Understanding By Design Unit Template
Title of Unit: Transboundary Pollution
Grade Level: 7
Curriculum Area: Science
Time Frame: 8 - 80 minute blocks
Developed By: Renee Fudala
Identify Desired Results (Stage 1)
Content Standards
ESTABLISHED GOALS:
MS-LS2-4.Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
MS-LS2-5. Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.
MS-LS2-6(MA). Explain how changes to the biodiversity of an ecosystem – the variety of species found in the ecosystem –may limit the availability of resources humans use.
G.6-8. 3.7. Plan, design and develop a multimedia product to present research findings and creative ideas effectively.
G6-8. 3.2. Collect, organize and analyze digital information from a variety of sources with attribution.
G6-8. 1.24. Create a multimedia presentation using various media as appropriate.
Ocean Literacy Principles:
The Earth has one big ocean with many features.
GLOBAL COMPETENCY:
Investigate the World
Communicate Ideas
Weigh Perspectives
Understandings and Essential Questions
Overarching Understanding
Overarching
Topical
Students will have an understanding of….
U1. Pollution crosses all international borders
and affects all people of the world.
U2. We are all connected by the worlds’
oceans
U3. Global ocean currents transport
materials from one location to another.
E1.What are the patterns of global ocean currents in the ocean?
E2. How can one country’s pollution become another country’s problem?
E2.How can ocean currents spread pollution globally?
E1. We are all connected by the ocean’s currents.
E2. Pollution created in one country can impact another.
E3. How can we work together to solve this problem?
Related Misconceptions
The pollution created in one country stays within the borders of that country.
Knowledge
Students will know… (Content)
K1. Global ocean surface and conveyor belt
current patterns.
K2. The causes and effects of transboundary
pollution.
K3. Effect of transboundary pollution on
diverse populations within an
ecosystem.
K4. Global consequences of pollution on the
marine environment.
K5. Transboundary pollution is a global
issue that interrelates many countries,
and is complex and challenging.
K6. Why is the global ocean conveyor
Students will be able to… (Skills)
S1. Understand ocean currents and the global
conveyor belt.
S2. Read global currents on ocean maps.
S3. Have a choice in crafting an authentic
research question concerning
transboundary pollution.
S4. Raising awareness about a global issue
which affects all of us with thoughtful
and globally engaged language.
S5. Ask and explore critical questions and
researchable problems.
S6. Be able to have a local and
global direct connection to marine
pollution.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
Students will be learning about how pollution can originate in one country and affect another country. Students will understand how global ocean currents spread pollution from one country to another.
Role
Global Citizen/Researcher/Scientist
Audience
Peers
Situation
Research with evidence – how one country’s pollution can affect another.
Product/Performance
Final Presentation Choices – to include final research paper on the causes and effects of Transboundary Pollution in a particular region of the world, to include a Map of Global Ocean Currents, which illustrates how pollution travels via ocean currents.
Standards
MS-LS2-4.Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
MS-LS2-5. Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.
MS-LS2-6(MA). Explain how changes to the biodiversity of an ecosystem – the variety of species found in the ecosystem –may limit the availability of resources humans use.
G.6-8. 3.7. Plan, design and develop a multimedia product to present research findings and creative ideas effectively.
G6-8. 3.2. Collect, organize and analyze digital information from a variety of sources with attribution.
G6-8. 1.24. Create a multimedia presentation using various media as appropriate.
Ocean Literacy Principles:
Investigate the World
Communicate Ideas
Weigh Perspectives
Other Evidence
Assessments FOR Learning (Formative Assessments):
(ex: kwl chart, exit ticket, observation, draft, rehearsal)
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
I saw and took many photographs of pollution in the Republic of Georgia. My students were shocked by the images of pollution in Georgia and around the world, including the Great Garbage Patch in the Pacific Ocean. I will guide my students and help them to draw global connections.
How will you hook students at the beginning of the unit?
Students are hooked and thoroughly engaged by images and a video of The Great Garbage Patch.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
I wanted my students to connect with the students in the Republic of Georgia. This proved to be difficult, due to the time change. There are several events included in the unit – such as having a guest Physical Oceanographer from Woods Hole present and discuss their international experiences studying the impacts of pollution on marine organisms.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
Students keep a science notebook and reflect after each activity and lab in class. Students revise their work through gallery walks, critical friends, individual and group check-ins.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Student work was prominently displayed in the classroom and in the Grade 7 wing of the school. There is a lot of group and individual discussion on how to broaden the project’s reach. Students worked very hard on the unit and had a strong grasp on the causes and effects of Transboundary Pollution.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
I tailored the learning plan for some students by shortening the work plan, presenting in a small group, rather than the whole class.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
The activities within the Transboundary unit were carefully organized in order to engage students – there was a mix of activities that worked well in optimizing the learning and achievement in all of my students in 7th Grade.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Title of Unit: Transboundary Pollution
Grade Level: 7
Curriculum Area: Science
Time Frame: 8 - 80 minute blocks
Developed By: Renee Fudala
Identify Desired Results (Stage 1)
Content Standards
ESTABLISHED GOALS:
MS-LS2-4.Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
MS-LS2-5. Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.
MS-LS2-6(MA). Explain how changes to the biodiversity of an ecosystem – the variety of species found in the ecosystem –may limit the availability of resources humans use.
G.6-8. 3.7. Plan, design and develop a multimedia product to present research findings and creative ideas effectively.
G6-8. 3.2. Collect, organize and analyze digital information from a variety of sources with attribution.
G6-8. 1.24. Create a multimedia presentation using various media as appropriate.
Ocean Literacy Principles:
The Earth has one big ocean with many features.
GLOBAL COMPETENCY:
Investigate the World
Communicate Ideas
Weigh Perspectives
Understandings and Essential Questions
Overarching Understanding
Overarching
Topical
Students will have an understanding of….
U1. Pollution crosses all international borders
and affects all people of the world.
U2. We are all connected by the worlds’
oceans
U3. Global ocean currents transport
materials from one location to another.
E1.What are the patterns of global ocean currents in the ocean?
E2. How can one country’s pollution become another country’s problem?
E2.How can ocean currents spread pollution globally?
E1. We are all connected by the ocean’s currents.
E2. Pollution created in one country can impact another.
E3. How can we work together to solve this problem?
Related Misconceptions
The pollution created in one country stays within the borders of that country.
- Pollution is impossible to control.
- There are many different forms of pollution and how they impact the earth and people within it.
Knowledge
Students will know… (Content)
K1. Global ocean surface and conveyor belt
current patterns.
K2. The causes and effects of transboundary
pollution.
K3. Effect of transboundary pollution on
diverse populations within an
ecosystem.
K4. Global consequences of pollution on the
marine environment.
K5. Transboundary pollution is a global
issue that interrelates many countries,
and is complex and challenging.
K6. Why is the global ocean conveyor
Students will be able to… (Skills)
S1. Understand ocean currents and the global
conveyor belt.
S2. Read global currents on ocean maps.
S3. Have a choice in crafting an authentic
research question concerning
transboundary pollution.
S4. Raising awareness about a global issue
which affects all of us with thoughtful
and globally engaged language.
S5. Ask and explore critical questions and
researchable problems.
S6. Be able to have a local and
global direct connection to marine
pollution.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
Students will be learning about how pollution can originate in one country and affect another country. Students will understand how global ocean currents spread pollution from one country to another.
Role
Global Citizen/Researcher/Scientist
Audience
Peers
Situation
Research with evidence – how one country’s pollution can affect another.
Product/Performance
Final Presentation Choices – to include final research paper on the causes and effects of Transboundary Pollution in a particular region of the world, to include a Map of Global Ocean Currents, which illustrates how pollution travels via ocean currents.
Standards
MS-LS2-4.Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
MS-LS2-5. Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.
MS-LS2-6(MA). Explain how changes to the biodiversity of an ecosystem – the variety of species found in the ecosystem –may limit the availability of resources humans use.
G.6-8. 3.7. Plan, design and develop a multimedia product to present research findings and creative ideas effectively.
G6-8. 3.2. Collect, organize and analyze digital information from a variety of sources with attribution.
G6-8. 1.24. Create a multimedia presentation using various media as appropriate.
Ocean Literacy Principles:
- The Earth has one big ocean with many features.
Investigate the World
Communicate Ideas
Weigh Perspectives
Other Evidence
Assessments FOR Learning (Formative Assessments):
(ex: kwl chart, exit ticket, observation, draft, rehearsal)
- Vocabulary Graphic Organizer
- Group Check-Ins
- Individual Check-Ins
- Critical Friends
- KWL Chart
- BlackBoard Class Discussion
- Gallery Walk
- Ocean Mapping Activity
- Exit Ticket
- Rough Draft Paper
- Guest Physical Oceanographer Presenter
- ThingLink Project
- Student Reflection Paper
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
I saw and took many photographs of pollution in the Republic of Georgia. My students were shocked by the images of pollution in Georgia and around the world, including the Great Garbage Patch in the Pacific Ocean. I will guide my students and help them to draw global connections.
How will you hook students at the beginning of the unit?
Students are hooked and thoroughly engaged by images and a video of The Great Garbage Patch.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
I wanted my students to connect with the students in the Republic of Georgia. This proved to be difficult, due to the time change. There are several events included in the unit – such as having a guest Physical Oceanographer from Woods Hole present and discuss their international experiences studying the impacts of pollution on marine organisms.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
Students keep a science notebook and reflect after each activity and lab in class. Students revise their work through gallery walks, critical friends, individual and group check-ins.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Student work was prominently displayed in the classroom and in the Grade 7 wing of the school. There is a lot of group and individual discussion on how to broaden the project’s reach. Students worked very hard on the unit and had a strong grasp on the causes and effects of Transboundary Pollution.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
I tailored the learning plan for some students by shortening the work plan, presenting in a small group, rather than the whole class.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
The activities within the Transboundary unit were carefully organized in order to engage students – there was a mix of activities that worked well in optimizing the learning and achievement in all of my students in 7th Grade.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)