This unit is designed to incorporate the Common Core State Standards and 21st century skills which will prepare our students for their future.
LS1.A: Structure and Function Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
Students will discuss and note the structures of living things and identify the importance of these structures functions to survive and thrive. This CCSS will be implements in the beginning of the unit to ensure that all students know what a living thing needs in order to survive and the functions that help them grow, behave, reproduce and survive. Students will be able to make personal connections by identify different structures of their own body and also different animals. Students can expand this standard by reading about different living species and comparing their similarities and differences.
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind or vegetation.
Students will be able to make several observations during hands on experiments and field trips to identify the effect weathering, like heavy rainstorms, have on an area due to climate change. Students will be able to learn about the effects of sea level rise and connect it to where they live here in Connecticut.
Students will be able to Interpret information presented visually, orally, or quantitatively by making observations and take part in small group and whole group discussions by using the videos, animations, websites, readings to explain the effects climate change. Students will be able to interpret this information to gain knowledge to share their thoughts and ideas.
Students will be able to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Students will be able to do this multiple times throughout the unit and have extra opportunities when engaging in the student supplementary resources.
Students will be able to write informative/explanatory texts to examine a topic and convey ideas and information clearly. Students will have the opportunity to create a campaign piece to spread awareness in their community. Students will have the opportunity to research species that are effected by climate change and rise in sea level. They will also come up with solutions they and the community can do to help.
SPEAKING AND LISTENING
Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. This will be implemented in every lesson so students have the opportunity to share their thoughts and ideas with different classmates to learn from one another.
Students will pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Setting up a question spot or a “parking lot” poster where students can write their questions on sticky notes and post on a poster is a great way to collect data on what the students are having trouble understanding. This will make it easier for the teacher to provide additional lessons or resources to students to clarify any questions they might have.
Students will be able to report on how climate change is affecting Connecticut and use appropriate facts and relevant, descriptive details to support their research. When presenting their final project, students will speak clearly at an understandable pace.