similar activities in Lesson 1. In Lesson 2, class discussion and Vocabulary Velocity will allow students the chance to rethink their current conceptions. Lastly, in Lesson 3, brainstorming, discussions, and group work will provide students the opportunities to reflect on their thoughts and relate to others. Students will be completing a multitude of tasks such as watching videos,

How will you help students to exhibit and self-

evaluate their growing skills, knowledge, and understanding throughout the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

completing graphic organizers, working in groups, composing letters, and participating in classroom activities in order to exhibit and self-evaluate their growing skills and knowledge. Another extremely important aspect of self-evaluation that will take place is the use of classroom discussion. Throughout the unit, the students will be grouped with their table to complete discussions. Additionally, students will also utilize Think-Pair-Share and Shoulder-Buddy to evaluate and determine their own growth and understanding throughout the unit. Class discussions will allow both students and teachers to demonstrate knowledge and gain insight on other participants perspectives. Additionally, each individual lesson plan will have its own method of evaluation and assessment. Rubrics have been created for the culminating projects in which students work will be assessed. Thus, there are set criteria on which students will be graded, which will allow the students to evaluate their own work in retrospect. More information for formal and informal evaluations and assessment can be found in the Other Evidence section above. The students will interact with different technologies that will allow deeper research for more advanced students while helping lower performing students gain knowledge on their level. Also multiple intelligences will be assessed through the variety of projects completed throughout the unit. Students will be able to demonstrate their areas of strength in one project and work on an area that they are weak in another. Collaboration is built into many of the projects so the students can assist each other in areas of weakness and encourage each other to do their best work. As a class we will discuss the merits of each student choices on dealing with change, the limitations will also be discussed, but the focus on both the benefits and detriments will be done in a positive and encouraging way. Students will be encouraged to tweak their plans in light of what they learn from their classmates during these discussions. Below we have included the different plans for differentiation amongst the lesson plans. S-1- Self/Humanistic Differentiation: Low-Achieving: Students who are struggling will be provided the Four Square Graphic Organizer and will complete this document instead of the Letter to Mother Earth. The student will still need to detail ideas of how to improve the environment around, but can do so in list form rather than letter form.

 High-Achieving: Students who complete their Letter to Mother Earth and presentation early will be provided with poster board and will be asked to create a Visual Map of the individual steps they will take to improve the environment around them and will be asked to present this document to the teacher. S-2- Subjects/Standards Differentiation: Low-Achieving: Students find the words within the crossword puzzle pertaining to fire safety. High-Achieving: Students will answer the question Is fire alive? Why or why not?. The student will brainstorm and provide evidence or reason for their answer.

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

S-3- Society/World Differentiation: Low-Achieving: Students will explain and describe the similarities and differences among the four cultural societies in respect to: environmental difficulties, strengths and weaknesses in regards to adapting to change, and impact on geographic features. The student will use the graphic organizer below. High-Achieving: Students will conduct research and will choose another cultural group that has faced a great adversity (different than the four presented to the class). The student will then allocate source documents and will conduct interviews with experts in subject. The unit is set up in such a way to grow the students from a small understanding and then expand out to a greater understanding. The students will go through a process starting with looking at themselves and how they interact and react to change in their environment; they will then look at how natural disasters affect civilizations, and lastly look at how cultures deal with change from the environment and/or other cultures. Throughout this process the students will interact with texts, technology, and each other to keep them engaged with the learning. There are differing levels of understanding and research in all the lessons to help students be pushed from where they are to a higher level of understanding. Interactive learning techniques throughout

the unit will optimize the engagement of the students and push their achievements to their greatest potential.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)