ENVIRONMENTAL SCIENCE 
FIFTH GRADE 
MEGAN SIROKY 
NOVEMBER 14, 2016 
 
 
 
 
 
 
 
 
 
 
 
 
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TABLE OF CONTENTS 
Dear Parent(s)/Guardian(s)

Lesson 1: Introduction to Environmental Science - Part 1

Lesson 2: Introduction to Environmental Science - Part 2

Lesson 3: The Lorax and Deforestation

Lesson 4: Air Pollution

Lesson 5: Global Warming

Lesson 6: Drought

Lesson 7: Water Pollution

Lesson 8: Saving Planet Earth Webquest

Lesson 9: Landfills

Lesson 10: Recycling - Service Learning Project

Unit Assessment

Assessment Rubric

 
 
 
 
 
 
 
 
 
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Dear Parent(s)/Guardian(s)  
 
This month, your child will delve into big ideas regarding sustainability 
and conservation as we complete an Environmental Science Unit. They will 
learn about important environmental issues and how to enact positive change. 
The unit aligns with the Next Generation Science Standards (NGSS) as well as 
the California Common Core State Standards. The lessons will cover topics in 
science, technology, engineering, art, and mathematics (STEAM). ​This content 
will lend toward the creation of a service-learning project.  
 
Throughout the unit, our scientists will investigate these topics: 
1. What is recycling and how does it work? 
2. Why is California in a drought? 
3. How are habitats being destroyed by deforestation? 
4. What are greenhouse gasses and how are they affecting the atmosphere? 
5. How can we make a positive impact on the environment we live in? 
 
Your child will meet the standards regarding the Earth and Human 
Activity as well as Earth Systems and Engineering Design as they explore these 
questions and develop a deeper understanding of world around them. They will 
be challenged to think critically about these issues and apply their knowledge to 
relevant global topics which is an important 21st century skill.  
 
The finale of the unit will be a recycled art project! This will be on display 
in the classroom and show how we can create beautiful work while also helping 
our planet.  
 
I am looking forward to going on this journey with the students! Thank 
you for your support and care. 
 
Best, 
Miss Siroky 
 
 
 
 
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Lesson 1: Introduction to Environmental Science - Part 1 

Subject: Science 
Grade level: 5 
Earth Science - Earth Systems 
NGSS Standard: 5-ESS2-1 
NGSS Practices: 1, 4, 8 
 
Objective: Students will make observations of the environment around them by 
going outside and recording in science journals.  
 
1. Anticipatory set​: 
a. Focus/Motivation: Invite students to close their eyes and think of their 
favorite place to go outside.  
b. Activate prior knowledge with partner-share: ​What comes to mind when 
you think of the environment?​ After a minute or two, write the word 
environment​ on the board and ask students to say something they shared 
with their partner (water, clouds, trees, people, etc.). Create a diagram or 
list.  
2. Instruction​: 
a. Begin a slideshow/powerpoint going over the four earth’s systems:  
i. Earth is a complex system full of living and nonliving things. 
ii. Biosphere: Made up of all living livings. Organisms need oxygen or 
carbon dioxide from the atmosphere to carry out life process. 
Most also need liquid water, moderate temperatures, and a stable 
source of energy.  
iii. Atmosphere: A combination of mostly invisible gases that 
surrounds Earth. About 78% nitrogen, 21% oxygen.  
iv. Hydrosphere - Earth’s water in the form of oceans, lakes, rivers, 
marshes, and groundwater.  
v. Geosphere: Mostly solid, rocky part of Earth, extended from the 
center to the surface.  
b. Have students get their science journals, pencils, and colored pencils 
3. Guided Practice​: 
a. Have students get into groups of 4-5 and guide them outside the 
classroom to the playground.  
b. In groups, they may collaborate to write down and draw observations of 
their school and natural environment.  
c. They should label which parts of their environment belong to which of 
the four spheres.  
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4. Closure​: 
a. Back in the classroom, begin a group discussion of the kind of things 
students observed and what they wonder about their surrounding 
environment.  
b. Give each student a post-it note to write down a question they have 
about the environment. Then, have them place it on a wall in the 
classroom.  
5. Independent practice​:  
a. Have each student observe and describe their home environment. They 
should apply the knowledge of the four spheres they learned in class. 
 
Differentiation​: Struggling students can be put in groups with more advanced 
students to help them with the task. ELLs may draw and label in native language, or 
work with a partner that can guide them in English.  
Formative Assessment​: Make mental notes of whether students are making some sort 
of observation and connection to the material. 
Summative Assessment​: Writing, drawing, and labels in science journals that display 
understanding of content. 
 
 
 
 
 
 
 
 
 
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Lesson 2: Introduction to Environmental Science - Part 2 

Subject: Science 
Grade level: 5 
Earth Science - Earth Systems 
NGSS Standards: 5-ESS2-1 
NGSS Practices: 1, 3, 4, 6, 8 
 
Objective: Students will learn more about the study of environmental science by 
watching videos and taking part in centers.  
 
1. Anticipatory Set​:  
a. Touchback: Have a discussion about yesterday’s activity. Call on 
students to say one thing they learned about each of the four spheres.  
2. Instruction​: 
a. Show a minute of this video 
https://www.youtube.com/watch?v=kB0JA7jsqMw 
b. Pass out 1 piece of paper to each student. Instruct them to fold it in half 
and then in half again so there are 4 squares.  
c. Tell students to write one of earth’s four spheres in each square. 
d. They will rotate between stations in small groups. Tell them to watch and 
listen as you explain the directions for each.  
3. Guided Practice 
a. Station 1 - Atmosphere:  
i. This center will have plastic or glass jars with lids, a container of 
ice, a cup of hot water and hairspray. 
ii. The students will pour hot water into the jar and swirl it around. 
Then they should cover the jar with the lid and place ice cubes on 
top of it.  
iii. After about 20 seconds they should remove the lid and quickly 
spray some hairspray into the jar, then replace the lid and ice. 
iv. They will observe a cloud form inside the jar.  
v. Students at this station will then write down their process and 
observations on their piece of paper.  
b. Station 2 - Biosphere: 
i. At this center, students will join the teacher to look at some potted 
plants and grass. They should write down what they already know 
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the plants need to grow, such as sunlight, water, and nutrients 

from soil, and what else they may observe.  
c. Station 3 - Lithosphere:  
i. This center will have a collection of rocks on the table for the 
students to touch and look at. 
ii. They should write down their observations on the sheet.  
d. Station 4 - Hydrosphere: 
i. Students will get cups of fresh water and a cup of salt water to 
observe and place small plastic objects into. They can begin to 
research at the computers how much salt water is on earth and 
how much freshwater to add facts and statistics to their sheet.  
4. Closure​:  
a. Invite students back to their desk for a discussion of the stations they just 
participated in. 
b. Ask students to think about how all the spheres are connected, especially 
about how humans use the resources in the environment for specific 
needs like houses, paper, showers, oxygen.   
5. Independent Practice​: 
a. Students will think about the way our environment is affected by the 
things we do. Tell them to look for something out in their community 
where two or more spheres interact, then write a paragraph about it.  
 
Differentiation​: Advanced students who finish quickly at each station may research 
the topics online for further information. Special needs students may work specifically 
with the teacher for more scaffolded instruction. ELLs can work closely with a partner 
who can help them with writing down observations and notes.  
Formative Assessment​: Look for engagement in centers and understanding by asking 
questions about the experiments and tasks they are doing.  
Summative Assessment​: A sheet full of observations that shows understanding of 
earth’s systems and how they interact.  
 
Resources: 
http://www.yourarticlelibrary.com/essay/environment-and-its-components-explaine
d-with-diagram/44682/ 
 
http://www.giftofcuriosity.com/weather-science-how-to-make-a-cloud-in-a-jar/
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Lesson 3: The Lorax and Deforestation 

Subject: Science 
Grade level: 5 
Earth Science - Earth and Human Activity  
NGSS Standards: 5-ESS3-1 
NGSS Practices: 1, 4, 6, 7, 8 
 
Objective: Students will analyze the effects of deforestation by hearing ​The Lorax 
read aloud and reading an informational text.  
 
1. Anticipatory Set​: 
a. Focus: Ask students if any of them have spent time in nature around lots 
of trees--camping in the woods, hiking, climbing on trees, etc. 
b. Activate Prior Knowledge: Ask the students to share with a group of four 
what they have heard/know about deforestation, or the chopping down 
of trees. 
2. Instruction​:  
a. Read ​The Lorax​ by Dr. Seuss aloud to the class. 
http://www.ws.k12.ny.us/Downloads/Dr_Seuss_The_Lorax.pdf 
b. Have a student-led discussion of the text.  
3. Guided Practice​: 
a. Let students go on their laptops/computers and do some research. They 
should read at least 2 from a selection of these articles 
http://readingandwritingproject.com/public/resources/text_sets/Science
-Health/TCRWP%20Deforestation%20Text%20Set.pdf 
4. Closure​: 
a. Give each student an exit slip to answer the following questions: 
i. What is an advantage of deforestation? 
ii. What is a disadvantage of deforestation? 
iii. Why do you think cutting down trees leads to pollution? 
5. Independent Practice​:  
a. Students should imagine they have received the last Truffula seed and 
then write a letter to the Lorax. They should tell the Lorax what they’ve 
learned about trees and convince him to come back. 
 
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Differentiation​: ELLs can either read the text in English while listening with 
headphones to a recording in their native language or the other way around. Special 
needs students can have extra time to read their texts and advanced students can read 
more articles if they finish quickly or write down summaries of the texts they’ve read.  
Formative Assessment​: Look for understanding of the material by walking around and 
asking questions.  
Summative Assessment​: Exit slips.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Lesson 4: Air Pollution 

Subject: Science 
Grade level: 5 
Earth Science - Earth and Human Activity  
NGSS Standards: 5-ESS3-1 
NGSS Practices: 1, 3, 4, 6, 7, 8 
 
Objective: Students will learn about air pollution by doing an experiment in groups 
and discussing the effects and measures to help prevent pollution from happening.   
 
1. Anticipatory Set 
a. Focus: Tell students to take a deep breath in and a deep breath out 
multiple times. Invite them to think about how we must breathe to live, 
so the quality of our air must be good right? We want to breathe in clean 
air, not dirty.  
b. Activate background knowledge: Create a KWL chart on the board for the 
whole class to participate in. What do they know about air pollution? 
What do they want to learn? (Definition, causes, effects, etc.) 
2. Instruction​: 
a. Explain air pollution - the presence in or introduction into the air of a 
substance which has harmful or poisonous effects.  
b. Show video: ​https://www.youtube.com/watch?v=sAKyhfxxr7s 
c. Discuss video and more about how humans pollute the air 
d. Today, students will see if there is indoor air pollution in the classroom.  
3. Guided Practice​: 
a. Have students get into groups of five. Each group will get an index card 
and a container of some petroleum jelly.  
b. Using a popsicle stick, students will cover the index card with a layer of 
petroleum jelly and leave it somewhere in the classroom.  
c. Explain that the petroleum will collect possible dust particles and 
pollutants floating in the air that we cannot see. After a couple days it will 
be visible against the white cards. The class will check their cards in 
future lessons and write observations in their science journals of how it 
started and eventually how it will look.  
4. Closure​:  
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a. Discuss measures we should take to decrease air pollution (carpooling, 

riding bikes, burn less wood, etc.) 
b. Fill in what the students have learned about air pollution. 
5. Independent Practice​: 
a. Have students research at home on a device some of the types of 
pollutants. They can explain what they’ve learned to their parents and 
encourage them to find ways to reduce their carbon footprint.  
 
Differentiation​: ELL students can look at directions and information in their native 
language if they do not follow the activity. Students can write down or share quietly 
with a partner if they don’t feel comfortable speaking out loud. Advanced students can 
help lead the discussion of how we can help the air.  
Formative Assessment​: Look for full participation in their groups and understanding 
when sharing thoughts during class discussion. 
Summative Assessment​: Observations written in science journal.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Lesson 5: Global Warming  

Subject: Science 
Grade level: 5 
Earth Science - Earth and Human Activity  
NGSS Standards: 5-ESS3-1 
NGSS Practices: 1, 4, 6, 8 
 
Objective: Students will learn about global warming by participating in a drama 
about the greenhouse effect.  
 
1. Anticipatory Set​:  
a. Pose the questions: Who has heard of global warming? If so, what do you 
think causes it? 
2. Instruction​:  
a. Gather students into an open space within the classroom or outside and 
introduce what they will participate in 
b. Assign 15 students roles: 10 students will have a nametag that says “Heat” 
and 5 will have a nametag that says “Greenhouse Gases.” Remaining 
students will sit and watch until their turn.  
c. Label one end of the room “Sun” and the other end “Earth,” with the 
“Heat” students standing next to the “Sun.”  
d. Remind students that the sun produces heat that reaches the Earth’s 
surface. Have the “Heat” students walk from the “Sun” to the “Earth.” 
e. Explain that some heat escapes back into space while gases in the 
atmosphere trap some of the heat. These "greenhouse gases" allow the 
Earth to stay warm and allows life to flourish. Demonstrate this concept 
by having the "Heat" students travel back to the other side of the room, 
but this time the "Greenhouse Gases" students each trap one "Heat" 
person, keeping them on the "Earth" side of the room, allowing the others 
to "escape".  
f. Now introduce the idea of global warming. Have all the remaining 
students put on "Greenhouse Gases" name tags and join the other "Gases" 
in the middle of the room. Ask the students to predict what would 
happen if more Greenhouse Gases were added to the atmosphere. 
g. Again, have the original group of "Heat" students travel from the "Sun" 
side to the "Earth" side of the room. Then ask the "Heat" students to try to 
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travel back to the other side of the room. The "Greenhouse Gases" 
students should then each trap one "Heat" student. Since there are many 
more Greenhouse Gases, more "Heat" will be trapped on Earth, with very 
little, if any, "Heat" escaping. This is how global warming happens. 
3. Guided Practice​: 
a. Have students return to their seats and create a diagram depicting the 
Greenhouse Effect using paper, markers, etc.  
b. Have them practice presenting global warming using their diagrams with 
partners. 
4. Closure​: 
a. Bring the students back together as a group for discussion 
b. Ask: Why should anyone care about Global Warming? (Because if there is 
too much global warming plant, animals, and people can’t live.)  
c. Ask: Is it everyone’s responsibility to care for the Earth? (Answer should 
include reasoning) 
5. Independent Practice​: 
a. As part of their homework assignment, tell students to explain the 
Greenhouse Effect and global warming to a family member using their 
diagram. 
 
Differentiation​: ELL can be told the terms and directions in their native language if 
needed. Special needs students should participate in the movement if physically able 
and socially/emotionally capable. If they feel anxious or physically unable, they may 
watch and write or draw explanations. If they have trouble visually/graphically, they 
may share with a partner or explain to the teacher what they have learned about global 
warming. Advanced students can go further in their diagram with many labels, 
explanations, etc.  
Formative Assessment​: Look for understanding during skit/re-enactment of 
greenhouse gases as well as when students create diagrams. Scaffold with students 
who need extra help.  
Summative Assessment​: Graphic diagram of the Greenhouse Effect 
 
Resources: 
http://www.learningtogive.org/units/heat-unit-concerning-global-warming/greenhou
se-effect-and-global-warming#block-edgate-find-academic-standards 
 
 
 
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Lesson 6: Drought  
Subject: Science 
Grade level: 5 
Earth Science - Earth Systems and the Earth and Human Activity  
NGSS Standards: 5-ESS2-2, 5-ESS3-1 
NGSS Practices: 1, 3, 4, 5, 6, 7, 8  
 
Objective: Students will research data and statistics about droughts and synthesize 
the information to come up with suggestions for water conservation.  
 
1. Anticipatory Set​: 
a. Ask students: What do you know about the drought in California? 
b. Show video: 
http://video.nationalgeographic.com/video/environment/environment-n
atural-disasters/landslides-and-more/droughts/ 
2. Instruction​:  
a. Tell students to imagine they are working for Global Poverty and it is 
their job to research drought and report their findings. Through a jigsaw 
strategy, each student will read an articles and come together with their 
group to share what they have become an expert on. 
http://www.pbs.org/newshour/extra/lessons_plans/california-drought-
what-is-my-role-lesson-plan/ 
3. Guided Practice​: 
a. Within a group, one or two students (depending on class size) will read 
one of the following articles: 
i. http://www.pbs.org/newshour/updates/how-californias-historic-
drought-has-left-the-state-thirsty/ 
ii. http://www.nytimes.com/2015/04/02/us/california-imposes-first-e
ver-water-restrictions-to-deal-with-drought.html?_r=1 
b. Then, as a full group, students will go to this website 
http://water.usgs.gov/edu/activity-percapita.html​ and calculate their 
daily indoor water use by refering to estimates. Each should write this in 
their journal.  
c. Groups should then come up with a list of tips to decrease water usage 
and write them down to share 
http://water.usgs.gov/edu/activity-percapita.php 
4. Closure​:  
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a. Have each group of students share one thing they took away from the 
articles, their average water use, one tip they have to conserve water.  
5. Independent Practice​: 
a. Students will research statistics on water usage for the United States. 
They should compare those they learned about California with the whole 
country and write a short paragraph on it.  
 
Differentiation​: Have ELL and Special Needs students work closely with more 
advanced students for support. The teacher should also guide them through the 
articles and calculations where needed.  
Formative Assessment​: Walking around, look for groups that are collaborating by 
sharing information read from articles and working together to calculate and come up 
with tips to share.  
Summative Assessment​: Active participation in group, written work, and sharing in 
the final discussion. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Lesson 7: Water Pollution 
Subject: Science 
Grade level: 5 
Earth Science - Earth Systems and the Earth and Human Activity  
NGSS Standards: 5-ESS2-1, 5-ESS3-1 
NGSS Practices: 1, 2, 3, 4, 6, 8 
 
Objective: Students will learn about water pollution and watersheds by participating 
in discussions and creating a paper model of a watershed.  
 
1. Anticipatory Set​: 
a. While the music “Under the Sea” from The Little Mermaid is playing, 
have the students write five specific ways that they use water. They 
should use one sticky note for each response. When the music stops, tell 
the students to put their responses on a prepared chart under the 
category in which it fits best. The chart should have different categories 
of water use, such as recreation, health, and household. If someone else 
has the same response, have them put the sticky notes on top of each 
other. Read over some responses and discuss why water is important to 
us. 
b. https://www.youtube.com/watch?v=y1ObvXZDQNs&feature=share 
2. Instruction​: 
a. Ask the students where they think their water comes from. Ask them if 
they think the water they use is clean. If so, how does it get clean? Listen 
to their ideas to determine their prior knowledge about the water cycle 
and water treatment. 
b. Make sure students understand that water is a resource we share with 
everyone in the whole world and with everyone over time. The water we 
have on our Earth is the same water the dinosaurs had on their Earth. 
c. Explain the term ​watershed​. (See 
http://www.epa.gov/owow/watershed/whatis.html​) A watershed is an 
area in which all the water drains into the same place. The Earth is made 
up of numerous watersheds, and the water in each watershed tends to 
stay in there. 
d. Tell the class they are going to make a quick model of a watershed. Give 
each student a sheet of paper. Tell the students to crumple their papers 
and then open them again, but not to flatten. This paper represents the 
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land within the boundaries of a watershed. The paper should still be 
crumpled enough to have portions that resemble mountain ridges or hills 
and valleys. 
e. Tell the students to use a blue marker to mark streams or rivers on their 
papers, and also have them mark where they think the water will collect 
as it runs downhill. (This could represent a lake.). 
f. Have them color with brown marker some areas that represent soil and 
farmland. 
g. Using red markers, have students draw in some pollutants that may be 
found in their watershed, such as soap from washing cars, pesticides 
from lawns, and animal waste from a nearby farm. 
h. Tell the students that they are going to add water to their system and you 
want them to observe what happens. Walk around with a sprayer and 
spray a very light mist of water over each paper watershed model. (In a 
real watershed, all the water runs into the same place.) 
i. Discuss what happens: Why do the inks blend together? How is it a 
problem if the inks represent pollutants? 
3. Guided Practice​: 
a. Have students get into groups of 5-6 and brainstorm what pollutes their 
water and what might help with water pollution in their watershed.  
b. Each group will receive a chart to write down their ideas.  
c. The chart will then be hung up for a gallery walk and the students will 
get to explain some of the ideas they’ve come up with.  
4. Closure​:  
a. Exit slip - Students may write 1-2 things they learned about water 
pollution and why it’s so important, drawing connections to what they’ve 
learned about the hydrosphere and droughts.  
5. Independent practice​:  
a. Students will seek out information regarding marine animals and 
pollution in the ocean by doing research online or in books. They should 
come to class with something they discovered.  
 
Differentiation​: ELL students should be shown explicitly what to do if unaware of the 
English vocabulary. Special needs students can work with a partner during 
instruction. Advanced students can help facilitate their groups.  
Formative Assessment​: Completed watershed diagrams and participation in the 
group. 
Summative Assessment​: Exit slip shows understanding of material.  
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Lesson 8: Saving Planet Earth Webquest 

Subject: Science 
Grade level: 5 
Earth Science - Earth and Human Activity  
NGSS Standards: 5-ESS3-1 
NGSS Practices: 1, 3, 4, 6, 7, 8 
 
Objective: Students will learn more about environmental issues and how to help 
protect our planet by doing a webquest.  
 
http://questgarden.com/189/12/4/160502143457/process.htm 
 
 
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Lesson 9: Landfills 
Subject: Science 
Grade level: 5 
Earth Science - Earth and Human Activity  
NGSS Standards: 5-ESS3-1 
NGSS Practices: 1, 3, 4, 5, 6, 7, 8 
 
Objective: Students will discover facts about garbage and landfills, then research 
ways to help solve this problem.  
 
1. Anticipatory Set​:  
a. Pass around a garbage bag already filled with 4-1/2 pounds of garbage). 
Ask students to estimate what they think the bag weighs. Send a group of 
students to a scale to weigh the bag. Continue sending groups until they 
 19

agree that the bag weighs 4.5 lbs. Let them know that on average, every 
American creates 4.5 pounds of trash per day. Review “on average” if not 
already understood.  
b. Partner Share: Do they think it seems accurate for them? Does it seem 
like a lot or a little?  
c. Now talk about what 4.5 lbs. per person means in the whole class, school, 
city, state and country. Use population figures and multiply times 4.5 to 
estimate how much garbage is created EACH DAY. (According to the U.S. 
Census Bureau there are approximately 294,000,000 people in the 
United States). 
d. Discuss whether this seems like a problem for the environment.  
2. Instruction​: 
a. Show this video ​https://www.youtube.com/watch?v=iPz5bJa9eOI 
b. Discuss where trash goes and how it is managed.  
c. Then discuss what we do to prevent landfills from filling up so much: 
recycling and composting 
3. Guided Practice​: 
a. Students will get the chance to watch and take notes on a couple 
different videos.  
i. http://www.recommunity.com/education/ 
ii. https://www.youtube.com/watch?v=dRXNo7Ieky8 
4. Closure​: 
a. Discuss what they just saw as a class and form a chart of different items 
that can be recycled.  
5. Independent Practice​: 
a. Ask students to bring in a bag (for the project) of as many recyclable 
items they can find in their home.  
 
Differentiation​: Struggling students may work with partner to write notes.  
Formative Assessment​: Check for attention in discussion, notes and participation 
during chart-making.  
Summative Assessment​: Written notes showing understanding of videos and what 
they bring in for project. 
 
 
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Lesson 10: Recycling - Service Learning  

Subject: Science 
Grade level: 5 
Earth Science - Earth and Human Activity  
NGSS Standards: 5-ESS3-1 
NGSS Practices: 1, 2, 6, 8 
 
Objective: Students will develop a recycled art project to display in the classroom. 
 
1. Anticipatory Set​: 
 21

a. Gather the recyclable items and allow students to choose several. 

2. Instruction​: 
a. Instruct student to make a sculpture using the recyclables, tape and/or 
glue, and paper.  
b. Provide a teacher’s model. 
3. Guided Practice​: 
a. Students work independently to create their art and can make it however 
they want.  
4. Closure​:  
a. Students will have the chance to display their work in the class and share 
how they made it/why they chose to make it that way.  
b. Have a whole class discussion, commenting on what they liked about the 
project and how they know it helps the environment.  
5. Independent Practice​:  
a. Have student continue recycling in their home and keep a record of the 
type of things they recycle.  
 
 
 
 
 
 
 
 
 
 
 
 
 
Unit Assessment  

This assessment will consist of three parts. First, the students will compile all the 
diagrams, drawings, and notes they made over the course of the unit into a portfolio 
(folder) for a participation grade.  
 
Each student must then choose a topic from the selection we have covered or 
something new they have discovered in the process that they want to know more 
about. They should research a science activity for that topic, with the consultation of 
the teacher, and present it in a powerpoint to the class. 
 22

 
The student should then write a reflection of the unit after they complete their 
presentation which should include what they enjoyed about the material, what they 
did not enjoy, something new they discovered about the environment, and how they 
can be environmentalists in their own life. This will provide student feedback for the 
teacher on what went well, what did not go as well, and whether students learned and 
can apply the material in a global society.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Assessment Rubric for Presentation 

 
 
  1  2  3  4  5 
Unacceptable  Poor  Developing  Good  Excellent 

Knowledge of  Presentation  Presentation  Presentation  Presentation  Presentation 

Content  is fully  has many  has some  is accurate  has accurate 
inaccurate or  inaccuracies  inaccurate  and  information 
off-topic.   and/or some  information;  on-topic.   and provides 
off-topic  stays  many details 
information.  on-topic.  to enrich 
 23

ideas.  

Organization  Information  Information  Some  Information  Information 

and ideas are  and ideas are  information  and ideas are  and ideas are 
not  poorly  and ideas out  logically  presented in 
sequenced;  sequenced;  of sequence;  sequenced;  a logical 
audience  audience has  audience  audience has  sequence 
cannot follow  difficulty  follows with  little or no  which flows 
presentation.   following.  some  difficulty  naturally and 
difficulty.  following.  is engaging 
to the 
audience 

Mechanics  There are ten  There are  There are no  There are no  There are no 
or more  eight or more  more than six  more than  more than 
misspellings  misspellings  misspellings  four  two 
and/or  and/or  and/or  misspellings  misspelled 
systematic  systematic  systematic  and/or  words or 
grammatical  grammatical  grammatical  grammatical  grammatical 
errors in the  errors in the  errors in the  errors in the  errors in the 
presentation.  presentation.  presentation.  presentation.  presentation.  
The  Errors  The  The 
readability of  distract from  readability of  readability of 
the work is  the work.   the work is  the work is 
seriously  interrupted  minimally 
hampered by  by errors.  interrupted 
errors.    by errors.