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Shelby Matsko

EDC 274
Signature Assignment Outline
February 19, 2017
Integrated Unit Plan Outline
Unit title: What in the world is in our world?

Theme: This integrated unit plan will focus on teaching students about how our
Earth is connected not only from the inside out, but also to everyone and everything
on the planet. Students will learn about the Earths make up, different layers, how
our Earth has changed, and what we can do to protect and make it a better place.

Grade level: Third grade

Standard(s) (5 standards maximum, typed out in full):


1. Concept 1: Properties of Earth Materials:

Identify the basic properties of Earth materials. PO 2. Describe the different types
of rocks and how they are formed:

2. PO 2. Plan a simple investigation (e.g., one plant receives adequate water,

one receives too much water, and one receives too little water) based on the
formulated questions.


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. (3.RI.3)
4. Write opinion pieces on topics or texts, supporting a point of view with

a. Introduce the topic or text they are writing about, state an opinion,
and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for
example) to connect opinion and reasons.
Provide a concluding statement or section. (3.W.1)

5. Compare and contrast the most important points and key details presented in
two texts on the same topic. (3.RI.9)
Key terms (what vocabulary will students need?)

Metamorphic, Magma, Igneous, Sedimentary, continuous, molten, magma, compost,

decompose, pollution, soil, opinion, introductory, conclusion, produce, hypothesis,

Prerequisite knowledge (what prior knowledge do students need?)

How to read informational text, T-chart uses, writing, paragraph structure,

conducting science experiments, beginning knowledge of gardening and planting

Knowledge gained from the unit (bullet form)

o Rock types
o Rock cycle
o Effects of pollution/littering
o Positive ways to influence the environment
o Gardening and planting
o Introduction to global warming
o Energy efficiency
o Increased understanding and practice in reading informational texts
o Writing informational and opinion paragraphs/essays

Overall description of what you would like students to know, understand

and be able to do by the end of your Unit. (1 paragraph)

Through this unit, students will learn about what makes up our Earth as well
as how humans and animals are affecting our world. This unit will begin by
introducing the rock cycle and the three different types of rocks. Students will then
learn about the different environmental actions that impact rocks and the Earths
landforms. From the rock cycle, students will focus in on the soil as an aspect of the
Earths layers. They will learn how their own actions influence the soil and therefor
what can be produced by our Earth. Students will then learn about the negative
effects we as humans are causing to our Earth and how we can reduce those
actions and impacts in order to protect our planet.

Objectives for each lesson

Lesson 1: Rock Cycle

Science: Students will be able to construct a model of the rock cycle.
ELA: Students will be able to summarize the events that occur in the rock cycle.
Lesson 2: Types of rocks
Science: Students will be able to identify a rock as metamorphic, igneous, or
ELA: Students will be able to compare and contrast information presented in
different informational texts.
Lesson 3: What is soil?
Science: Students will be able to create a soil environment for a classroom garden.
ELA: Students will be able to pull information from various texts in order to
determine what elements are needed for a positive soil environment.
Lesson 4: Compost
Science: Students will be able to create a classroom compost pile of materials from
their lunches.
ELA: Students will be able to create a persuasive advertisement based on
information read in informational and persuasive texts to convince classmates to
contribute to the compost pile.
Lesson 5: Good or bad for our soil?
Science: Students will be able to analyze different materials and their affect on soil
ELA: Students will be able to write an opinion paragraph of at least 5 sentences in
order to explain their opinion on how different materials affect soil environment to
determine which are positive or negative for our Earth.
Lesson 6: Littering and Pollution
Science: Students will be able to draw a diagram of a selected scene on how it
could produce pollution in addition to a diagram of the same scene that could
reduce pollution.
ELA: Students will be able to label their diagrams with scientific vocabulary in order
to add in their own text features.
Lesson 7: Global warming
Science: Students will be able to create a timeline of events that have occurred to
present global warming as a real issue.
ELA: Students will be able to write an opinion paragraph on their belief of global
Lesson 8: Energy Efficiency
Science: Students will be able to conduct an experiment on room temperature
using different energy efficiency techniques.
ELA: Students will be able to document and retell the steps and results of their
experiment on energy efficiency.
Lesson 9: Saving energy, saving money
Science: Students will be able to act out different scenarios in which people can
save money and our environment in their own homes by saving energy.
ELA: Students will be able to create a problem/solution scenario based on scientific
information about energy.
Lesson 10: How can I help save our planet?
Science: Students will be able to connect human actions to environmental impacts.
ELA: Students will be able to write an opinion essay on what they believe is the
most influential action they can take in order to positively impact their environment.