Thematic Unit: Pollution and Our Environment

Subject
ELA

Objective
Students will understand
numerous new vocabulary words
pertaining to pollution, our
environment, and recycling.
Students will understand how
collaboration and exchanges of
ideas and opinions can be
informative and interesting in a
team context.

History/Social
Science
&
Science
(Life Sciences)

Students will be able to identify

and describe various geographical
features in California (deserts,
mountains, valleys, hills, coastal
areas, oceans, and lakes. Students
will also understand how living
things (including people) can
cause detrimental changes in the
environment through various
forms of pollution.

Activities
Students will participate in a
vocabulary-based brainstorm
activity about different types of
pollution (air, water, land, and
noise) and locate definitions in a
dictionary.
Students will work in pairs on a
collaborative writing assignment
about recycling / pollution
reduction.

Students will view a picture of

California (from space) and a
close-up picture of Californias
South Bay/Long Beach area, and
identify geographical features
depicted therein. Students will
review different types of
pollution, and discuss how
pollution is detrimental to our
environment.

CCSS/CA State Standards

CCSS:
Reading Sub-Strand 1.0: Word analysis,
Fluency, and Systematic Vocabulary
Development; Students understand the basic
features of reading. They select letter patterns
and know how to translate them into spoken
language by using phonics, syllabication, and
word parts. They apply this knowledge to
achieve fluent oral and silent reading.
1.7 Vocabulary and Concept Development:
Use a dictionary to learn the meaning and
other features of unknown words.
Interacting in Meaningful Ways
Standard 1: exchanging information and
ideas with others through oral collaborative
discussions on a range of social and academic
topics.
Standard 3: Offering and supporting
opinions and negotiating with others in
communicative exchanges
CCSS:
Social Science Sub-Strand 3.1: Students
describe the physical and human geography
and use maps, tables, graphs, photographs,
and charts to organize information about
people, places, and environments in a spatial
context. Standard 1: Identify geographical
features in their local region (e.g., deserts,
mountains, valleys, hills, coastal areas,
oceans, and lakes).

Science (Life Sciences) Sub-Strand 3:

Adaptations in physical structure or behavior
may improve an organisms chance for
survival. As a basis for understanding this
concept: Standard c: Students know living
things cause changes in the environment in
which they live: some of these changes are
detrimental to the organism or other
organisms, and some are beneficial.

Math

Students will understand how to

multiply numbers (within 100) as
described in various word
problems, and they will use this
method to calculate redemption
values that are being recycled
(i.e., plastic bottles, aluminum
cans, newspapers, etc.).

Art

Students will create a slogan for a

pollution reduction / recycling
campaign. Students will gain
understanding about working
together to reduce pollution
locally, regionally, or globally.

Students will work on

mathematical word problems on
the white board. The task
involves careful reading of word
problems to determine how a
mathematical equation should be
set up. Students will demonstrate
their ability to find the product of
two one-digit numbers, as well as
finding the product of two
numbers wherein one of the
numbers is 10.
Students will be working in pairs
to come up with a pollution
reduction / recycling campaign
slogan. Students teams will
share their slogans with the class,
and present a colorful sign that
represents and depicts their
campaign slogan.

CCSS:
Mathematics 7: Multiply and divide within
100, using strategies such as the relationship
between multiplication and division (e.g.,
knowing that 8 x 5 = 40, one knows 40 5=
8) or properties of operations. By the end of
Grade 3, know from memory all products of
two one-digit numbers.

CCSS:
Visual Arts: Sub-Strand 2.0: Creating,
Performing, and Participating in the Visual
Arts. Students apply artistic processes and
skills, using a variety of media to
communicate meaning and intent in original
works of art. Standard 2.1: Explore ideas for
art in a personal sketchbook.

Pollution and Our Environment (Grade 3)

Thematic Unit
Grade Level/Course
Big Idea
Essential Questions:

Skills

Summary

Pollution and Our Environment

3 Grade
4 lessons (extended over 4-5 days)
People can protect their environment by reducing pollution and learning to recycle!
1. What is our environment?
2. What is pollution?
3. What is litter?
4. How is pollution detrimental to our environment?
5. How can I reduce waste and combat pollution?
Communication
Collaboration
Critical Thinking
Problem Solving
Creativity
This unit connects ELA with other content areas, including Math, Social Studies,
Science, and Art. Students will develop an understanding of the environment in which
they live and discuss how they share it with other people and animals. Students will
expand their vocabulary, write about pollution and the environment, solve
mathematical equations, identify geographical features within their greater (State)
environment, and collaborate on a recycling campaign.
rd

Lesson #1
CCSS and Content Standards

Materials/Resources

Objectives

Academic

Vocabulary

Content: ELA, Social Science, Science

CCSS:
Reading Sub-Strand 1.0: Word analysis, Fluency, and Systematic Vocabulary
Development; Students understand the basic features of reading. They select letter
patterns and know how to translate them into spoken language by using phonics,
syllabication, and word parts. They apply this knowledge to achieve fluent oral and
silent reading.
1.7 Vocabulary and Concept Development: Use a dictionary to learn the meaning
and other features of unknown words.
Document Camera
Photographs of various types of pollution
Photographs of California (topographical)
Small models of animals and people
Student writing journals
Name sticks
Students will define and discuss three (3) vocabulary words
Students will identify their geographical locale on a photograph
Students will understand how pollution is detrimental to humans and animals
Bonus Word
Prior Knowledge
Before definitions are discussed, students
Detrimental
will be asked to share out any prior
(Bonus words can be defined for one extra knowledge they may have about pollution
and our environment.
credit point)
Differentiate Litter
Litter
Kitty Litter Box
Pollution
Litter of Puppies
Environment
Waste Thrown on the Ground
A Device Used to Carry an Injured

Person
Anticipatory Set

Direct Instruction

Lesson Delivery
Brainstorm (3-5 min) What is litter? What is pollution? What are some
different types of pollution? What is an environment?
Small models of animals and people on display (1-2 min) Can anyone see
living things here on the table? What kinds of living things? Where do these
living things live?
Show picture of California (from space) on screen (1-2 min) Can anyone
tell me what we are looking at? Can someone describe some physical features?
Do we need to take responsibility for the protection and preservation of our
environment?
Activate prior knowledge (5-6 min) Who has been to the beach? The
mountains? The desert? Who has been fishing in a lake? The ocean? Do you
recall whether those places were clean and safe, or were they polluted?
Show images depicting various
types of pollution (5 min): air,
water, land, noise
Construct a graphic organizer
on the white board (5 min): and
draw sticks to have students share
out their ideas about air pollution,
water pollution, land pollution,
and noise pollution
Demonstrate and review how to
locate vocabulary words in a
dictionary (5 min): focus on word
meanings, differentiation, and
context

Accommodation/Adaptation for
ELL/SPED/GATE:
Pair ELL with GATE or
advanced student.
SPED: See IEP. Assist with
writing exercise as
required.
GATE: Ask GATE student
to assist with writing
answers on the board,
passing out dictionaries, or
helping their neighbor if
they finished their own
work early.

Guided Practice

Defining vocabulary
words (15-20 min):
Students will look up
vocabulary words and
write each word and its
definition in their writing
journals.
Teacher will move among
the students, monitor
progress, and answer
questions.
Teacher will remind
students to write the
definitions legibly in their
journals since neatness is
part of their final grade.
Spiral back through
definitions aloud,
randomly asking students
to share out what they have
written in their journals

Independent Practice

Closure

Students will be expected

to complete the task of
writing their definitions
during this class period.
Students who have not
completed the task of
writing definitions will be
required to complete the
task during study hall.

Check for Understanding

What are our vocabulary words today?

What is the Big Idea?
Think about pollution, waste, litter, our
environment, and how cleaning up our
environment can help people and animals.

Assessment

Informal:

Frequent checks for understanding

(thumbs up/down)
Think/Pair/Share (discuss
vocabulary and Big Idea)
Choral Responses

Formal:

Writing journal tasks are listed on

the rubric as 50% of final grade
Class participation is listed on the
rubric as 25% of final grade
Clarity/Neatness is listed on the
rubric as 25% of final grade

END OF LESSON 1

Content: Math

Lesson #2
CCSS and Content Standards

Materials/Resources

Objectives

CCSS:
Standard 7: Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one
knows 40 5= 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers.

Academic

Vocabulary

Anticipatory Set

Document Camera
Sample word problems to be projected onto screen
Various empty plastic bottles and aluminum cans
Name sticks
Students will determine how much money they can earn collecting empty
plastic bottles and aluminum cans
Students will find the product of two single-digit numbers
Students will find the product of two numbers wherein one number is single
digit and the other number is 10
Students will understand how to solve math word problems involving the
product of two whole numbers between 1 and 10
Bonus Word
Prior Knowledge
Before definitions are discussed, students
Recycle
will be asked to share out any prior
knowledge they may have about the
vocabulary words in this lesson
Word Bank on White Board
Plastic
Aluminum
Product
Lesson Delivery
Activate Prior Knowledge (3-5 min) Who remembers what we talked about
yesterday in our thematic unit discussion?
Display Various Sizes of Plastic Bottles and Aluminum Cans (1-2 min) Can
someone tell me what each of these items is called? Can I earn money if I

Direct Instruction

Guided Practice

redeem these items? If we redeem these items, what are we doing?

Show sample word problem through document camera (1-2 min)
Activate prior knowledge (5-6 min) Remember when we were doing word
problems last week? Who can tell me what we need to do with this problem?
How do we find the product of two numbers? Which two numbers are we
looking at?
Construct a word problem on
the white board (5-7 min): Walk
students through each step of the
word problem
Show 2-3 more word problems
with different variables (5 min):
Show students how to locate the
variables within a word problem in
order to find the product of the
two numbers

Present worksheet with

10 thematic word
problems (15-20 min):
Guide students through
problems as needed
Move among students to
monitor progress
Answer all student
inquiries and questions
Spiral back through
concepts (scaffold) as a
matter of routine

Accommodation/Adaptation for
ELL/SPED/GATE:
Pair ELL with GATE or
advanced student, allow
more time for ELL, utilize
pictures and gestures as
necessary.
SPED: See IEP. Assist
with math word problems
as required. Pair SPED
student with advanced
reader

Independent Practice

Closure

Students are expected to complete

the worksheet during the class
period
Any student who is unable to
complete the worksheet will be
instructed to finish during study
hall

Check for Understanding

What kind of math problems did we do

today?
What were we trying to find?
Who does not understand what we are
doing? (Turn to your partner, and have a
mini conference)

Frontload Next Lesson:

Think about pollution, waste,
litter, and our environment. Also,
begin to think about recycling, and
the redemption value of plastic
bottles, aluminum cans, etc.

Assessment

Informal:

Frequent checks for understanding

(thumbs up/down)
Think/Pair/Share (review math
word problems)
Choral Responses

Formal:

Math worksheets are listed on the

rubric as 50% of final grade
Class participation is listed on the
rubric as 25% of final grade
Clarity/Neatness is listed on the
rubric as 25% of final grade

END OF LESSON 2

Content: ELA

Lesson #3
CCSS and Content Standards

Materials/Resources

CCSS:
Interacting in Meaningful Ways
Standard 1: exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics.
Standard 3: Offering and supporting opinions and negotiating with others in
communicative exchanges
Structuring Cohesive Texts
Standard 1: Understanding text structure
Standard 5: Modifying to add details
Standard 6: Connecting ideas
Document Camera
White board w/markers
Student writing journals
Dictionaries
Name sticks
Water pollution article (Re: Flint, Michigan)

Objectives
Academic

Vocabulary

Anticipatory Set

Bonus Word
Recycle

Prior Knowledge
Before definitions are discussed, students
will be asked to share out any prior
knowledge they may have about the
vocabulary words in this lesson
Word Bank on White Board

Plastic
Aluminum
Product
Lesson Delivery
Activate Prior Knowledge (3-5 min) Who remembers what we talked about
yesterday during our math lesson?
Students will be asked to open their writing journals (5-8 min) review of
previous vocabulary & discussion and definitions of new vocabulary


Direct Instruction

Guided Practice

Students will be asked to think/pair/share (3-5 min) regarding solutions for

the pollution in our local environment, regional environment, or globally
Accommodation/Adaptation for
Teacher will instruct students to
ELL/SPED/GATE:
work in pairs (3-5 min): students
Pair ELL with GATE or
will collaborate orally about
various ways to clean up the
advanced student, allow
environment
more time for ELL, utilize
pictures and gestures as
Teacher will instruct students to
necessary.
focus on a main idea and several
SPED: See IEP. Assist
supporting details (2-3 min):
students will be drafting and
student with main idea and
revising this in pairs
supporting details. Pair
SPED student with
Teacher will instruct students to
advanced writer.
draft a collaborative opinion
piece (3-5 min): students will
utilize cohesive text structure,
modify and/or add details, and
connect their ideas
Guide students through process as
needed
Move among students to monitor
progress
Answer all student inquiries and
questions
Spiral back through concepts
(scaffold) as a matter of routine

Independent Practice

Closure

Students are expected to complete

the first draft during class
Any students who are unable to
complete the draft will be
instructed to finish it during study
hall

Check for Understanding

What kind of writing are we doing

today?
What are we writing about?
Who does not understand what we are
doing? (Turn to your partner and have a
mini conference)

Frontload Next Lesson:

Students will be asked to think
about a recycling or pollution
reduction slogan for an upcoming
visual art lesson during which
students will make colorful signs!

Assessment

Informal:

Frequent checks for understanding

(thumbs up/down)
Teacher will move around the
room to assess writing process

Formal:

Collaborative writing tasks are

listed on the rubric as 50% of the
students final grade
Class participation is listed on the
rubric as 25% of final grade
Clarity/Neatness is listed on the
rubric as 25% of final grade

END OF LESSON 3

Content: Art (Visual)

Lesson #4
CCSS and Content Standards

Materials/Resources

Objectives
Academic

Vocabulary

Anticipatory Set

CCSS:
Visual Arts (Creative Expression)
Sub-Strand 2.0: Creating, performing, and participating in the visual arts. Students
apply artistic processes and skills using a variety of media to communicate meaning
and intent in original works of art
Concept: skills, processes, materials, and tools
Standard 2.1: explore ideas for art in a personal sketchbook

Document Camera
White board w/markers
Student writing journals (to be used as personal sketchbooks)
22 x 16 butcher paper or writing pad
Colored markers, colored pencils, glitter, glue
Dictionaries
Name sticks

Slogan

local
regional
global

Lesson Delivery
Activate Prior Knowledge (3-5 min) Who remembers what we talked about
yesterday during our writing lesson?

Bonus Word

Prior Knowledge
Before definitions are discussed, students
will be asked to share out any prior
knowledge they may have about the
vocabulary words in this lesson
Word Bank on White Board

Direct Instruction

Students will be asked to open their writing journals (5-8 min) review of
previous vocabulary, discussion and definitions of new vocabulary, and review
of collaborative drafts for opinion pieces about pollution and recycling
Students will be asked to share out: their solutions for the pollution in our
local environment, regional environment, or global environment
Accommodation/Adaptation for
Teacher will instruct students to
ELL/SPED/GATE:
continue working in the same
Pair ELL with GATE or
pairs (3-5 min): students will
collaborate on their slogan signs
advanced student, allow
more time for ELL, utilize
Teacher will instruct students to
pictures and gestures as
focus on a specific design for
necessary.
their slogan signs (2-3 min):
SPED: See IEP. Assist
students will come up with a
unique logo or artistic
student with artistic
representation that ties in with
process. Pair SPED student
their slogan
with artistically advanced
classmate.
Teacher will instruct students to
work on their signs (25-30 min):
students will utilize the remaining
class time to create colorful
slogan/logo/message signs!

Guided Practice

Independent Practice

Guide students through process as

needed
Move around classroom to
monitor student progress
Answer all student inquiries and
questions
Provide visual aids through
document camera or picture
displays
Draw examples on the white board

Students are expected to complete

the slogan sign during class
Any students who are unable to
complete the sign will be
instructed to finish it during study
hall

May The Best Sign Win!

Slogan signs will be entered into a
contest to be judged by 3rd grade
teachers. The students with the
winning sign will receive 2 vouchers
for a FREE ice cream cone at Rite Aid

Closure

Check for Understanding

What kind of signs are we creating

today?
What kind of information are we putting
on the signs?
Who does not understand what we are
doing? (Mini-conference with your
partner).
Assessment

Informal:

Frequent checks for understanding

(thumbs up/down)
Teacher will move around the
room to assess creative process

Formal:

Creative/artistic tasks are listed on

the rubric as 40% of the students
final grade
Class participation is listed on the
rubric as 30% of final grade
Clarity/Neatness is listed on the
rubric as 30% of final grade

END OF THEMATIC UNIT

References:
Articles:
http://www.cnn.com/2016/01/11/health/toxic-tap-water-flint-michigan/
https://newsela.com/articles/flint-residents/id/14322/

Web Sites:
Environmental Protection Agency (Recycling Basics)
http://www.epa.gov/recycle/recycling-basics

Waste Management (Recycling Facts and Tips)

http://www.wm.com/location/california/ventura-county/thousand-oaks/recycle/facts.jsp

Books:
Websters Dictionary
Merriam-Websters collegiate dictionary (10th ed.). (1999). Springfield, MA: Merriam Webster Incorporated.