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Unit Title

Using and Sharing Resources

Course(s)

Course 5

Designed by

Tech Coach, APISP Grade 4, PYP Coordinator

Time Frame

6-8 Weeks

Stage 1- Desired Results

Establish Goals

Sharing the Planet: An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Transfer

Learners will be able to....


People worldwide encounter a variety of challenges, risks and opportunities involving resources.

Meaning

UNDERSTANDINGS

Learners will understand that...

  • Challenges, risk, and opportunities that people encounter worldwide to gain access to resources (perspective)
  • How people respond to challenges, risk, and opportunities involving resources (reflection)
  • Ways in which individuals work together to protect our world’s resources (responsibility)

Essential Questions

Learners will keep considering...

  • How can we conserve air, water, soil, energy, fuel, plants, and animals?
  • What is conservation?
  • Where are places life resources are in need?
  • What resources are often exploited?
  • How can we live more sustainably?
  • What choices can I make to help reduce the consumption of resources?
  • What kinds of things can we do to conserve resources?
  • How do we prevent the depletion of resources?
  • What are renewable and nonrenewable resources?
  • What are ways to conserve resources?
  • Natural vs. manmade resources
  • Living vs. nonliving resources
  • What is endangered animal?
  • Harmful vs. Helpful behaviors

Acquisition

Learners  will know…

  • Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.

Learners will be skilled at...

  • Learner Profile:  Principled, Caring
  • Through student actions, questions, and discussions during this unit is became clear that conservation of Earth’s resources is a topic they are passionate about.  They demonstrated that they were principled in their eagerness to stop contributing to pollution and to start supporting sustainable resources.  They showed caring when we learned about exploitation of resources, animals, and humans in the way with which we collect resources.  Students are beginning to refuse throw-away plastic which is a good indicator of being both principled and caring.
  • Attitudes:  Respect, Independence
  • Students have shown a great deal of respect for the environment and our Earth.  They were respectful on our field trip to the reforestation project.  
  • Students at APISP are growing in independence but many still need a lot of support with comprehension of text and videos.  The use of EdPuzzle and NewsELA helped support independent learning.  Students at APISP did a much better job analyzing art than reading or comprehending videos.
  • Skills:  Communication
  • Students have worked on communicating through speaking, listening, art, and music.  Though listening to one another could use a lot more work, the other forms of communication have improved.
  • Related Concepts: Equality, Rights, Resources

Stage 2- Evidence

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of…

RUBRIC

1 introduction paragraph and 1 conclusion paragraph

3 body paragraphs - 1 describing the resource and what makes it valuable, 2: explaining what people do to get the resource and how they respond to challenges, 3:  what people are doing to work together and protect the resource

Exemplar

Student Checklist

GRASPS Task written in student-friendly language:

Goal

G - Write a news article for a paper to distribute school wide reporting on a particular resource.

Role

R - You are a journalist reporting to the world an important story that you want people to understand and care about.

Audience

A - The audience is APIS grade 2, 3, 5 and 6 students and families

Situation

S - You have been asked to research and report on the way a specific resource is running out.  You need to show your audience how people encounter challenges, risks and opportunities to exploit this resource and how others are working together to protect it.

Product

P - You need to write a newspaper article for a Grade 4 newspaper

Standards

S - Your article must include:

  • a description of the resource:  What is it?  Where does it come from?
  • an explanation of why the resource is valuable:  What is it used for?
  • information about the risks and challenges people face getting the resource:  How do people get it?  What makes it difficult to get?
  • information about how people are working together to protect the resource:  Who is working on conservation of the resource?  What are they doing?
  • at least one tip that the audience can use to help save the resource:  What can APIS kids do to help protect the resource?

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

Week 1 - 8

Learning activities to be determined.... Some examples include:

  • Introducing the features of nonfiction through read-aloud, modeled reading, and shared reading
  • Collecting information
  • Summarize all learned information into own words
  • Learn to use new apps
  • Peer editing, self monitoring and self-reflection
  • Public speaking: invite guests into the classroom to celebrate the learning

TBD

Resources / Materials:

  • MANY child-friendly news articles about limited resources or conflict over resources.  Subscriptions to student news websites.  Kids magazines and books about resources.  Videos/documentaries outlining issues involving blood diamonds, endangered species, fossil fuels, etc…
  • www.edpuzzle.com with related videos
  • How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Warm Heart presentation coming to school (biochar and smoke prevention)  Field trip to biochar location.
  • Art as activism - great examples of graffiti art, music videos, and poetry.  
  • Music: https://www.youtube.com/watch?v=OXeUvTaOPNk , https://www.youtube.com/watch?v=eOvuivCdDJM 
  • Kahoot.it - quizzes about types of resources