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Social Studies Thematic Unit

Indiana’s Weather and Wildlife – The Enchanting Environment of Indiana

Developmentally appropriate for: 4th grade

Class Demographics: Mrs. Rush’s 4th grade class consists of 20 students. Nine of the students are boys, and ten of the students are girls. Six of these students have been identified as having special needs. Four of these students are pulled out to be taught by the special education teacher in her room during reading and/or math. Two students have been identified as living in poverty and receive sacks of snacks on Fridays. Seventeen of the students are white or Caucasian. One student is part Vietnamese, and one student is part Mexican.

Unit Overview: In this unit, students will identify factors that contribute to Indiana’s climate and environment. They will learn about factors that contribute to Indiana’s seasons and climate. They will also learn about the water cycle and how it impacts the climate. Wildlife of Indiana will also be taught as students gain a more complete understanding of Indiana’s environment and the factors that contribute to it.

Overarching Theme: “The Enchanting Environment of Indiana” – People, Places, and Environments

Supporting Concepts: Geography regions, water forms, climate, weather

Enduring Understanding: Many factors contribute to Indiana’s climate and environment

Essential Questions:

What are the phases of the water cycle? How does earth’s relationship to the sun influence Indiana’s climate? How does climate impact the plant and animal life in Indiana? What are Indiana’s various landforms?

Social Studies Disciplines: Geography

Multicultural Goals: Intercultural Competence, Global Dynamics

Content Areas Included: Social Studies, Science, English Language Arts, Art

Unit Standards:

“The Enchanting Environment” - Indiana’s Weather and Climate Kristen (Johnson) Herich 2

Social Studies: Geography

Environment and Society - 4.3.13 Read and interpret texts (written, graphs, maps, timelines, etc.) to answer geographic questions about Indiana in the past and present.

Physical Systems - 4.3.7 Explain the effect of the Earth/sun relationship on the climate of Indiana.

Physical Systems - 4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), and plants and animals (biosphere*).

* lithosphere: the soil and rock that form Earth’s surface

* hydrosphere: all the water on Earth’s surface, including the hydrologic cycle (precipitation, evaporation, and condensation)

* biosphere: all plants and animals

Human Systems: 4.3.11 Examine Indiana’s international relationships with states and regions in other parts of the world.

Reading Nonfiction

4.RN.2.3 Explain the relationships between events, procedures, ideas, or concepts in a historical, scientific, or technical text, based on specific information in the text.

4.RN.4.2 Combine information from two texts on the same topic in order to demonstrate knowledge about the subject.

Reading Vocabulary

4.RV.2.4 Apply knowledge of word structure elements (e.g., suffixes, prefixes, common Greek and Latin affixes and roots), known words, and word patterns to determine meaning.

Science & Engineering Process Standards:

SEPS.2 Developing and using models and tools


SEPS.8 Scientists and engineers need to be communicating clearly and articulating the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations, as well as, orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs.

Responding to Art

4.1.1 Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history).

4.8.2 Create artwork incorporating concepts, subject matter, or the sign systems of other disciplines that communicates in-depth knowledge gained through integrated study.

4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

Physical Education: Motor Skills

4.1.1 Demonstrate mature movement patterns in locomotor, nonlocomotor, and manipulative


Unit Objectives:

Day 1: 1) Students will use their background knowledge, experience, and the read aloud text to identify differences in seasons.

2) Students will use their observations and knowledge about seasons to create a hypothesis describing why they think Indiana experiences the seasons as it does.

Day 2: 1) Students will hypothesize why Antarctica has different seasons than Indiana.

2) Students will analyze the difference between climate and weather.

Day 3: 1) Students will identify and describe Indiana’s climate.

2) Students will use maps to identify the regions of the world that have a similar and different climate when compared to the climate of Indiana.

3) Students will demonstrate their knowledge about different types of weather using locomotor and nonlocomotor motions.

Day 4: 1) Students will synthesize information from the text, from a video, and from their experience and background knowledge to write a paragraph about why Indiana experiences four seasons.

2) Students will illustrate how the earth’s relationship to the sun impacts the climate of Indiana.

Day 5: 1) Students collaborate as a whole group to dissect the word “hydrosphere” into units of meaning to find out what the word means.

2) Students will illustrate and label the phases of the water cycle (or hydrosphere)

3) Students will describe how the hydrosphere works by making observations with the simulation and using logic to come to a conclusion about the factors involved in the water cycle

Day 6: 1) Students will identify and describe the types of landforms found in Indiana and will map where those landforms can be found.

Day 7: 1) Students will work together as a group to use known words and units of meaning to determine the meaning of the word “biosphere.”

2) Students will describe the plants that live in Indiana and how their habitats are related to the landforms around them.


Day 8: 1) Students will synthesize information from two texts and use that information to describe animals that reside in Indiana and explain why they live in the environment that they are found in.

Day 9: 1) Students will further develop their understanding of Indiana’s wildlife by researching organizations that protect the wildlife of Indiana and identifying one thing that citizens can do to preserve Indiana’s wildlife.

Day 10: 1) Students will research an author or artist whose work portrayed Indiana’s wildlife.

2) Students will create artwork (visual or linguistic) that portrays details about Indiana’s wildlife, climate, and environment.


Day 1

Title: Seasons

Vocabulary: seasons, weather, climate, location

Multiple Intelligences: Linguistic, Intrapersonal, Interpersonal, Visual

Standards:

Geography:


Reading Nonfiction




Objectives:

1) Students will use their background knowledge, experience, and the read aloud text to identify differences in seasons.

2) Students will use their observations and knowledge about seasons to create a hypothesis describing why they think Indiana experiences the seasons as it does.


Lesson:

Anticipatory Set: Teacher asks two students to share what their favorite season is and why that season is his or her favorite. Teacher asks students to look for the differences in the seasons as the she reads Four Seasons Make a Year by Anne Rockwell aloud to the class.

Guided Practice:

CFU: Anchor Chart: Students work as a whole group to identify differences in seasons and discuss what might cause those differences. Students who have a fact or comparison to contribute may verbally explain their fact or difference that they noticed and write it on the anchor chart (which will be projected on the smart board).

Teacher will ask students to think about why those seasons might occur. The teacher can call on two students to share their thoughts with the rest of the class.

Assessment: Students will write a prediction explaining why they think different seasons occur. This prediction will be written in their science journal.


Day 2

Title: Climate and Weather

Multiple Intelligences: Visual-Kinesthetic, Linguistic, Logistic, Intrapersonal

Vocabulary: climate, weather, region, globe, location

Standards:



Reading Nonfiction




Objectives:

1) Students will hypothesize why Antarctica has different seasons than Indiana.

2) Students will analyze the difference between climate and weather.


Lesson:

Anticipatory Set: Yesterday we talked about seasons. Did you know that different regions in the earth have different seasons at different times of the year? (Teacher will use Indiana’s Climate Power Point to explain what Antarctica’s seasons are like and what Australia’s seasons are like. Why do you think Antarctica’s seasons and Australia’s seasons are different?)

Strategy: Globe – Students locate Antarctica on the globe and locate Indiana on a globe, placing a sticker on the globe at each point. Students will also locate Australia on the globe and place a sticker at that location.

*Multicultural Connection – Intercultural Competence, Global Dynamics*

Teacher extends classroom discussion by asking the following question: Since Antarctica has different seasons, how would life be different for people who live in Antarctica? How would life be different for people who live in Australia?

Students discover that residents of Antarctica or Australia celebrate their holidays differently. While we celebrate Christmas with snowmen and sledding, and have to bundle up when we go somewhere, people in Australia don’t have to bundle up and they don’t have snow. So they celebrate with other outdoor activities and games. People in Antarctica celebrate Christmas in the middle of their summer.

Students can go to these sites on their IPads and skim and scan the article for information about Christmas in other countries. http://www.coolantarctica.com/Community/christmas_in_antarctica.php

http://www.whychristmas.com/cultures/australia.shtml

Independent Practice: Post Card/Letter

Differentiation (Content): Students can choose to write a post card using the printed template or choose to write a letter on a blank lined piece of paper. Students will write a post card or a letter to describe Indiana’s seasons, Antarctica’s seasons, or Australia’s seasons to someone who does not live in that chosen region. If the student chooses to write about Indiana’s seasons, they must write from their own perspective as a student. If the student chooses to write about Antarctica or Australia’s seasons, they must write from the perspective of a student or resident from that country. Students can write about how they celebrate a holiday or describe their favorite season and why it’s their favorite season.

Assessment: The post card will be graded using the rubric attached below.


http://www.coolantarctica.com/Community/christmas_in_antarctica.php


Introduce Brochure Project:

Teacher will read instructions provided at the end of the unit plan, explaining how students will create a brochure for Theo. Teacher will explain that Theo is from a different country and doesn’t know what to expect during his visit to Indiana. He needs some information about Indiana that will help him prepare and pack for the visit to Indiana. He needs to know about the climate, our seasons and why they’re different from other places in the world, and what kind of plants and animals he might see when he gets here.

Teacher passes out brochure templates and instructs students to fold the template in thirds. Students will keep the brochure in their desk folder and add to the brochure as they research and gain information.

Rubric for Post Card/Letter

Mechanics:

Student writes in complete sentences. __/1

Correct capitalization and punctuation is demonstrated. __/1

Content:

Student writing describes the nature of seasons experienced in a particular region __/1

Student writing describes the timing or schedule of the seasons experienced in a particular region __/1

Voice:

Student writes from the point of view that corresponds with the region whose seasons the he/she chose to describe __/1

Total: __/5


Day 3

Title: Indiana’s Climate

Vocabulary: climate, weather, temperate

Multiple Intelligences: Linguistic, Intrapersonal

Standards:

Geography:

Physical Systems: 4.3.7 Explain the effect of the Earth/sun relationship on the climate of Indiana

Human Systems: 4.3.11 Examine Indiana’s international relationships with states and regions in other parts of the world.

Physical Education: Motor Skills: 4.1.1 Demonstrate mature movement patterns in locomotor, nonlocomotor, and manipulative

Objectives:

1) Students will identify and describe Indiana’s climate.

2) Students will use maps to identify the regions of the world that have a similar and different climate when compared to the climate of Indiana.

3) Students will demonstrate their knowledge about different types of weather using locomotor and nonlocomotor motions.

Lesson:

Anticipatory Set:

Teacher asks students: What is the weather outside today? How would demonstrate the weather today through physical motion using your body? We’re going to use our body to demonstrate various kinds of weather.

Teacher will guide students in acting out different types of weather using locomotor and nonlocomotor skills, following the model provided in the video on the following link: http://ket.pbslearningmedia.org/resource/62d2a6ff-e43e-41e8-927f-22a63266b212/kids-in-motion-weather-

http://ket.pbslearningmedia.org/resource/62d2a6ff-e43e-41e8-927f-22a63266b212/kids-in-motion-weather-fitness/


fitness/ Assessment: Teacher will use a checklist (attached below) and anecdotal records to record the students who performed or struggled to demonstrate locomotor and nonlocomotor skills.

Guided Practice: Teacher: Today we’re going to talk about weather and climate. Indiana’s climate is temperate. What do you think the word, “climate” means?

CFU: Make a Prediction: Students write in their science notebook what they think “climate” means.

Research: Students then look at the following article on their IPads and find what “climate” means.

http://www.nasa.gov/mission_pages/noaa-n/climate/climate_weather.html

Students will write a definition of the word, “climate” and will compare their previous definition to the definition that they found in their research.

Students will research the climate regions of the world by using the interactive global climate map from the following site on their IPads:

http://oceanservice.noaa.gov/education/pd/oceans_weather_climate/media/climate_zones.swf

Journal Entry: Students will record in their social science notebook one state or country that has a similar climate to that of Indiana and one state or country that has a different type of climate from that of Indiana. These regions will be identified as similar or different using complete sentences.

The teacher will portray a climate region USA map within the Indiana Climate and Wildlife Power Point. Students will identify the climate region that Indiana is located in using the climate region USA map. Students will read page 29 of the social studies textbook to gain information about Indiana’s climate.

Independent Practice:

Assessment: Students will write a weather report and a climate report. Students will write one paragraph describing the weather in Indiana today. Students will also write one paragraph identifying Indiana’s climate (temperate) and describe what a temperate climate is like. (This assignment will be done using a T-chart graphic organizer.) The reports will be graded using the rubric attached below.





Brochure Project

Students will write a paragraph about Indiana’s climate and draw an illustration to assist in communicating information about Indiana’s climate.


Check List for Movement in Weather activity (Anticipatory Set)

Student Student demonstrated locomotor skills

Student demonstrated nonlocomotor skills

1234567891011121314151617181920


Rubric for Weather Report and Climate Report

Weather

Student demonstrates an understanding that weather changes rapidly on a daily basis, based on a number of factors __/1

Student describes weather conditions regarding temperature, precipitation, wind, and/or storm conditions for the day __/1

Climate

Student demonstrates an understanding through the report that climate is based on weather conditions recorded over an extended period of time __/1

Student describes climate using temperature averages and precipitation norms __/1

Total: __/4


Day 4

Title: Seasons in Space

Vocabulary: axis, rotation, revolve, hemisphere, equator

Multiple Intelligences: Intrapersonal, Visual-Kinesthetic, Linguistic, Logistic

Standards:


Objectives:

1) Students will synthesize information from the text, from a video, and from their experience and background knowledge to write a paragraph about why Indiana experiences four seasons.

2) Students will illustrate how the earth’s relationship to the sun impacts the climate of Indiana.

Lesson:

Guided Practice: Teacher will introduce the lesson by reviewing the differences in seasons and by asking “What do you think causes us to have 4 seasons?” Teacher will allow three students to share their hypothesis with the rest of the class, explaining why they came up with that hypothesis.

Teacher will use the smart board to show the students a Bill Nye video at the following link: https://www.youtube.com/watch?v=KUU7IyfR34o

Teacher and students will discuss and identify the following parts of the globe: North and South Poles, Equator. The teacher will review what we knew about the climates of each location marked by a sticker and will note the correlation between the relative location to the equator.

CFU: Act it Out – One student will hold the globe on a tilted axis. Another student will stand in one spot a couple feet from the globe and hold a flashlight towards the globe. The student acting as the earth (holding the globe) will keep the earth at a tilted axis, but will walk around the sun.

Independent Practice: Assessment: Students will read page 29 in their social studies text, and look at the illustration that illustrates how the earth’s tilted axis effects the seasons of the year.

https://www.youtube.com/watch?v=KUU7IyfR34o


Brochure Project

Students will write a paragraph explaining how the earth’s position in relation to the sun impacts the seasons of the year. Students will also demonstrate their understanding by illustrating how the earth rotates the sun on a tilted axis and experiences seasons at different points in its rotation.


Day 5

Title: Water Cycle

Vocabulary: precipitation, evaporation, condensation, cycle, hydrosphere

Multiple Intelligences: Visual-Kinesthetic, Logistic, Intrapersonal

Standards:

Social Studies: Geography: Physical Systems

4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), and plants and animals (biosphere*).




Science and Engineering Process Standards

SEPS.2 Developing and using models and tools

SEPS.8 Obtaining, evaluating, and communicating information

Reading Vocabulary

4.RV.2.4 Apply knowledge of word structure elements (e.g., suffixes, prefixes, common Greek and Latin affixes and roots), known words, and word patterns to determine meaning.

Objective:

1) Students collaborate as a whole group to dissect the word “hydrosphere” into units of meaning to find out what the word means.

2) Students will illustrate and label the phases of the water cycle (or hydrosphere)


3) Students will describe how the hydrosphere works by making observations with the simulation and using logic to come to a conclusion about the factors involved in the water cycle

Lesson:

Anticipatory Set: Teacher will ask students what they think the word “hydrosphere” means and ask the students to identify the different word parts that help them find the meaning.

Guided Practice: Students read along with the online version of the social studies text, reading page 30 (water cycle)

Teacher will use the Indiana Climate slideshow, connecting the constant motion of the water cycle to the song “Just Around the River Bend” in Disney’s Pocahontas and explaining different phases of the water cycle, including precipitation, evaporation, and condensation. Teacher will ask students to describe what each term means based on the illustration of the water cycle.

CFU: Sketch: Students will sketch a graph illustrating the water cycle phases in their science notebooks and will label each phase of the water cycle.

Strategy: Demonstration Activity: The teacher and the students will create a demonstration of the water cycle, using the following materials:

Hot water – collected water, a large glass bowl – body of water, a small glass bowl - land, saran wrap – clouds, ice – cold atmosphere

Students will make a prediction of what will happen to the water in the large glass bowl. Teacher will prompt responses by asking questions such as the following: Will the water move? What phase of the water cycle will occur first if you begin with a collected body of water? If the water moves, what will cause it to move?


After the demonstration has set undisturbed for 10 minutes, the teacher will ask the students to gather around the table where the experiment took place and make observations. The teacher will review what each element of the demonstration stands for and ask students to verbalize observations and what conclusions they come to when analyzing the results (connecting what they see to what they know). Teacher will encourage students to write down the results and what the demonstration taught them about the water cycle.

Assessment: Students will record a question, a hypothesis, materials, procedures, results, and conclusions on the Scientific Method Worksheet.


Rubric for Water Cycle Graph Notebook Response

0 – No elements of the water cycle are recorded.

1 – Elements are illustrated, but not labeled

2 – Elements are illustrated and labeled

Total ____/__2___

Rubric for Water Cycle Experiment (Demonstration)

Participation (Obtain)

0 – Student did not participate, observe, or explain the water cycle during the experiment

1 – Student observed the experiment, but did not make an effort to explain the water cycle in discussion or be involved in creating the simulation

2 – Student observed the simulation, made an effort to interact or be involved in the construction of the simulation, and made an effort to participate in discussion to explain how the water cycle works.

Communicating Data (Evaluate, Communicate)

0 – No data was provided on the Scientific Method sheet

1 – Only 1-3 parts of the Scientific Method sheet was completed before it was turned in. Hypothesis and explanations are irrelevant, too general, or incomplete.

2 – Students recorded a large portion of the data discussed, the Scientific Method sheet was completely filled out with appropriate answers.

Total: ____/__6___


Day 6

Title: Landforms

Vocabulary: bodies of water, region, environment

Multiple Intelligences: Visual, Intrapersonal, Interpersonal

Standards:






Social Studies: Geography: Environment and Society

4.3.13 Read and interpret texts (written, graphs, maps, timelines, etc.) to answer geographic questions about Indiana in the past and present.

Objectives:

1) Students will identify and describe the types of landforms found in Indiana and will map where those landforms can be found.

Lesson: Guided practice:

Teacher will use the smart board to show illustrations of different types of landforms using the video at the following link: https://www.youtube.com/watch?v=yxU748R4Mkw


Strategy: Think-Pair-Share: Students will discuss with their partner what landforms can be found in Indiana.

https://www.youtube.com/watch?v=yxU748R4Mkw


CFU: Example/Non-Example - Teacher will then call on 3 groups to share the landforms that they know exist in Indiana. Each student may not list a landform that the previous student had stated. Teacher then calls on one student to give an example of a landform that cannot be found in Indiana.

Assessment: Students use a map of Indiana, label the three regions of Indiana illustrate the kinds of landforms that are in each region of Indiana (drawing several small illustrations or scenes and labeling each landform). Students will then use three words to describe the environment, the land, and the weather of that region.

Differentiation (Process): Students can use an atlas and the social studies text book and the maps within it or can read the following articles to learn what region of Indiana contains each landform:

http://www.netstate.com/states/geography/in_geography.htm

http://traveltips.usatoday.com/major-landforms-indiana-63221.html

Students will use this information to complete the assessment as they describe the land of each region in Indiana with illustrations and word choice.




Day 7

Title: Indiana’s Plants

Vocabulary: vegetation, region, environment, biosphere

Multiple Intelligences: Linguistic, Visual-Kinesthetic, Intrapersonal, Interpersonal, Logistic

Standards:






Reading Nonfiction - 4.RN.4.2 Combine information from two texts on the same topic in order to demonstrate knowledge about the subject.

Objectives:

1) Students will work together as a group to use known words and units of meaning to determine the meaning of the word “biosphere.”

2) Students will describe the plants that live in Indiana and how their habitats are related to the landforms around them.

Lesson:

Guided Practice: Teacher will read page 31 of the social studies text that provide information about plants in Indiana. During this read-aloud the teacher will show students pictures of the plants that are described in the text using the Indiana’s Climate and Wildlife Power Point.

Teacher will bring in several leaves, nuts, and flowers (or pictures of these items) that are found in Indiana.


Differentiation (Content): Each group of students (determined by desk arrangement) will write a description or draw a picture of what kind of environment or landscape each of the plants came from and they will identify the name the item or items they are exploring.

Differentiation (Process): Students can use a field guide, a leaf book, or use the Indiana’s Climate and Wildlife Power Point on Google Classroom (using their IPad) to help students identify their plants.

CFU: Quick Presentation - Students in each group will give a quick presentation of the item their group was exploring, explaining where the plant can be found in Indiana, what type of environment that plant lives in, and what the plant is called.

Independent Practice: Assessment:

Students will work individually, using a blank Indiana map and indicate through words and/or illustrations which regions of Indiana the plant that they are studying can be found in. In the remaining space the students will write a paragraph about their plant and what type of environment their plant is found in. The map and paragraph should include all of the information that was included in each student group’s quick presentation (1 point for each element: location, name, and environment for a total of 3 points available).

Brochure Project

Students will write a paragraph in their brochure about the plants found in Indiana and will draw an illustration that gives an example of what one plant in Indiana looks like. This illustration should be labeled to identify the type of plant that is depicted.


Day 8

Title: Indiana’s Animals

Vocabulary: region, environment, nocturnal, diurnal

Multiple Intelligences: Visual-Kinesthetic, Intrapersonal

Standards:






Reading Nonfiction - 4.RN.4.2 Combine information from two texts on the same topic in order to demonstrate knowledge about the subject.

Objectives:

1) Students will synthesize information from two texts and use that information to describe animals that reside in Indiana and explain why they live in the environment that they are found in.

Lesson:

Anticipatory Set: Teacher opens whole-class discussion by assessing background knowledge with the following questions: What are some examples of wild animals of Indiana? What is one wild animal that you have seen while you were outside? What did you notice about the animal? What makes that animal part of the wildlife, rather than simply being someone’s pet?

Teacher will read page 32 of the social studies text, showing pictures of each animal as it is being talked about in the read aloud.


Teacher explains that there is a great variety of wild animals in Indiana and that these animals are very unique. Teacher encourages students to take notes as they observe wildlife from clips from the following videos:

Deer, Coyotes, Turkeys, Racoons: https://www.youtube.com/watch?v=jjwKLnFYnyc

CFU: Say Something: Students toss a bean bag to one another to take turns sharing one thing they noticed about the animals in the video clips and one thing that they wonder about those animals.

Teacher: We don’t have time to observe all of Indiana’s wildlife in action, but you can do your own research and share it with the class.


Teacher asks three students to share their knowledge with the class and identify one wild animal found in Indiana that was not observed in the video along with one fact about that animal.

Teacher asks two other students to name a wild animal and create a question that will help direct their research for that animal.

Teacher asks students to use their own knowledge, questioning, and the articles on the DNR Wildlife website to learn more about a wild animal found in Indiana.

Assessment: Students create a poster that provides the following information:

Name of the animal Habitat the animal lives in Habits of the animal (example: Nocturnal, herbivore, or predator) Two “fun facts” about the animal Illustration of the animal

Students will find this information on the DNR Wildlife website using the link below. This link will be shared through Google Classroom so that students can open the link using their IPads.

Differentiation (Content): Students individually choose an animal that they would like to research from the following website:

DNR Wildlife: http://www.in.gov/dnr/fishwild/3357.htm

http://www.in.gov/dnr/fishwild/3357.htm

https://www.youtube.com/watch?v=jjwKLnFYnyc


Students will gather information about the animal they choose by clicking on the name of the animal they want to research and reading the article provided about the animal.

Students will clip their posters on the “Show your work” board in the classroom. Students can learn about other animals by looking at other students’ posters.

Brochure Project

Students will write one paragraph in their brochure about wild animals found in Indiana and will draw an illustration of one or more examples of wild animals from Indiana. This illustration should be labeled to clearly communicate what animal is depicted in the drawing.


Day 9

Title: Conservation and Preservation of Indiana

Vocabulary: conservation, preservation, environment, ecosystem, biosphere

Multiple Intelligences: Linguistic, Intrapersonal, Logistic

Standards:

4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), and plants and animals (biosphere*). * lithosphere: the soil and rock that form Earth’s surface * hydrosphere: all the water on Earth’s surface, including the hydrologic cycle (precipitation, evaporation, and condensation * biosphere: all plants and animals

Objectives”

1) Students will further develop their understanding of Indiana’s wildlife by researching organizations that protect the wildlife of Indiana and identifying one thing that citizens can do to preserve Indiana’s wildlife.

Lesson:

Teacher will explain the meanings of each of the vocabulary words listed above. Teacher will ask students to think about the following questions: “Does our environment take care of itself? Should we be doing anything to protect the environment? What kinds of things could we do to take care of the wildlife of Indiana?”

Teacher uses smart board to show students a video about the conservation and preservation of the environment: https://www.youtube.com/watch?v=XQoImcUJdag

CFU: Definition & Thumbs Up Thumbs Down: The teacher will write “conservation” on the smart board and ask one student to identify the root word and give a definition for conservation. Teacher will write “preservation on the smart board and ask one student to identify the root word and give a definition for preservation. For each definition the teacher will ask students communicate whether they agree or disagree by giving a thumbs up or a thumbs down. For each thumbs up or thumbs down the teacher should ask one student to explain why he or she agreed or disagreed with the definition that was given.

https://www.youtube.com/watch?v=XQoImcUJdag



Teacher instructs students: Write on a post-it note one thing that you can do to help preserve the wildlife in Indiana. Put the post-it note on the “Show what you learned” board at the back of the room.

After students have written a goal and shared their post-it note on the wall, students will get on their IPads and choose a conservation or preservation group from the following link: http://landandlit.iweb.bsu.edu/Environment/Preservation/index.html

Students will visit that website and get information about the group and how that group works to protect the environments of Indiana’s wildlife.

Students will write information that they find on a flash card and will submit it to the social studies basket. Flash cards should include the name of the organization, the area that they work in, the specific wildlife that they protect, and what they do to help protect Indiana’s environment.

(1 point will be given for each of the following elements included on the flash card: Name, Area, Wildlife, Action)

http://landandlit.iweb.bsu.edu/Environment/Preservation/index.html


Day 10

Title: Habitat of Indiana

Vocabulary: habitat, environment, poetry, author, photographer, artist

Multiple Intelligence: Visual-Kinesthetic, Linguistic, Intrapersonal

Standards:

Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research

4.1.18 Research and describe the contributions of important Indiana artists and writers to the state’s cultural landscape.

Responding to Art

4.1.1 Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history).

4.8.2 Create artwork incorporating concepts, subject matter, or the sign systems of other disciplines that communicates in-depth knowledge gained through integrated study.

4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

Objectives:

1) Students will research an author or artist whose work portrayed Indiana’s wildlife.

2) Students will create artwork (visual or linguistic) that portrays details about Indiana’s wildlife, climate, and environment.

Lesson:


Guided Practice:

Teacher explains that several artists and authors have written stories and drawn pictures that help people from other regions in the world to see or imagine Indiana’s environment and appreciate its wildlife. Teacher displays Hay Roll Road painting by Luke Buck on the smart board by going to the following link: http://www.picturethisgallery.com/luke-buck-original-art/. Teacher asks students if anything in the painting looks familiar to them. The teacher then asks students if they can think of a place where this site would be uncommon, where the environment is different. Teacher asks: What information does this painting give about the environment in Indiana? Students will refer to details and explain what that communicates about the industry, the wildlife, and the climate of Indiana.

Independent Practice

Strategy: Research & Share

Teacher divides students into 3 groups and asks that each group selects an expert to report two pieces of information about the artist or author they are assigned. Students will conduct research using the following resources, which will be provided through Google Classroom so that students can access information through their IPads. Teacher will explain that each of the sites contains copies of primary sources (including pictures of paintings and pictures of the authors and artists). Students will be instructed to study the primary source pictures and make observations about the character that they decided to study.

Gene Stratton-Porter Power Point on Google Classroom. T.C. Steele: https://www.artsy.net/artist/theodore-clement-t-dot-c-steele Luke Buck: http://www.picturethisgallery.com/luke-buck-original-art/

Teacher will ask each student to write down one fact about each author or illustrator on the back of a piece of construction paper as groups share their research.

CFU: Expert Presentations: One expert from each group will share two pieces of information about the author or illustrator that their group researched.

Assessment: Students will write a short story or will draw a picture and color it in appreciation of Indiana’s wildlife. This art will be pasted to the front of the construction paper that the students took notes on. The narrative story or the picture should include details about Indiana’s climate, wildlife, and environment. If students choose to draw a picture, they will also provide a caption explaining how details in their work reflect information that they learned about Indiana’s wildlife.

http://www.picturethisgallery.com/luke-buck-original-art/

https://www.artsy.net/artist/theodore-clement-t-dot-c-steele



Rubric for Picture:

Details are provided in the picture that communicate information about Indiana’s climate and/or wildlife __/1

Caption provides a linguistic interpretation of the details in the picture and connects them to information about Indiana’s climate and/or wildlife __/2 points

Total __/3

Rubric for Short Story

Story is at least 4 sentences long __/1 point

Story includes a setting that reflects Indiana’s environment, climate, and wildlife ___/1 point

Story is written in a narrative fashion __/1 point

Total ___/3

Rubric for Facts about Artists and Authors

Names are listed (1 point for each name researched and shared among students) __/3

One Fact listed for each individual (1 point for each character for which there is a fact) __/3

Total ___/6


Performance-based Assessment:

Indiana Brochure

Teacher will present the following directions on day 2 of the unit.

On day 3 students will write one section about Indiana’s climate. On day 4 students will write about why Indiana has seasons. On day 7 students will write about plants in Indiana. On day 8 students will write about Indiana’s animals. On Day 10 students will create design the cover or title page of the brochure.

Theo is visiting Indiana for the first time. He hasn’t been in the United States at all and does not know what to expect. What would Theo need to know to be prepared for his year-long visit to Indiana? Focus on what we’ve learned about climate and wildlife. Create a brochure to inform Theo about Indiana’s climate and Indiana’s wildlife. Include information about the following:

Identify and describe Indiana’s climate. Describe our four seasons and why those seasons occur. Describe the plant life that can be found in the southern regions of Indiana. Describe the wild animals that Theo might see during his visit.

For each section, write a paragraph of 2-4 sentences. Draw four illustrations in your brochure – one illustration for each section of your brochure. The illustration should go along with the information in section of your brochure so that the illustration helps Theo understand the information you are communicating.

You can use Indiana reference books or your IPad to look for pictures of plants and animals to draw. After you are finished writing and illustrating the brochure, you may color the illustrations.


Rubric for Indiana’s Climate and Wildlife Brochure (Performance-Based Assessment)

Content/Information

0 – No relevant information is included in the brochure

1 – Information for some topics is missing

2 – Information is inaccurate, very general, or very brief and not very descriptive or helpful for a visitor

3 – All required information is present including some descriptive, helpful information for a visitor

4 – Information is accurate, helpful, giving a visitor a good idea of what climate and wildlife to expect to encounter

Illustrations

0 – No illustrations are present

1 – Illustrations are not relevant to the information around them

2 – Illustrations are appropriately placed throughout the brochure

Neatness/Professionalism

0 – Brochure is sloppy or damaged

1 – Brochure is legible

2 – Brochure is exceptionally neat and portrays professionalism and good effort

Total: _____/__8__


Resources

Boston, Elliot. Landform Vocabulary Video. (2014). Retrieved from the following address: https://www.youtube.com/watch?v=yxU748R4Mkw

Davenport, Kathy. Water Cycle Experiment. (2013). Retrieved from the following address: https://www.youtube.com/watch?v=2rwFK5_Viqo

Dbaxter47. 2013 Easter Trail cam Wildlife - Southern Indiana. (2013). Retrieved from the following address: https://www.youtube.com/watch?v=jjwKLnFYnyc

Kids in Motion. Weather in Motion. Retrieved from the following address: http://ket.pbslearningmedia.org/resource/62d2a6ff-e43e-41e8-927f-22a63266b212/kids-in-motion-weather-fitness/

Picture This: Framing and Art Gallery. “The Original Art of Luke Buck”. Retrieved from the following address: http://www.picturethisgallery.com/luke-buck-original-art/.

Study.com. Environmental Conservation and Preservation: Definition, Differences and Advocates. (2013). Retrieved from the following address: https://www.youtube.com/watch?v=XQoImcUJdag

Teachers Notebook. “Scientific Method Paper”. (2016). Retrieved from the following address: https://www.teachersnotebook.com/product/fortheloveofchocolat/scientific-method-simple-worksheet

Third Time’s a Charm. Teachers Pay Teachers. “Blank Brochure Template for Student Projects”. (2015). Retrieved from the following address: https://www.teacherspayteachers.com/Product/Blank-Brochure-Template-for-Student-Projects-940280

Wolfe, Kelly. Bill Nye Explain Seasons. (2014). Retreived from the following address: https://www.youtube.com/watch?v=KUU7IyfR34o

https://www.youtube.com/watch?v=KUU7IyfR34o

https://www.teacherspayteachers.com/Product/Blank-Brochure-Template-for-Student-Projects-940280

https://www.teachersnotebook.com/product/fortheloveofchocolat/scientific-method-simple-worksheet

https://www.youtube.com/watch?v=XQoImcUJdag






https://www.youtube.com/watch?v=2rwFK5_Viqo

https://www.youtube.com/watch?v=yxU748R4Mkw


Websites for Student Research

Day 2



Day 3



Day 6



Day 9


Day 10












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