UBD+Project

HI everyone! I think this could be a start...? I went by one of the Ubd handouts that we were working off of in class last week. Please let me know if I should change or add to anything! Thanks! :-) - Cat Also everyone should have gottent the standards in an email. if you need them please let me know. Feel free to add to more than just the lessons so we know we all have each others backs. There is a ubd template clark emaile dout so if you want that to i can email it out. i wil put the project together in it but in case you want it. -kelly

I can cut and paste the standards from Rebekah onto our wiki here when I get home...this computer is not letting me open it from my email for some reason. Also, I am confused about what the "GRASPS" thing is all about for Stage 2 of the template...did we talk about that? Is that kind of what Tiaca is doing with the performance assessment type stuff? I'm getting everything all jumbled together. What I wrote below is what I had in my notes, just check to make sure I am on the same page with everyone else. Thanks! - Cat yes your right that is what tiaca is doing, and thanks for the standards up here for some reason i had a lot of trouble getting them on here. -kelly


 * Grade**: 4 **Topic**: Dolphins


 * Key Concepts:** Dolphin preservation/wildlife

4.2 — All organisms depend on the living and nonliving features of the environment for survival. 1. Give examples of ways that living and nonliving things are interdependent within an 1. ecosystem. 2. Draw diagrams showing how the sun’s energy enters and is transferred from producers 2. to consumers in a local land or aquatic food chain. 3. Design and conduct simple investigations to record interactions among producers, 3. consumers, herbivores, carnivores, omnivores and decomposers in an ecosystem. 4. Analyze food webs to describe how energy is transferred from plants to various animals 4. in an ecosystem. 5. Distinguish between naturally occurring changes in ecosystems and those caused by 5. human activity. 6. Predict the effect an environmental change, such as drought or forest destruction, might 6. have on the community of living things. Standard 3 – Application: Civic competence in addressing historical issues and current problems requires the use of information, skills and empathic awareness. 3.2 –Analyze and evaluate human action in historical and/or contemporary contexts from __alternative__ points of view. GLE 3. Predict various points of view people might have on a contemporary issue. 3.3 – Apply appropriate historical, geographical, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems. GLE 4. Analyze articles from appropriate sources that propose solutions to contemporary issues. Writing: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations. Framework Write in logically organized progression of unified paragraphs. Use a variety of transition words and phrases to make connections between and within paragraphs. Adjust voice to suit audience. Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies. Framework 1. Pose questions and develop a plan to collect data using observations, surveys and experiments to answer the questions. 2. Collect, organize and represent the data that answer the questions using simple circle graphs and broken line graphs. Framework 3. Discuss, make predictions and write about patterns and trends in categorical and numerical data that have been represented in a variety of ways. 4. Determine the range, median, mode and mean of a set of data and describe characteristics of the data set as typical or average based on those determinations.
 * Standards:** (Cut and pasted from Bek's email)
 * SCIENCE Matter and Energy in Ecosystems **
 * Framework Standard **
 * 4.2.a. When the environment changes, some organisms survive and reproduce, and others die or move to new locations. **
 * GLEs**
 * CMT Correlations **
 * B10. ** Describe how animals, directly or indirectly, depend on plants to provide the food and energy they need in order to grow and survive.
 * B11. ** Describe how natural phenomena and some human activities may cause changes to habitats and their inhabitants.
 * SOCIAL STUDIES**
 * LANGUAGE ARTS**
 * 3. Communicating with Others -** Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
 * 3.1** Students use descriptive, narrative, expository, persuasive and poetic modes.
 * 3.2** Students prepare, publish and/or present work appropriate to audience, purpose and task.
 * 4. Applying English Language Conventions - **Students apply the conventions of standard English in oral, written and visual communication.
 * 4.1 ** Students use knowledge of their language and culture to improve competency in English.
 * 4.2 ** Students speak and write using standard language structures and diction appropriate to audience and task.
 * 4.3** Students use standard English for composing and revising written text.
 * GLEs**
 * Writing Genres, Traits and Crafts**
 * Descriptive**:
 * 1) Write a descriptive anecdote within a narrative and expository piece to enhance elaboration.
 * Narrative**:
 * 1) Write a myth, legend or fantasy piece, using literary devices, e.g., personification, metaphor, hyperbole.
 * 2) Provide a specific account of an event.
 * 3) Write a personal narrative in own voice, e.g., S//pinach makes me gag.//
 * Expository**:
 * 1) Write a report with accurate use of appropriate text structure, e.g., organization, transition and sequence.
 * 2) Write a news article with a strong lead and supporting detail.
 * Persuasive:**
 * 1) Write to persuade an audience to purchase a product or change a rule, e.g., advertisement, letter to principal about dress code.
 * Poetic**:
 * 1) Write an imagery poem.
 * 2) Write a cinquain poem.
 * 3) Write a refrain poem.
 * Fluency:**
 * 1) Use complete sentences in writing.
 * 2) Write a variety of sentence beginnings, e.g., starts with an introductory adverb clause: //If you want to see an ant up close, you should use a magnifying glass.//
 * 3) Write a variety of sentence lengths.
 * 4) Write a variety of sentence structures, e.g., //My dog enjoys music and howls when we listen to certain songs. It makes me laugh. After his song is over, I give him a treat//.
 * MATH**
 * Working with Data: Probability and Statistics**
 * 4.1 Collect, organize and display data using appropriate statistical and graphical methods.**
 * GLE**
 * 4.2 Analyze data sets to form hypotheses and make predictions.**
 * GLE**

**Essential Questions:** 1) How do dolphins survive? 2) How are humans impacting the dolphins 3) What are preservation tactics we could use to make a difference?


 * Understanding:** Students will be able to: make an action plan to preserve and protect dolphins. Students will understand: human and dolphin relationships. Students will know: dolphin facts (habitat, food, lifespan, etc.)

. Use the method of yes/ no chart. After this step there will be direct instruction about the 5 oceans and their locations. They will also learn such things as living things in oceans, how much of the world is covered, what we get and give to the ocean. If time allows, watch National Geographic movie on oceans, which include information on dolphins to transition to our next lesson. **Facet of Understanding:** Locate, Describe, Understanding, Knowledge, Create
 * Lesson** 1): Ecosystem- Ocean
 * Instruction:**
 * Assessmen**t: Each student will have a packet in which they will first draw a picture of an ocean. They will be asked to include living and non-living objects. There will be a map of the world to label the oceans and they will have to create a chart that shows the connection between humans and the ocean, They will write down what humans get from the ocean and what we give to the ocean. (Kelly)


 * Lesson 2):** Dolphin food chains
 * Instruction:** Begin with direct instruction. First introduce the topic of food chains, and the terminology of producers, consumers (both herbivores and carnivores), and decomposers. Introduce some of the plants and animals of the ocean. Then, use the SmartBoard and go to website, [], and have students come up and try to put the parts of the food chain in the right place. Then break all students off into cooperative learning groups and give them a worksheet on marine life that has a descriptive pararagraph about five or six different aquatic life including phytoplankton (the producer), zooplankton (primary consumer), tuna (secondary consumer), the bottlenose dolphin (tertiary consumer), and then marine worms (decomposer). The paragraph will again explain these new terms, and the new animals, and will allow students to answer comprehension questions below such as, “I eat tuna and other smaller fish”, and the answer would be dolphin. Students will be able to work through these questions as a group.
 * Facet of Understanding:** Understanding, Knowledge, Explanation
 * Assessment:** Students will be assessed using the sheet that they worked on with their groups. Teachers will be looking for the correct answer, as well as an explanation as to why that answer is the correct answer. (Julie)

(- Cat)
 * Lesson** 3): Geography - Problem Introduction (Where the problem is taking place)
 * Instruction:** Cooperative Learning - Students will work in small groups to create a map of Japan. Students will be asked to label Taiji and the Cove first and the body of water that surrounds them. Then they will have the option to locate and label any other cities or bodies of water they find important. Students will be asked to find the coordinates of Taiji specifically and label them on the map (longitude and latitude) as well as the population and climate of Taiji. (They will have the freedom and will be encouraged to incorporate any other information they find useful and important as long as they have coordinates, population, and climate first.) Students can either use text books or bookmarked and teacher-approved internet resources to find specific data for their map. Students will be expected to include appropriate keys in their maps to make them user friendly.
 * Facet Of Understanding:** Locate, Research, Explain, Create, Label
 * Assessment:** Students will be assessed on their maps. Teacher will be looking for labels, keys, and overall presentation (neatness, color, detail, etc.) There will be a rubric that students will be able to follow to ensure they have included everything that will be assessed.

Lesson 4: Mathematics – Problem Analysis (What the Numbers Mean) Instruction: This lesson will be initiated with the video clip found at []. Once the students are exposed to the issue, they will work in small cooperative groups to discover some of the statistics of the dolphin slaughter through the guided exploration of a WebQuest. The students will gather the important statistical data on their data sheets. Each group will select a different Focus Question to examine, interpret, and present to the class. Examples of the Focus Questions may be, “Based on the number of dolphins killed during the winter months in Taiji, can you determine the mean of how many dolphins are killed every month, day, hour, and minute?” or “Based on the maximum dollar amount a dolphin sold into captivity can make the fishermen and the amount the dolphin meat sells for, can you determine how many dolphins are killed to earn the fishermen as much money as the selling of one into captivity?” Once the groups have had time to work out the solutions to their Focus Question, the class will work together to create a bulletin board display of graphs, charts and tables representing their findings. (The bulletin board display will be inside the classroom so as not to disturb any of the younger students in the school.) Facets of Understanding: Explaining, interpreting, and applying Assessment: Students will be assessed on their group’s collection, organization, application, and presentation of data specific to their chosen Focus Question. Proper use of grade-appropriate addition, subtraction, multiplication, and division will be expected and assessed. For the presentation of their findings, they will need to be able to clearly explain what information they found, how they manipulated it to find a solution, and their interpretation of what their findings suggest. The class bulletin board display will allow for assessment of application of graphical/representational skills.

Lesson 5: Social Studies (Tiaca)  **Instruction**: Concept Attainment/Development. The lesson plan development will begin with a video. Students will watch “The Cove” documentary in two parts. The first part will consist of the student’s ability to explore key concepts developed from the images and descriptions provided by the use of dialogue and visual clips. Throughout the video, the students will focus on the message that can be examined from both the anti-dolphin-hunting team and the fishermen’s perspective. By watching this documentary, students will find a way to define the eco-justice concept. After the video, students will brainstorm individually at their desk about all the words/phrases that come to mind from what they observed, interpreted, and experienced in Taiji, Japan. I will write on the board everything that the students mention from their list or memory of a feeling that they had. As a class, we will form the descriptions on the board into small groups in order to categorize the main idea of each attribute. The eco-justice concept will also be broken down into its smaller components to assist students in defining (eco), then (justice), and putting the words back together to define the concept. When the concept is defined, I will explain an example of a RAFT to the class. Students will have the opportunity to establish their role, audience, format, and topic and apply it to the actions or solutions they will take on the slaughtering of the dolphins issue. Students can choose from a variety of roles: dolphin, anti-dolphin team, fishermen, students etc. The audience can be directed at: the people in Taiji, Japan, the fishermen, the government etc. The format can reflect a variety of approaches: letter, postcard, poster etc. Students will select an appropriate topic that explains their purpose and concerns for the issues surrounding the dolphins. The lesson plan will conclude with a brief discussion of ways the students could help save the dolphins in Taiji, Japan.  **Facet of Understanding**: Describe, create, understand, knowledge, explain, interpreting, have perspective, empathize, and apply.  **Assessment**: Students will be assessed on their ability to pay attention to the documentary in order to locate the main issues in the Cove, their contribution to the words on the list, the steps they took to develop the concept, and the overall format that they chose to create from the RAFT.

Lessons: 1) Science: Ecosystems - Kel

2) Science: Dolphin food chains - Juls

3) Geography: Problem introduction - Cath

4) Math: Problem analysis - Bek

5) Social Studies: Problem responses/resolutions - Tiaca

(I think this is what we discussed Thursday. If we need to change things, we just have to communicate :o). My phone number is 860-877-3148. Sometimes I answer that before I have access to my email. Should we all exchange numbers so we can reach each other with quick questions?)~Bek 2039948289- kel 860-307-6059 - Julie (call or text)