Melanie Cella

Unit Plan
3rd Grade
Topic: Animals and Ecosystems
 Understanding by Design
Goals:
STANDARDS:
NGSS
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the
environment.
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics
among individuals of the same species may provide advantages in surviving, finding
mates, and reproducing.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can
survive well, some survive less well, and some cannot survive at all.
3-LS4-4 Make a claim about the merit of a solution to a problem caused them the environment
changes and the types of plants and animals that live there may change.

Students will analyze traits of animals and the ways these traits help them survive in a specific
ecosystem.
Students will construct an argument addressed to state officials regarding the importance of
environmental issues (such as climate change) on animals.

Knowledge/ Understanding and Skills:

Students will recognize different features of informational texts.
Students will demonstrate understanding of concepts and ideas by creating an argument about
the importance of environmental issues and will defend their argument with evidence and
examples.
Students will be skilled at taking on the perspective/ point of view of an animal.
Students will be skilled at taking in information from informational texts.

Guiding/Essential Questions:
What do organisms need/do in order to survive everyday?
Could animals survive if their environment changed?
What are some possible issues that could arise if the environment changed?
How can we share our ideas with other people and defend our opinions?

Performance Tasks:
Menu Assignment: To demonstrate understanding of animals and ecosystems, students will
choose one appetizer, one entre, and one dessert. If they would like to make any substitutions
(ex: if they want to describe the climate of an ecosystem and the animals that live in it but would
rather write a paragraph about it than write/record a song) they will be able to do so.
Newsela Article Action Plan: Students will complete an assignment in order to examine the
issue of climate change and the ways in which people are helping. They will use the ideas
formed from brainstorming as a class in order to develop a plan to combat climate change. This
will be completed as a tiered assignment.
Perspective Taking Assignment- Tiered assignment/RAFT: In this activity, students will be
able to choose any animal to take the perspective of. They will then choose an audience, a
format, and a topic. (detailed directions attached).
Persuasive Argument Assignment- Tiered assignment: The students will need to create their
own persuasive argument discussing the importance of taking action against climate change.
They will engage in peer editing and presentations. (detailed directions attached)

Other Tasks:
Nature Walk and Discussion: As a class, we will go on a nature walk around the school.
Students will take notes, pictures and videos and we will discussion, What do you notice when
you are outside? What do you see? What do you hear? What do you smell?
Jigsaw- Teaching Informational Text Features: In this activity, students will be split up into 4
groups and will be given a text feature to focus on and an informational text to read. The group
will need to understand their text feature and how it helps them find information in their
informational text. Text features given to groups will include captions/pictures, table of contents,
index, and glossary/ bolded vocabulary words. After becoming experts on one text feature, they
will form another jigsaw group where they will present their information. They can present their
information by any means.
Double Sided Journal Entry: The students will create double-sided journal entries in order to
list things that they learned about a specific animal and their reactions to these things. The
students can write, draw, or paste pictures in the journal in order to demonstrate their
understanding.
Centers-
Guided Reading: Students will read books about animals and ecosystems with a teacher
and answer questions.
Readers Theater: Students will practice reading with fluency and expression by taking
part in a Readers Theater. Each student will be given a role in the play and will be given
five minutes to independently practice it. The last five minutes will be used for the group
to practice reading the play aloud as a group.
Technology: Students will do online simulations of habitats, animals, and predator/prey
relationships.
Writing: Students will construct an argument with evidence that in a particular habitat
some organisms can survive well, some survive less well, and some cannot survive at all.
Students can write a list, create a chart, draw pictures, or write in paragraph form their
responses.
Independent Reading: This time will be used for students to read any book or online
article of their choosing. If students are struggling or need extra time with any assignment
or center, this will be the center to catch up.
Video/Article/Story Group Presentation: The students will be grouped based on their interest
in topic: ocean animals, rainforest animals, and arctic animals. The groups must find a video,
article, or a story about climate change and their ecosystem by going on the iPads and computers.
They will choose their video, article, or story based on a group vote of what they learned the
most from. Each group will then share their findings with the class and will explain why they
chose what they chose and what they learned from it.
Four Corners Review Game: The students will be given animal traits and they will need to
determine where the animal could be found: the ocean, desert, rainforest, or arctic. Students can
go to the corner of the classroom that is labeled with the ecosystem in order to represent their
answer. If they do not want to move around the classroom, they can hold up a card that will be
given to them with one of the four ecosystems on it in order to represent their answer.
Exit Slips/ Conferences: As formative assessments, students will complete an Exit Slip or will
conference with a teacher to discuss one thing they learned, one thing that they are still confused
about, and one thing they would like to learn more about.
 Lesson 1: Introduction to Informational Texts and Animal Traits

Essential Questions:
What are features of an informational text? How can we use features of informational texts to
find information?
What are some examples of animals and what traits do they possess?

Standards:
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
3-LS3-2.
Use evidence to support the explanation that traits can be influenced by the environment.

Learning Objectives and Assessments:

Objectives Assessment
Students will express their understanding of Students knowledge will be assessed through
elements of nature. their notes from the nature walk and their
responses during the class discussion.
Students will demonstrate understanding of This will be assessed through the jigsaw
text features in an information text. assignment and the exit slip.

Materials:
iPads
White boards
Dry erase markers
Our Amazing Animals Friends by Gene Stuart
4 informational texts: Life in the Rainforest by Lucy Baker, Oceans: Wonders of our
World by Neil Morris, Here is the African Savanna by Madeleine Dunphy, and Deserts
by Anna OMara

Procedure:
1. Experiential/Hands On Entry Point Activity: As a class, we will go outside to go on a nature
walk. Students will be given time to walk around and explore the school. One teacher will bring
half of the students to the front of the school and the other teacher will bring the other half of the
class to the back of the school. They will be asked, What do you notice when you are outside?
What do you see? What do you hear? What do you smell?
Students will be given iPads to take outside. They will have a choice of their writing down notes,
typing notes on their iPad, recording voice notes, recording videos, or taking pictures in order to
remember what they see. (note template attached: graphic organizer of 5 senses).

2. We will then come back into the classroom and have a discussion on the rug about the things
that we all noticed on our nature walk.
 What did everyone see? What did everyone hear? Did you see any animals? What did
they look like? Does anyone have any pictures they would like to share with the class?
How does the front of the school compare to the back? Do you think you would see and
hear the same things if you were in a forest? What about if you were in a desert? At the
beach? In the artic? Why?
We will then connect this discussion to the discussion on different ecosystems and the different
conditions in these different ecosystems. We will talk about the animals that can be found in
these places. Students will be able to give verbal answers or can share their notes (videos,
pictures) with the class in order to engage in the discussion.

3. Read aloud: After our class discussion, I will read Our Amazing Animals Friends by Gene
Stuart.
Before Reading: We will go though a picture walk and describe the different
animals in the book.
During Reading: We will point out different text features in the story (table of
contents, captions, pictures, bolded vocabulary words, index, and glossary) and
we will discuss how these text features give us information.
After Reading: We will discuss two vocabulary words from the book:
environment and climate. Students will be given a white board and an iPad. They
will have the choice to draw a picture representing the word, act out the word,
write a sentence including the word, or find an online picture that helps to define
the word. Out of the two words, each student will be asked to complete the
assignment for one of the words.

4. After the read aloud, we will conduct a jigsaw activity. In this activity, students will be split up
into 4 groups and will be given a text feature to focus on and an informational text to read. The
group will need to understand their text feature and how it helps them find information in their
informational text. Text features given to groups will include captions/pictures, table of contents,
index, and glossary/ bolded vocabulary words. After becoming experts on one text feature, they
will form another jigsaw group where they will present their information. They can present their
information by any means.

5. Students will complete an Exit Slip that asks them to write one thing they learned, one thing
that they are still confused about, and one thing they would like to learn more about.

Differentiation:
I will begin the lesson with an entry point in order to engage students in the topic of nature and
animals. I believe that taking them outside will activate their prior knowledge and will help them
make connections to the content that they will be learning about throughout the unit.

In order to help Edwin, Kabree, and Danielle organize their thoughts, they will be given the
accommodation of being provided with the 5 sense note taking template before going outside
and can go over each sense with a teacher. By activating their prior knowledge, they will better
understand the assignment and directions before being placed in a new and confusing setting.
Mike will be given the accommodation of using his standing desk near the carpet during the
read aloud and the group project. This will help him concentrate and get energy out. He will also
be allowed to leave the classroom to take a lap if he feels anxious and hyper. He will be provided
with his stress ball. Also, he will be given the task of keeping track of time during group work.
This job will help him feel important in the classroom. (these accommodations will be given
throughout the entire unit)

Danielle will be given the accommodation of using her voice to text software in order to take
notes. This accommodation will be given to her throughout the entire unit and will relieve some
of her frustration with her motor skills.

Edwin and Kabree will be given the accommodation of being able to write vocabulary words or
unknown words in their native language. After, they will work one on one with the teacher on
these words in order to increase their English language vocabulary. This will be an option for
these two students throughout the entire unit.

UDL Principles:
To give students multiple means of engagement, I am providing them with options to take notes
on iPad, paper, using pictures, or taking videos. I will also give them options that increase their
individual choice when sharing their text feature. I think that providing these choices will help
students be more interested in their note taking process.
To give students multiple means of action and expression, students will be given an option of
how to physically respond to the vocabulary word questions after the read aloud. Students can
express their understanding of the words using any tools that work best for them.
To give students multiple means of representation, I will give verbal directions as well as write
the directions on the board for the text feature jigsaw assignment. This will give students
multiple forms to access the necessary information.
The spaces on the nature walk graphic organizer will be large so that all students are able to write
in the area without any difficulty. This option makes it easier on the teachers, who do not need to
modify the worksheet so that Danielle is able to write.
 Lesson 2: The Day in the Life of

Essential Questions:
What do organisms need/do in order to survive everyday?
How do we take on the perspective on another person?

Standards:
NGSS Use evidence to construct an explanation for how the variations in characteristics
3-LS4-2. among individuals of the same species may provide advantages in surviving, finding
mates, and reproducing.
COMMON CORE:
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.

Learning Objectives and Assessments:

Objectives Assessment
Students will be able to identify what animal This will be assessed through their jigsaw
traits are and why they are important. assignment and the double journal entry.
Students will be able to express information This will be assessed through the class
from the viewpoint of an animal. discussion and through the RAFT assignment.

Materials:
Poster board/ markers
Sea Turtles: A Day in the Life of Sea Turtles (Ocean Animals) by Louise Spilsbury (2nd
grade reading level)
Lemur: A Day in the Life of a Lemur (Rain Forest Animals) by Anita Ganeri (2nd grade
reading level)
Octopus: A Day in the Life of an Octopus (Ocean Animals) by Louise Spilsbury (2nd
grade reading level)
I am a Shark: The Life of a Hammer Shark by Darlene Stille
iPads

Procedure:
1. We will begin by going over any questions/ concerns that arose from the Exit Slips on the
previous lesson.

2. As a class, we will review what we learned yesterday about animals by naming some of the
animals that we read about and describing where they live and what traits they possess. In order
to allow every student to answer, we will begin by naming all of the animals that we went over
as a class. I will then allow students to choose one of the animals that we went over to form
groups. In these groups, students will name where the animal lives and some traits that they
possess. The students will be given a piece of poster paper. They can write their information,
draw their information, or verbally explain their information to the class.

3. After the short review activity, we will introduce the class to some books that are all about the
daily life of a specific animal. We will then give each group a book on an animal. The jigsaw
groups will be formed by animal interest. If a lot of students are interested in one animal, we
will split the group so that there are no more than four or five students in a group. In order to
accommodate more learners, students will also be allowed to go on their iPads to research the
daily life of their animal. As a group, they will create a double-sided journal entry in order to list
things that they learned and their reactions to these things. The students can write, draw, or paste
pictures in the journal in order to demonstrate their understanding. (Journal format attached).

4. We will then come together as a class to discuss the writing style of these stories.
How were they written? What is first-person perspective? How did it help you further
learn about the animal? What are some of the animals that you learned about? What traits
do they possess?

5.We will use the books about the daily life/perspective of animals in order to introduce the
RAFT activity. In this activity, students will be able to choose any animal to take the perspective
of. They will then choose an audience, a format, and a topic. This will be completed as a tiered
assignment (rubric attached). Students will be given time to work on their RAFT assignment,
either independently or with a partner. They will be directed to fill out their RAFT form in order
to plan their project.

6. Students will meet one on one with one of the teachers throughout the lesson in order to
conference about their feelings on the unit. If they have any questions or concerns, this would be
the time to discuss them. One of the two teachers will have a conversation with each student in
order to get a feel for their understanding of the topics.

Differentiation:
The differentiation strategy used in this lesson is the RAFT activity. The RAFT activity will
allow students to have choice in the point of view they take on, the audience that they are
focusing their work toward, the information that they include, and the format that they want to
express their work in. This strategy is helpful because it gives students choice and it makes it
easier for students to be engaged and motivated.

Tiered instruction is also used in this lesson. This will allow every student in the class to be
challenged while not being frustrated and will help the students complete the same objectives.

An accommodation for Edwin, Kabree, and Sophia in this lesson would be to given them audio
recording of the animal perspective jigsaw books. If no audio books are available for the book
that they chose, they will be paired up with another student who will real the book aloud and
they will follow along or one of the teachers can record themselves reading the book on an audio
recorder. The students will have the option in order to make them most comfortable. This
accommodation is important for these students because Edwin and Kabree both have strong oral
comprehension skills but still struggle with reading as ELL. By listening and reading along, they
are still accessing the information and they are learning the words. This accommodation would
help Sophia to read the text at the same pace as her peers without feeling left out.

To help Danielle access the journal entry jigsaw assignment, she will be given the
accommodation of having a journal entry that is already filled out with some blank spaces of
key information that she needs to fill in (attached). This will help her work on her IEP goal of
holding a pencil while making sure that the work is not too strenuous or frustrating. As another
IEP goal for Danielle is to work on social communication with peers, she will be assigned the
role of presenter during the group animal review activity.

The RAFT assignment will be adapted for Danielle. Instead of focusing on a particular audience
to write to, her main focus will be on taking from the point of view of the animal. Taking out the
audience focus will shorten the assignment for Danielle and it will allow her to focus on the
important aspect of understanding her animal and their point of view. She will be given the
accommodation of using her voice to text software to complete the assignment. Instead of
needing to do research on her own, Danielle will research by being given fact sheets about the
animal and ecosystem that she chooses.

UDL Principles:
To provide multiple means of engagement and multiple means of action and expression, the
students are given options of ways to present their review of their chosen animal. They will be
more engaged if they choose their animal and they will better be able to express their
understanding if they are able to choose their own mode of presentation. They are also able to
choose the way that they create their RAFT assignment. This choice will keep them motivated
and engaged to finish the assignment to the best of their ability.
To provide multiple means of representation, the students will be given information on the
animals for their RAFT assignment in book form, Internet form, and video form. This will allow
the students to multiple ways to access and understand the information.
 Lesson 3: Ecosystems and Their Relationship with Animals

Essential Questions:
What do organisms need/do in order to survive everyday?
How do we take on the perspective on another person?
How do we share our ideas and work?

Standards:
NGSS: 3-LS3-2.
Use evidence to support the explanation that traits can be influenced by the environment.
COMMON CORE:
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.

Learning Objectives and Assessments:

Objectives Assessment
Students will be able to categorize animals and This will be assessed through the class foldable
their traits into the ecosystems that they are and the exit slips.
from.
Students will be able to express information This will be assessed through the class
from the viewpoint of an animal. discussion and through the RAFT assignment
and the presentation.

Materials:
laptops
iPads
Paper for foldable
RAFT assignment directions
RAFT assignment rubric
Graphic organizer options

Procedure:
1. We will begin by going over any questions/ concerns that arose from the individual
conferences that took place during the previous lesson.

2. As a class, we will create a foldable in order to organize information about each of our focus
ecosystems: the ocean, the arctic, the rainforest, and the desert. We will come up with the
information as a class after watching a video on each ecosystem. Before watching the videos, we
will go over key vocabulary words from the videos in order to prepare them for the information
in the video. Also, the captions will be available on the video to help students follow along.
Students will write down one fact that they learned during each video on an index card. In order
to share their answers, they will hand in the index cards and we will go over the things that
students learned about each ecosystem anonymously as a class. We will create a class foldable
while going over the ecosystem facts.
Desert: https://www.youtube.com/watch?v=WViUUMClAUQ
Rainforest: https://www.youtube.com/watch?v=dcoU4ataecc
Arctic: https://www.youtube.com/watch?v=-jTnCf3EhAM
Ocean: https://www.youtube.com/watch?v=J2BKd5e15Jc

3. The students will then be directed to research the ecosystem that their chosen animal from the
RAFT project is from. Students will be directed to find information on the ecosystem in order to
add more details to their RAFT assignment. In order to facilitate their research, students will be
given iPads, computers, and their science textbook (which contains information about most
ecosystems). Students will be able to choose a graphic organizer (attached: web organizer that
says topic, climate, animals, region; question sheet that asks them in question form) that works
best for them in order to facilitate their research. The students could use the graphic organizer on
their device or they can have a printed copy.

4. The students will then have time to revisit their RAFT assignment to add details about their
ecosystem. The students will be given a requirement of the number of details based on the tier
that they are assigned. The students will be given a piece of paper with their individual directions
so that the class is not aware that they are receiving different requirements. One teacher will
conference with students in order to make sure that they do receive any assistance that they
might need. The other teacher will monitor the classroom and help students when questions arise.

5. The students will then be directed to share their RAFT assignment. We will present the
assignments in the form of speed dating so that students are able to practice their presenting
skills. This format will also allow students to learn about multiple animals and multiple
ecosystems.

6. Students will complete an Exit Slip that asks them to write one thing they learned, one thing
that they are still confused about, and one thing they would like to learn more about.

Differentiation:
Danielle will be given the accommodation of using her voice to text software in order to record
the facts that she learned from the video. This will help her focus on the content and not become
frustrated with needing to write quickly. The will also be given the adaptation of not needing to
include facts about the ecosystem. Instead, she will only need to name the ecosystem and will
spend her time focusing on her animal and the traits that it possesses.

Mike will be given the accommodation of controlling the videos. He will be able to stand near
the teacher desk and start and stop each video. He will also be in charge of turning off and on the
lights during the activity. This accommodation will keep him engaged while allowing him to
release some energy and giving him responsibility.

Sophia will be given the adaptation of being graded on completion and inclusion of the main
content criteria. She will not be graded on spelling or grammar. This will help her focus on the
content without getting frustrating for mixing up her letters and misspelling words. If she still
becomes frustrated, she will be given the accommodation of verbally telling a teacher what she
wants to write and the teacher can write it down for her. This will allow her to complete the
objective of expressing her understanding of animals and ecosystems without having to worry
about the process of writing.

The same adaptations and accommodations from the lesson 2 RAFT assignment will also be
implemented in this lesson.

UDL Principles:
The videos and captions on the videos provide information in a visual and auditory way. This
gives multiple means of representation and makes the information of each ecosystem more
accessible than just having the students read about it. Also, students can choose graphic
organizers to help them with their research. This is important because it provides options that
customize the display of information and it helps the students organize the information in a way
that makes sense to them. The students are also given options for accessing tools and technology
during researching for their RAFT assignment. They can use books, the Internet, or videos. This
helps students look at information in ways that are easier for them to understand.
 Lesson 4: Where Do I Live?
Essential Questions:
What determines where an animal lives?
What is a predator and what is a prey?

Standards:
NGSS: 3-LS3-2.
Use evidence to support the explanation that traits can be influenced by the environment.

Learning Objectives and Assessments:

Objectives Assessment
Students will be able to categorize animals and This will be assessed through the menu
their traits into the ecosystems that they are activities and the review game.
from. They will also be able to label predators
and preys in a relationship.

Materials:
Menu directions
iPads
Cards for Where would I live if game

Procedure:
1. We will begin by going over any questions/ concerns that arose from the Exit Slips on the
previous lesson.

2. The students will be directed to complete a menu activity. The directions are specifically
vague in order to allow them to be creative and to represent their knowledge in any means.
Students will be assessed based on the inclusion of the information provided in the directions
(i.e.: including 3 animal descriptions when asked to include 3 animal descriptions)
The students will need to choose one appetizer, one entre, and one dessert
(Directions attached)
Appetizer:
-Draw a picture of an ecosystem with at least three animals
-Find a video, article, or book about an ecosystem and write three facts that you learned
from the video
-Draw a picture with a short description representing a predator and a prey
Entre:
-Pick an ecosystem and write a list of at least 4 traits that organisms need to possess in
order to survive
-Create a food chain of an ecosystem including at least 4 animals
-Create a collage of an ecosystem including at least 8 animals
Dessert:
- Write a haiku about an ecosystem
- Create a comic strip about the friendship of at least 2 animals in an ecosystem
 - Write or sing and record a song describing the climate of an ecosystem and the animals
that live in it

3. The students will then choose one assignment to present to the entire class. In the presentation,
students will describe what they learned, what they think they did well, and why it was their
favorite project out of the three.

4. To wrap up the lesson, we will play a final review game of four corners. The game will be
called, where would I live if The students will be given animal traits and they will need to
determine where the animal could be found: the ocean, desert, rainforest, or arctic. Students can
go to the corner of the classroom that is labeled with the ecosystem in order to represent their
answer. If they do not want to move around the classroom, they can hold up a card that will be
given to them with one of the four ecosystems on it in order to represent their answer.

Differentiation:
The menu assignment is designed so that students are given options on the content and modes of
representing their word. If any student really wants to work on a topic but wants to create it in a
different way, they will be able to do so. (ex: if a student really wants to describe the climate of
an ecosystem and the animals that live in it but would rather write a paragraph about it than
write/record a song, they will be able to do so) This will help all students better complete one
item from each category.

Danielle will be given the adaptation of only needing to complete one of the three menu
assignments. This will help her focus on one assignment and feel less overwhelmed. It will also
help her finish her work in the allotted time. Danielle will also be given the adaptation of
presenting her assignment to a peer instead of to the entire class. This will help her practice her
IEP goal of conversing with a peer, keeping proper distance, and speaking clearly.

Sophia will be given the option of recording herself present her assignment and then showing the
video to the class. This accommodation will relieve some of the pressure of her needing to read
in front of the class.

UDL:
The menu activity is a way to provide multiple means of engagement. The students all still need
to reach the same end goal of identifying relationships within an ecosystem and linking animals
with their ecosystems; however, they are able to demonstrate their understanding and engage in
activities that they were interested in.
To provide multiple means of engagement and action and expression, the students can go to
corner to physically engage in the activity or they can hold up a card with their answer. This will
allow everyone to participate as well as provide an engaging way to show his or her knowledge
and understanding.
 Lesson 5: Centers and Independent Research

Essential Questions:
Can animals live in any ecosystem?

Standards:
NGSS: 3-LS4-3
Construct an argument with evidence that in a particular habitat some organisms can survive
well, some survive less well, and some cannot survive at all.

Learning Objectives and Assessments:

Objectives Assessment
Students will be able to express the reasoning This will be assessed through guided reading
behind animals needing to live in specific questioning, writing prompts, and online
ecosystems. simulations.

Materials:
Readers Theater Scripts: Coyote and Rabbit (three levels available: give students script
at level of each group) https://www.readinga-z.com/fluency/readers-theater-scripts/
Labtops
Guided Reading Books: Rivers and Streams by Patricia Martin, Wild Amazon by Lisa
Ryan-Herdon, and Penguins by Kathleen Zoefeld

Procedure:
1. We will begin by going over any questions/ concerns that arose from the review game played
at the end of the previous lesson.

2. As a class, we will go through each center and go over the directions for each activity. One
teacher will take half the class and the other teacher will take the other half of the class through
the centers in order to make sure that each student is able to hear and understand the directions.

3. Centers: The students will go through the centers with their guided reading groups.
Red Group: advanced reading level group with 3 students
Blue Group: on grade level group with 5 students
Yellow Group: on grade level with 4 students
Green Group: below grade level with 4 students
Purple Group: below grade level with 4 students
A timer will be set for ten minutes and after it rings, they will be directed to change centers. Each
student will have his or her center contract (attached). They will place a check next to the center
if they completed it and a circle if they were unable to complete the center. If they finish a center
early, they will carry around an independent reading book and will read quietly.
a. Guided Reading: One teacher will be at the guided reading station to facilitate the
reading. Before reading, all groups will do a picture walk and will go through important
vocabulary words. During reading, students will read silently until the teacher asks them
to read aloud in order to help with fluency and expression. After reading, all groups will
revisit vocabulary from the text and will discuss the animals that would thrive in the
environment form the text and animals that would not survive in the environment.
Red Group: Rivers and Streams by Patricia Martin
Guided Reading Fountas and Pinnell: R
Blue and Yellow Group: Wild Amazon by Lisa Ryan-Herdon
Guided Reading Fountas and Pinnell: N
Green and Purple Group: Penguins by Kathleen Zoefeld
Guided Reading Fountas and Pinnell: J
b. Technology: Online Simulations: Students will be able to choose one of the three
online simulations.
Sea Animals and Their Habitats
http://www.e-learningforkids.org/science/lesson/antilles-sea-animals-their-habitat/
Build an Online Habitat
http://switchzoo.com/games/habitatgame.htm
The Great Salt Lake Food Web
http://learn.genetics.utah.edu/content/gsl/foodweb/
c. Writing: Students will construct an argument with evidence that in a particular habitat
some organisms can survive well, some survive less well, and some cannot survive at all.
Students can write a list, create a chart, draw pictures, or write in paragraph form their
responses.
Red Group: Students will be given the writing prompt, Imagine a Zoo was
closing down. You are tasked with the job of placing a polar bear, a monkey, a
snake, a penguin, a hawk, a cactus, a spider, and a camel in the proper
ecosystem. Where would you place them? Could you place them all in one area?
Why or why not?
Blue and Yellow Group: Students will be given the writing prompt, Imagine a
Zoo was closing down. You are tasked with the job of placing a polar bear, a
monkey, a snake, and a camel in the proper ecosystem. Where would you place
them? Could you place them all in one area? Why?
Green and Purple Group: Students will be given the writing prompt, Imagine a
Zoo was closing down. You are tasked with the job of placing a polar bear, a
monkey, and a camel in the proper ecosystem. You are able to get to a desert,
arctic tundra, and a rainforest. Where would you bring each of the three animals?
Could you place them all in one area? Why?
d. Readers Theater: Students will practice reading with fluency and expression by
taking part in a Readers Theater. Each student will be given a role in the play and will be
given five minutes to independently practice it. The last five minutes will be used for the
group to practice reading the play aloud as a group. To relate the fiction story to science,
students will need to identify genetic traits of the coyote and the rabbit.
Red Group: Coyote and Rabbit: Early 3rd Grade Level
Identify 3 genetic traits of coyote and rabbit
Blue and Yellow Group: Coyote and Rabbit: Middle 3rd Grade Level
Identify 2 genetic traits of coyote and rabbit
Green and Purple Group: Coyote and Rabbit: Late 3rd Grade Level
Identify 1 genetic trait of coyote and rabbit
 e. Independent Reading: This time will be used for students to read any book or online
article of their choosing. If students are struggling or need extra time with any assignment
or center, this will be the center to catch up.

4. Students will hand in their center contracts and will be asked to write on the back of them two
things that they learned and anything that confused them.

Differentiation:
Centers are used in this lesson. This differentiation strategy allows all students to work on
important learning goals through small, hands on activities. The students are able to be
independent in their learning while also having the option of working with group members in
order to alleviate any confusion.

The centers are tiered according to reading level. The students are able to move around the room
with a group and focus on their individual learning goals. All students are challenged to do their
best without being given work that it too difficult or too simple. The tiered writing prompts are
useful because they eliminate the need to create adaptations. Accommodations can still be made
to help students further access the content without frustration. For example, Danielle will be
given the accommodation during the writing prompt of being given three images of ecosystems
and three images of animals and will be asked to place the animals in the ecosystem that they
belong (attached). She is still completing the same assignment; however, how she is doing it will
change.

Sophia will be provided with the direction on an audio recorder so that she can remind herself at
each center what she needs to do. This accommodation can also be given to Kabree, Edwin, and
Mike to ensure that they understand the directions and so they can complete the assignment step
by step. All students in the classroom will be encouraged to listen to the audio-recorded
instructions if they have any questions. This is an accommodation that all learners would benefit
from.

Edwin and Kabree will be given the vocabulary words from the guided reading text in Spanish
before reading and will go over the definitions with the teacher in order to make reading the text
less overwhelming for them. This accommodation can be given to them for every new reading
that they are assigned.

Danielle will use the Readers Theater time to work on her IEP goal of peer communication.
Instead of being graded on her reading fluency and her expression, Danielle will be graded on
her ability to keep a respectful distance away from her peers and maintaining eye contact during
her piece. This adaptation will allow her to focus on her IEP goal instead of on fluency and
expression.

UDL Principles:
Centers are a great way to provide multiple means of engagement. The students change activities
often and are completing very different assignments in order to work towards a similar goal.
In order to provide options of ways to engage in, express, and represent information, the students
are given individual choice in independent reading books. They are also given choice in how to
respond to the writing prompt. These choices allow all students to access the material and also
are motivating ways for students to get involved in the content.
The online simulations are engaging ways for the students to take in and practice expressing
information about animals and ecosystems. They will be able to choose the activity that is most
interesting to them. The students are also being presented information in a variety of ways in the
online simulations through videos, captions, articles, and audio.
 Lesson 6: Introduction to Climate Change

Essential Questions:
Could animals survive if their environment changed?
What are some possible issues that could arise if the environment changed?

Standards:
NGSS: 3-LS4-3
Construct an argument with evidence that in a particular habitat some organisms can survive
well, some survive less well, and some cannot survive at all.
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and
expressing their own clearly.

Learning Objectives and Assessments:

Objectives Assessment
Students will be able to demonstrate their This will be assessed through the video
understanding of the effects of climate change discussion, the newsela discussion, and the
on animals. group project.

Materials:
Video: https://www.youtube.com/watch?v=9h7P8gWpolQ
Projector to play video
Laptops
iPads
Newsela: https://newsela.com/articles/sealion-pups/id/14195/

Procedure:
1. We will begin by going over any questions/ concerns that arose from the center contract
questions.

2. Aesthetic Entry Point: The students will watch a video clip of an animal dealing with effects
of climate change in order to get them thinking about climate change. It will help them analyze
the effects by focusing on the details form the video. We will then engage in a discussion with
the following questions as a guide:
What happens to polar bears if their environment is not cold enough? How does climate
change effect koala bears? How does animals react to climate change? What is climate
change?

3. The students will be instructed to read the Newsela article Starving Sea Lion Pups Washing
Ashore, Last link in Climate Change Events. Newsela provides articles on varying lexile reading
levels. Each student will be given the article at his or her independent reading level. Students will
have the option to read the article on the iPad, read it on a printed copy, or listen to the audio
version while reading along. After the class finishes reading the article, we will meet on the
carpet to have a class discussion about what they read.
What was the main idea of the article? How is it similar to the video that we watched in
the beginning of class? What did you learn? What does climate change mean for Sea
Lions?
In order to make sure that everyone is engaged, I will split the class into two groups. After each
question is asked, they will have time to talk to their smaller group before coming together in one
large group. This will help students who are shy have a chance to speak in a smaller group
setting. A teacher will facilitate each small group discussion and choose a student to share out
with the rest of the class so that everyone is noticed and gets to speak.

4. The students will then be grouped based on their interest in topic: ocean animals, rainforest
animals, and arctic animals. The groups must find a video, article, or a story about climate
change and their ecosystem by going on the iPads and computers. They will choose their video,
article, or story based on a group vote of what they learned the most from. Each group will then
share their findings with the class and will explain why they chose what they chose and what
they learned from it. Each group will have students assigned to roles: time keeper, recorder,
presenter, and mediator. Every member of the group will engage in searching for a video, article,
or story. We will then come together to share all of the articles, videos, and stories. Students will
self-assess their participation in this assignment by giving themselves a grade on how much they
participated and by listing two things that they did well.

5. Students will meet one on one with one of the teachers throughout the lesson in order to
conference about their feelings on the unit. If they have any questions or concerns, this would be
the time to discuss them. One of the two teachers will have a conversation with each student in
order to get a feel for their understanding of the topics.

Differentiation:
The differentiation strategy that I decided to use in this lesson was an entry point. I thought that
this was a good idea to get the students engaged and connected to the topic of climate change. I
found it important to regain the classs interest in this lesson because the topic is changing
slightly and I want to make sure that everyone is still motivated to learn.

The groups for the climate change ecosystem research will be formed based on interest. I think
this is important because it will allow the students to work with other students of varying reading
levels. I also think it is important to do because it will allow the students to be more engaged and
passionate about their work.

As in lesson 3, Mike will be given the accommodation of controlling the videos. He will be able
to stand near the teacher desk and start and stop each video. He will also be in charge of turning
off and on the lights during the activity. This accommodation will keep him engaged while
allowing him to release some energy and giving him responsibility.

UDL Principles:
To provide multiple means of representation concerning the entry point video, I will make sure
that the captions are on. This will help the students both listen and read along. Also, the students
will be provided with the newspaper articles online, printed, and can listen to the audio version.
The students will also be given different reading levels of newspaper articles. This will help them
have access to the same content while working a their own level.
I want students to have a choice of a video, article, book, or website to find information through
regarding climate change in their designated ecosystem so that they are given options of
representations of information. This will help them use information that is most clear to them. It
will also be helpful because it will allow them to analyze the information across different modes.
Additionally, providing the students roles in their groups will keep them engaged because they
will have an exact role. This feeling of responsibility will keep the students motivated to stay on
task.
 Lesson 7: Our Role in Climate Change

Essential Questions:
Could animals survive if their environment changed?
What are some possible issues that could arise if the environment changed?
How can we share our ideas with other people and defend our opinions?

Standards:
NGSS: 3-LS4-4
Make a claim about the merit of a solution to a problem caused them the environment changes
and the types of plants and animals that live there may change.
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.

Learning Objectives and Assessments:

Objectives Assessment
Students will be able to express why climate This will be assessed through the read aloud
change has occurred. discussion and the group brainstorm.
Students will be able to create a representation This will be assessed through the Newsela
of ideas on how the make a change concerning assignment.
climate change.

Materials:
A Warmer World: From Polar Bears to Butterflies, How Climate Change Affects Wildlife
by Caroline Arnold
iPads
White boards and markers
Newsela news article: online copy, printed copy, and audio recording
https://newsela.com/articles/youthlawsuit-climate/id/12814/
Poster board and markers

Procedure:
1. We will begin by going over any questions/ concerns that arose from the individual
conferences that took place during the previous lesson.

2. We will then have a read aloud on the carpet of A Warmer World: From Polar Bears to
Butterflies, How Climate Change Affects Wildlife by Caroline Arnold.
Before Reading: We will review work from the previous lesson and define climate
change. We will discuss who is affected by climate change. We will also do a picture
 walk and go over key vocabulary words before reading (climate change, ecosystem,
pollution, carbon dioxide, green house gases).
During Reading: Throughout the book, we will pause in order to discuss the causes and
effects of climate change. The students will be given a white board and an iPad. They
will use these in order to draw, write, or display their answers to the questions posed
during the story.
After Reading: We will go over two major vocabulary words from the text: climate
change and pollution. Students will be given a white board and an iPad. They will have
the choice to draw a picture representing the word, act out the word, write a sentence
including the word, or find an online picture that helps to define the word. Out of the two
words, each student will be asked to complete the assignment for one of the words.

3. After the read aloud, the class will be split into four groups in order to discuss and brainstorm
why climate change is a problem. Each person in the group will be assigned a role: discussion
moderator, timekeeper, recorder, researcher, and presenter. The students will be allowed to use
their iPads in order to look up information. The students will be asked to discuss why climate
change is occurring based on the book and articles read in class so far. They will need to also
brainstorm ideas on who can help and how they can help alleviate the issue. After, we will come
together as a class to discuss the ideas that each group came up with.

4. Tiered Assignment: Students will complete an assignment in order to examine the issue of
climate change and the ways in which people are helping. They will use the ideas formed from
brainstorming in the previous activity in order to develop a plan to combat climate change.
Tier 1: Students will read the Newsela News article Kids Who Want to Stop Climate
Change Suing State, National Governments at the level 630L. They will have the choice
of receiving the article online or on paper. As this level may be a little challenging, one of
the teachers will work with this group in a guided reading fashion. The students will be
asked to list the ways that the students from the article fought to stop climate change.
They will then need to create a second list of actions that they and their classmates could
do to help. The list could be written on a poster board, presented in a PowerPoint, or
typed on the iPads.
Tier 2: Students will read the Newsela News article Kids Who Want to Stop Climate
Change Suing State, National Governments at the level 630L as a group. They will have
the choice of receiving the article online or on paper. The students will be asked to
examine and describe the steps that the students from the article took in order to stop
climate change. They will then need to create an action plan of things that they and their
classmates can do in order to bring the issue of climate change to the attention of the rest
of the school. The description and the action plan could be written on a poster board,
presented in a PowerPoint, or typed on the iPads.
Tier 3: Students will read the Newsela News article Kids Who Want to Stop Climate
Change Suing State, National Governments at the level 890L as a group. They will have
the choice of receiving the article online or on paper. The students will be asked to
examine and describe the steps that the students in the article took to fight climate
change. They will also be asked to identify the reasons why these actions were helpful.
The students will also be asked to create action plan of things that they and their
 classmates can do in order to bring the issue of climate change to the attention of state
officials.
Students will be graded based on participation. Their understanding will be assessed through
presenting their ideas to the class in a short, one to two minute sharing session.

5. Students will complete an Exit Slip that asks them to write one thing they learned, one thing
that they are still confused about, and one thing they would like to learn more about.

Differentiation:
The action plan assignment will be completed as a tiered assignment of different complexities.
The assignments differ across tiers in terms of reading level and in terms of how in depth each
group will go in the designing of an action plan to combat climate change. All students will
complete the assignment of coming up with ideas on what humans can do to help animals
survive climate change; however, each group will go about doing this in a different way. I think
this was important to do because it will challenge all students while still working towards the
same learning objectives. I changed the audience of the action plan between each group so that
the class can come together and share their ideas. This will also help prove that change can be
made on small and large levels.

Instead of writing the list of ways that the students in the article fought climate change, Danielle
will be shown pictures of different actions and will be asked to choose which actions the students
in the article took part in. This accommodation will help her organize her thoughts and will
make the assignment less overwhelming (attached).

Sophia can also be given the same accommodation of being shown pictures of different actions
that people can take part in while addressing climate change and animals. This accommodation
will help her focus on the actions of individuals instead of on reading and writing out different
actions.

UDL Principles:

The students will be given multiple means of action and expression by giving them choice on
how to physically respond to the vocabulary word questions from the read aloud. They can
express their understanding of the words using any tools that work best for them.
The students will be given the option of multiple ways to create their action plan. I am giving
them options to create a poster, a PowerPoint, a video, write an essay, or use pictures in order to
express their understanding. This will allow every student in the classroom to express their
understanding without needing to make adaptations.
As in lesson 6, providing the students roles in their groups will keep them engaged because they
will have an exact role. This feeling of responsibility will keep the students motivated to stay on
task.
 Lesson 8: Taking Action
*This lesson could occur over the span of 3-4 days. The students should be given time and
support to work on their persuasive assignments along with time to share their assignment with
their classmates*

Essential Questions:
How can we share our ideas with other people and defend our opinions?
Why is it important to stop climate change?

Standards:
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
NGSS: 3-LS4-4
Make a claim about the merit of a solution to a problem caused them the environment changes
and the types of plants and animals that live there may change.

Learning Objectives and Assessments:

Objectives Assessment
Students will be able to identify aspects that This will be assessed through the mini lesson,
make a persuasive argument convincing. class discussion, and peer editing.
Students will be able to show what they know This will be assessed through the persuasive
about climate change effects in personally assignment.
accessible formats.

Materials:
Whiteboards and markers
iPads
Climate change persuasive speech: https://www.youtube.com/watch?v=ka6_3TJcCkA
Global warming essay
Persuasive assignment directions

Procedure:
1. We will begin by going over any questions/ concerns that arose from the Exit Slips on the
previous lesson.

2. We will then have a mini lesson on persuasive writing. We will begin by thinking about the
questions, How can we share our opinions with people and defend them? We will brainstorm
ideas on how we communicate our opinions to people and how we can make people understand
our point of view. Students can share answers through raising their hands, writing on the white
board, or emailing an answer via an iPad. We will also discuss times when we want to share our
opinions and convince other people to do something. We will go over the importance of using
evidence to back up our opinions. I will give students the examples We should not get
homework and we should not get homework because we need time to play and relax! and ask
them which argument is more convincing and why in order for them to understand the
importance of using evidence.

3. From this discussion, we will begin to discuss persuasive writing. In persuasive writing, we
are writing in order to convince our reader that our opinion is accurate and important.
Persuasive writing is a powerful way to use writing in order to make a change. It can be used in
the form of a letter, an essay, a speech, a video, or even a play.
We will then watch the video https://www.youtube.com/watch?v=ka6_3TJcCkA of Leonardo
Dicaprio trying to convince people that climate change is real. I will put the captions of the video
on for all students to follow along.
We will then have a short read aloud of the essay discussing the significance of global warming
and climate change. Each student will be given a copy of the essay on their iPad and can also
have a hard copy of the essay (attached).
We will the compare the two forms of persuasive writing, what we liked best about each, their
strengths, and their weakness.

4. We will then introduce the persuasive assignment. The students will be told that they need to
create their own persuasive argument discussing the importance of taking action against climate
change. We will create a rubric for the assignment as a class. (step by step directions attached).

5. The class will then be given time to work on their persuasive projects. Each student will have
a chance to conference with one of the teachers about their ideas and their progress. Students will
also have time to work with groups and to ask for any advice or help from classmates. For
example, a student may ask another student to be in their video.

6. After students have a first draft of their project, they will engage in the editing process.
Students will work with a peer and share their work. They will be given a checklist of things to
look for.
Are there any spelling or grammar errors?
Is their opinion clearly stated?
Are there pieces of evidence to support each idea?
Is the project creatively made?
The students will then take their peers feedback in order to edit and create their final product.

7. The students will then present their final persuasive project to groups of five. This will help
students who are shy become more engaged. It will also allow students to have more time
presenting their arguments to their classmates. After every group member has presented, the
students will vote on whos project was very convincing and should be shared with the entire
class. Volunteers will also be able to present to the entire class so that no one feels left out.

Differentiation:
The persuasive argument assignment is designed to help all students reach the same objectives
while meeting the varying learning needs of the classroom. Students will have choice in the
expression of their project.
Kabree and Edwin will be given the copy of Obamas speech in Spanish. This accommodation
will make it easier for them to follow along, since the vocabulary is above grade level.

Danielle will be given the accommodation of having more than one conference with the
teachers during the persuasive argument activity. The activity is set up so that Danielle has
choice and is able to access the activity without any accommodations. To ensure that she is on
track and is giving ideas, a teacher will check in with her throughout the activity.

As in lesson 4, Sophia will be given the option of recording herself present her assignment and
then showing the video to the class. This accommodation will relieve some of the pressure of
her needing to read in front of the class.

UDL Principles:
To provide multiple means of representation, the video will include captions. Also, the speech
can be accessed via iPads or printed copies. These options will allow students to take in the
information in ways that they are most comfortable.
During group discussions, students can share answers through raising their hands, writing on the
white board, or emailing an answer via an iPad. This will help all students participate and engage
in the lesson. It will relieve some of the pressure that is placed on students to share an answer in
front of the entire class. It will also serve as a means of formative assessment because it gives
every student a means to answer.
 Materials

EXIT SLIPS: Lessons 1, 3, and 7

One thing that I learned today is..

One thing that I am still confused about is.

I wish we could learn more about.

My favorite activity from today was

 Nature Walk Note Template: Lesson 1

I HEAR I SEE. I SMELL I FEEL

 Journal Format: Lesson 2

I did not know that This made me think/feel

 Pre-Typed Double Sided Journal: Lesson 2

Some facts. This made me think/feel

__________________ (name of animal) I was

animal _______________(confused/understanding)

lives _____________________(location of about this.

home)

______________ (name of animal) looks I ____________ (knew/ did not know) that
like the

_________________ (small/big). animal looked like this.

_______________ (name of animal) eats a I ____________ (knew/ did not know) that
lot of the

_________________ (fish, grass, leaves, animal ate this.

bugs)
 RAFT Organizer: Lesson 2

Role Audience Format Topic

Who are you? To whom are you What form will you What content will
communicating? use? you communicate?
Example:
I am a Gazelle. I am writing to Lions I will write it in a I will communicate to
to ask them to leave letter format. Lions my daily
me alone. struggles of running
away from them,
looking for food, and
losing my family
members because of
them.
 RAFT Directions: Lessons 2 and 3
Now that you have learned all about animals and their traits, it is time to demonstrate your
understanding by taking on the perspective of an organism! In this assignment, you will be able
to choose any organism that you like to take the perspective of. Then you will need to create
something that tells the story of what the animal goes through on a daily basis.
Step 1: Fill out the RAFT organizer
a. Choose the animal that you want to write in the perspective of for the ROLE column.
b. Choose who you want the project to be directed to in the AUDIENCE column. That is,
who would you want to read this project?
c. Choose the way you want to format your project and explain it in the FORMAT
column. Would you like to write a letter? Make a video? Create a comic strip? Write a
diary entry? Something else? Be creative!
d. Choose the topic of your project. Will you be writing about finding food? Running
away from predators? Building a home? Surviving in cold temperature?
Step 2: Begin your project!
Use one of the graphic organizers to organize your research. Make sure you add details to
demonstrate your understanding of the animals life.
Tier 1: Describe the animals appearance and what the animal eats. Does this animal have
any predators? If so, include them!
Tier 2: Describe the animals appearance and what it eats. Does the animal have
predators? If so, include them! How do they escape the predators?
Tier 3: Describe the animals appearance. Do they have any unique traits that help them
survive? Describe what the animal eats. Does the animal have any predators? If so,
include them! How do they escape the predators? Do they travel in a group?
Step 3: (LESSON 3) Add in information about the ecosystem that the animal is from.
Use one of the graphic organizers to organize your research. Here is where you add in details
about the ecosystem you are from in order to make your project more interesting.
Tier 1: Where is the animal from? What is the climate in this area?
Tier 2: Where is the animal from? What is the climate in this area? What traits does the
animal possess to survive in this climate?
Tier 3: Where is the animal from? What is the climate in this area? What traits does the
animal possess to survive in this climate? Where in the world can this animal be found?
 Graphic Organizer Options for RAFT Research: Lesson 3

Animal Traits: Ecosystem Climate:

Animal:

Predators: Preys:
Use these questions as guidelines when conducting research for your RAFT assignment.

What animal are you most interested in researching?

What traits does this animal possess?

What ecosystem does this animal live in?

What are some of the other animals in this ecosystem?

What are the animals predators? Prey?

What does the animal eat?

What does the animal spend the day doing?

Is the animal endangered?

What is an interesting fact about this animal?

 Menu Directions: Lesson 4
Yum! It is time to order dinner! To complete this assignment, please order
one appetizer, one entre, and one dessert! If you would like to make any
substitutions (ex: if you want to describe the climate of an ecosystem and the
animals that live in it but would rather write a paragraph about it than
write/record a song, you will be able to do so), please bring your new ideas to
the attention of the waiter (teacher). Enjoy!

Appetizer Entre Dessert

Choose 1 Choose 1 Choose 1
Draw a picture of an Pick an ecosystem and Write a haiku about an
ecosystem with at least write a list of at least 4 ecosystem
3 animals traits that organisms
need to possess in
order to survive
Find a video, article, Create a food chain of Create a comic strip
or book about an an ecosystem about the friendship of
ecosystem and write including at least 4 at least 2 animals in an
three facts that you animals ecosystem
learned from the video
Draw a picture with a Create a collage of an Write or sing and
short description ecosystem including at record a song
representing a predator least 8 animals describing the climate
and a prey of an ecosystem and
the animals that live in
it
 Center Contracts: Lesson 5

Name:

Center Completed?
Writing
Guided Reading
Technology
Readers Theater
Independent Reading
Animals and Ecosystems Images: Lesson 5
Action Plan Images: Lesson 7
 Climate Change Essay: Lesson 8
Now-a-days, every one of us is well aware of the threat of climate change. It is a serious issue
increasing continuously because of the global warming. It is a big issue for our future
generations to face all the challenges of this irreversible catastrophe changes in the environment.
Global warming is the regular increase in atmospheric temperature of the earth. Earlier the rate
of rise in temperature was slow however currently it is going at a faster rate. The main causes of
the global warming are green house gases such as nitrous oxide, carbon dioxide, methane, etc.
Such gases gets collected in the atmosphere and trap heat from all resources like sun and heat
created by human activities (burning fossil fuels, petroleum, deforestation, etc). Global warming
affects our planet atmosphere in many ways.
Because of increasing temperature in the environment, the arctic glaciers start melting and
threatening the life of polar bears. Melting glaciers creates lots of water which increases sea
levels in the low land areas of South Sea Islands. Increasing ocean temperatures creates problems
to the life of plants and animals of water causes algae to die and disturbs entire food chain. In
order to lessen the side effects of the global warming many laws have been made and
implemented by the government of various countries such as limiting the harmful vehicle
emissions, reducing emissions of chemicals causing damage to the ozone layer, reducing plant
cutting, inducing tree planting, car pooling, etc.
We should change our habits positively in order to reduce waste by choosing the use of reusable
products instead of disposable one. We should buy products having minimal packaging to reduce
amount of wastes. We should recycle paper, newspaper, glasses, aluminium cans, etc. If we start
recycling at least half of your household wastes, we can save approximately 2,400 pounds of
carbon dioxide emission every year. We should reduce the need of electric use such as air
condition, hair drier, room heater, etc. We should make the habit of turn down lights while
sleeping at night or day when we go outside. We should replace our regular bulbs with the
compact fluorescent light (CFL) bulbs. Regular use of the CFL instead of regular light bulbs
would help in eliminating around 90 billion pounds of greenhouse gases from the atmosphere.
We should try to drive less and in very smart way for the fewer harmful gas emissions. We
should try to walk by foot as much as possible instead of using bike, car or other means of
transport. We should reduce our hot water use and try to use cold water as much as possible. In
this way by reducing our electricity use we can reduce the global warming. Together with
changing our own habits, we should encourage others to conserve energy by reducing lights use
as much as possible.
 Persuasive Assignment Directions: Lesson 8
Now that you have learned about climate change it is time to take a stance!

Step 1: First, you need to decide why you are creating a persuasive argument. Do you believe
climate change is a problem?
a. If yes, who can you talk to in order to make a change? This is going to be your
audience for your project. You believe that climate change is a problem and you are
addressing this person/organization in order to make a change.
b. If no, who can you talk to that believes it is a problem? This is going to be your
audience for your project. You do not believe that climate change is a problem and you
are addressing this person/organization in order to explain why you think so.

Step 2: Determine your main argument.

a. Why do you think climate change is or is not a problem? What effects does it have on
animals?
Try to come up with a least 3 pieces of evidence to back up your main idea.

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

Step 3: Begin putting it together!

Decide how you want to present your argument. Would you like to write a speech, record a
speech, write a letter, create a poster, or create a PowerPoint? Choose a format and begin placing
your main idea and evidence together!

Step 4: Editing
When you think you are done with your first draft, look over your project and answer the
following questions.
Are there any spelling or grammar errors?
Is their opinion clearly stated?
Are there pieces of evidence to support each idea?
Is the project creatively made?
Then, switch projects with a partner and answer the questions for their project.

Step 5: Create final product

Make any necessary changes from the editing and peer editing process to put together your final
project.

Step 6: Presenting
Share your amazing work with the class!