Georgia Performance Standards Framework for Science Grade 3

Transcription

1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Unit One Organizer: Interdependence of Man Pollution and Conservation (Approximate Time) OVERVIEW: This unit wraps up the year by showing how habitats and the organisms that live there are affected by various forms of pollution. There are specific ideas for students to learn about conservation of resources that third graders can adopt. Students will communicate their findings to others with posters, letters, and action. STANDARDS ADDRESSED IN THIS UNIT Focus Standards: S3L2. Students will recognize the effects of pollution and humans on the environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment. Conservation of resources Recycling of materials STANDARDS ADDRESSED IN THIS UNIT Supporting Standards: S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later. b. Offer reasons for findings and consider reasons suggested by others. c. Take responsibility for understanding the importance of being safety conscious. S3CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. d. Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. April 16, 2007 Page 1 of 6

2 a. Choose appropriate common materials for making simple mechanical constructions and repairing things. c. Identify and practice accepted safety procedures in manipulating science materials and equipment. S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. c. Identify ways in which the representations do not match their original counterparts. S3CS5. Students will communicate scientific ideas and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. S3CS7. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observable uncertainties. b. Some scientific knowledge is very old and yet is still applicable today. ENDURING UNDERSTANDINGS Students will understand that There are harmful effects of pollution and identify various ways to protect the environment from pollution. ESSENTIAL QUESTIONS What essential questions will be considered? 1. How do I identify distinguish, and correct effects of pollution? 2. What are the effects of pollution on plants and their habitats? 3. What are the effects of pollution on animals and their habitats? 4. How does conservation protect our environment? 5. How does recycling help reduce pollution? April 16, 2007 Page 2 of 6

3 MISCONCEPTIONS Pollution comes only from manufacturing processes and machines. We can recycle everything. Trash disappears. I do not pollute We don t have a problem with pollution All water sources are clean and can be used for drinking water. CONCEPTS CONCEPTS 1. Pollution changes a living thing s habitat: water, air, land. KNOW and DO 1. The meaning of pollution, conservation, recycling, and acid rain. 2. How to recognize the kinds of pollution found on land, air, and water. 3. The effects that pollution has on the habitats of plants and animals. 4. Compare and contrast the effects of pollution on plants and animals. 5. Investigate the effect of pollution in their community 6. Using pictures of polluted habitats, students will identify the pollution as littering, acid rain, etc. PROPER CONCEPTIONS Pollution comes from many sources. Some objects are not recyclable. Not all trash can be recycled. Pollution is everyone s problem. Pollution comes from everyone. You should not drink water from sources you do not know are safe (lakes, creeks, rivers) LANGUAGE pollution air pollution land pollution water pollution pollution habitats environment aerosol ozone layer littering land pollution conservation acid rain water pollution air pollution EVIDENCE OF LEARNING Ticket out the door Science experiment Venn Diagram Make a collage of pictures that describe the effects of pollution on animals and plants in one of the habitats in Georgia. Orally describe the pollution in your habitat and how it impacts animals and plants. Poster April 16, 2007 Page 3 of 6

4 2. Conserving resources and recycling protects our environment 1. There are many ways we can help protect our environment (recycle, reuse, reduce, and conserve). 2. How to identify the results pollution and conservation on our environment. 3. Students will design an activity to see how much recyclable materials they use. 4. Students will challenge another school to see which school can recycle the most material. Put information on charts, graphs, and tables. resources recycle reduce reuse biodegradable non-biodegradable resources recycle reduce reuse biodegradable non-biodegradable Journal writing describing pollution as it affects land, air and water Science activity with graph or chart showing data. Write an to your congressperson about pollution in your community. Letter should include information about conservation/recycle. Poster Web Collaboration 5. Write letters to congressperson encourage others to help conserve/recycle. Create a story, play, poem, song that has the meaning of pollution, conservation, recycling and acid rain. April 16, 2007 Page 4 of 6

5 EVIDENCE OF LEARNING By the conclusion of this unit, students should be able to demonstrate the following competencies: Culminating Activity: GRASPS Goal: Understand the importance of sharing with others the ways you ve learned to conserve resources to protect our environment Role: You have been hired by the Environmental Protection Agency to design a poster to present to the School Board to use for the county to teach children how to protect the environment. Audience: Your School Board members and the members of the EPA will decide if your poster reflects pollution prevention. Scenario: You must present your poster to the board members and EPA. You must show evidence that you understand conservation, recycling, reusing and reducing waste. Product: You will make posters to display around the school informing other students of the need to conserve water and land resources by careful use and recycling. Standard: You will write a plan for your poster to explain how to protect your environment using recycling, reducing, reusing, and conservation. You will use the plan to create your poster. You will include data to support your information. You will provide will organize ideas and present them neatly using colorful visual graphics. Your written information must be accurate based on knowledge gained from the unit study. April 16, 2007 Page 5 of 6

6 Required Elements Data Knowledge Gained Three Points Exemplary The poster includes all required elements of conservation, recycling, reusing and reducing waste as well as additional information. All information on the poster is supported by data of a recognized source Student can accurately depict understanding related to facts in the poster and processes used to create the poster. One Stop Shop For Educators Two Points Developing The poster includes some elements of conservation, recycling, reusing or reducing waste. Some information on the poster is supported by data of a recognized source. Student can depict some understanding related to facts in the poster and processes used to create the poster. One Point Needs Improvement Several required elements were missing. Information on the poster is supported by limited data. Student appears to have insufficient knowledge about the facts or processes used in the poster. ELA3R3: The student uses a variety of strategies to gain meaning from grade-level text Related Literature 1. Just A Dream Chris Van Allsburg, (Houghton Mifflin Company, 1990) 2. The Giving Tree Shel Silverstein, (Harper Collins Children s Books, 1964) 3. The Paper Bag Prince Colin Thompson M3D1: Students will create and interpret simple tables and graphs April 16, 2007 Page 6 of 6