G4+Sci+U3+-+Interactions+of+Air,+Water,+and+Land

February 4th – April 19
 * UNIT 3: Interactions of Air, Water, and Land **


 * Enduring Understanding: **Interactions within communities and environments can create conflict.


 * Essential Questions: **How do interactions lead to conflict?


 * Common Core Learning Standards**

W.4.2.  Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4.  Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. RI.4.3.  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. RI.4.4.  Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a //grade 4 topic or subject area//. RI.4.5.  Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.10.  By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range
 * Education for Sustainability (EfS) Standards **

Dynamics of Systems and Change

Inventing and Affecting the Future

Multiple Perspectives

Sense of Place
 * Performance Task [|(Teacher Model)] **

Students will show the impact that humans have had/will have on the Earth, beginning with the Native Americans, then moving to colonialism, industrialization, the present and the future (designing an ecologically sound city)
 * I.** As a “green” architect you will represent your firm at the annual conference of the United States Green Builders Council. You will be responsible for creating a display table that demonstrates the firm’s awareness of sustainable building practices.


 * Can be represented by the creation of comic books, power points, movies, dioramas, essays, persuasive letters, posters, news reports/ reporting, plays or 3 dimensional models (clay, legos, natural materials, recycled materials)

We have identified and decided to focus on creating one of the following -News team (video) or newspaper -Comic books -3 dimensional model: city construction - Power point

**Interactions Final Project** Since you have learned about the affects humans have on the natural environment your group will be responsible for creating a futuristic representation of the New York area. In your representation of the state be sure to include technology that can lessen the human impact on Earth. Be sure to include: ● A clear representation of how the human population is living and using its resources ● Technology that lessens the human impact (i.e. solar panels, sis terns, green roofs) ● Ensure that your group has properly labeled geographic regions and landforms
 * **3 Dimensional Model: Eco- Friendly Future State**

Detail the positive and negative impact humans have had on Earth using examples Explain how your future state lessens that impact Explain what will happen if these changes are not made || ** The Comic Book ** Time periods may include: - Early New York (Native Americans) - The Colonial and Revolutionary Period -The Industrialization Period -Modern times (Present day) - The future *If you choose to represent the future it should be ecologically sound || Nation Building Network Party – Students study different historical figures from the Colonial/Revolutionary Period. They must use their research to take on the roles of the famous figures they studied. As an attendee you must prepare a speech portraying your opinion of the impending war. You must decide if you are a loyalist or a patriot and support your decision in your speech with accurate time period details.
 * Writing Piece for the 3 Dimensional Model: Eco- Friendly Future State**
 * Task ** : Students are responsible for creating a comic book that represents how New York has been affected by both human interactions and natural processes. The pictures an d dialogue should also focus on the interactions between the land, air and water. Be sure to identify a time period or periods that you would like to focus on.
 * OR **
 * II. **

Write a poem about the American Revolution Write a news article about one of the major news stories during the American Revolution

Conflict || Understand expectations and objectives of unit || Introduce unit making connections to units 1 & 2. Introduce enduring understanding and essential question. Show PowerPoint presentation of performance task teacher example. (See link above) ||  || Write about an interaction you had with another person that caused conflict. Explain what you did to solve that conflict. || || condensation water pollution nutrients Water vapor transpiration || Describe the importance of the water cycle and how living things depend on it
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/KBAD ** || ** Investigate/Activities ** || ** Standards ** || ** Homework ** || ** Comments/ **
 * Observations ** ||
 * ** 1. ** || Interactions
 * 2-3 || water cycle precipitation evaporation

ES: Discuss the effects of water pollution (interactions leading to conflict) || Day 1: View video Study Jams – Water Cycle [|water cycle video]

ES: Discuss the effects of water pollution OR Read –aloud (any Water Cycle book)

********** Label an illustration of the Water Cycle (see diagram below)

Day 2: How living things depend on water (for nutrients, etc.) ES: How we pollute the water and ways to prevent it.

Learn the “The Water Cycle” song [|water cycle song] || EfS

B. Responsible Local and Global Citizenship

C. Dynamics of Systems and Change

E. Healthy Commons

F. Natural Laws and Principles || RS 57

Water Cycle Writing worksheet

Water Pollution Worksheet ||  || Runoff || Describe groundwater and runoff || Day 1 : Read pg. 272 Transparency RS 25 (match the caption to the water cycle process being described) Day 2: Demonstrating Groundwater investigation p275 (see below) || EfS
 * 4-5 || Ground water

C. Dynamics of Systems and Change

F. Natural Laws and Principles || ** Critical Thinking Question: ** Not all of the water that falls as rain, snow, or sleet evaporates. What happens to the rest of the water? || || Sleet Tsunami Hail Tornado Hurricane Altitude || Explain how climate affects the water cycle || 2 Days: Read pages 274- 281 Comparing the water cycle between different climate zones Present pictures representing different climate zones, Ask students what type of precipitation they would expect to find in that place
 * 6 || Climate

Pictures of mountains (difference in altitude changing precipitation form), frozen tundra, desert, rainforest Guest speaker: Lauren Wiley (www.inspiredbyAntarctica.com) || EfS

C. Dynamics of Systems and Change

F. Natural Laws and Principles || ** Critical thinking question: ** How is the water cycle affected in different climates? || || Carbon Dioxide Methane || Explain how air pollution caused by humans impact the water cycle || EPA website video on water cycle [|water cycle video 2 (climate change)] or watch the video: [|www.hippoworks.com]
 * 6 || Greenhouse gases

How do humans create these gasses and what are their effects? || EfS B. Responsible Local and Global Citizenship C. Dynamics of Systems and Change E. Healthy Commons G. Inventing and Affecting the Future || Write a letter to a community business explaining how their practices are causing greenhouse gases to overwhelm the Earth’s atmosphere. ||  || Show GYRE video cleaning ocean garbage on cloud commons (on Youtube)
 * Critical Thinking Questions: **
 * 7 || *See video for vocabulary || Explore ways of decreasing water and air pollution || Can we reverse this trend?

Take Gyre Promise at [|5 Gyres - Understanding Plastic Pollution Through Exploration, Education, and Action]

Activity on cleaning water page 159 || EfS B. Responsible Local and Global Citizenship C. Dynamics of Systems and Change E. Healthy Commons G. Inventing and Affecting the Future || Students will select/create a method of water pollution reduction and describe the benefits of its use ||  ||
 * 8 || Landform || make inferences about landforms

describe the natural interactions to cause erosion || Discuss pictures on pgs. 190-192 Listen to an erosion and weathering song: [|weathering song]

How do you think these landscapes might have formed? And/or Read-aloud “The Sun, the Wind, and the Rain” || EfS

C. Dynamics of Systems and Change

F. Natural Laws and Principles || Read pages 208-213 Answer questions 1, 2, 3, 6 and narrative writing link ||  || Weathering || explain how water, wind, and heat breaks down rocks || View video Study Jams (Scholastic) – erosion and weathering
 * 9 || Erosion

View pictures of rocks created by erosion and weathering [|weathering pics]

Below website has several power points on the topic [|erosion ppt] || EfS

C. Dynamics of Systems and Change

F. Natural Laws and Principles || Hand-out “Breaking Up Rock” (reproducible master from Earth and Weather teacher resource) Read pages 222- 223 Answer questions 1, 2 ||  || Habitat restoration Water treatment plant || Examine negative effects human on ecosystems || Show pictures and videos of habitat destruction and discuss the effects it has
 * 10 || Pollution

Pages 148-155 || EfS B. Responsible Local and Global Citizenship C. Dynamics of Systems and Change E. Healthy Commons G. Inventing and Affecting the Future || Read pages 150-154 Answer questions 1, 3, 4, 5, 6 and persuasive writing link ||  || Endangered || Examine positive effects humans have on ecosystems || Read page 158 in text
 * 11 || Conservationist

Show video of Jessie Ruth Corkins from Vermont (burning wood chips) || EfS B. Responsible Local and Global Citizenship C. Dynamics of Systems and Change E. Healthy Commons G. Inventing and Affecting the Future || Describe a positive change you would like to see in your community. How would this be helpful? What can you do to make it happen? ||  || Answer critical thinking questions on page 161 ||   || Assessment ||  ||   || Reflect on Unit ||   ||
 * 12-15 ||  || Complete final project || Determine project and list necessary materials ||   || Acquire materials ||   ||
 * 16 ||  || Review for Assessment || Review and Test Preparation pages 160-161 questions 1-18 ||   || Study
 * 17 ||  || Written

Class walking trip in Central Park (search for signs of weathering and erosion) document with Flipcams Web Resources [|www.teacher.scholastic.com/activities/studyjams/water_cycle]
 * End of Unit Culminating Activity: **

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[|www.**kids**geo.com/...**kids**/0059-introduction-to-**erosion**.php]

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 * Culminating Projects:** growing/planting trees, flowers


 * Important Understanding: **** The Earth is constantly being changed by both natural processes and human interactions **


 * Guiding Questions: **** How do natural events affect the Earth? **
 * How do human interactions impact our Earth? **
 * How did industrialization affect the quality of the air, water and land? **
 * What can humans do to sustain the natural processes created through interactions of land, water, and air? **