Unit Plan Outline:

Time Driving Activity or Investigation Assessment

Initials and
(min/ Question
number
class)

Using a picture book, Students will share their

30
How are images, and two websites research about stars with
min
stars alike about stars, guide students their classmates as
1 TK 1
and to define stars and evidence that stars have
class
different? discover their likeness and similarities and
differences. differences.

Students will illustrate the

What Each group of students
45-60 four seasonal positions of
makes will share and explain their
mn the earth and write down
2 TK day/night illustrations for their
1 for each, how its position
and seasons assigned season, with their
class to the sun correlates with a
change? classmates.
specific season.

Using a globe and testing

45- different water scenarios to Students will make
60 How much find more saltwater than calculations on a
mn fresh water freshwater students will worksheet to discover how
3 KK
is discover that there is more many gallons of freshwater
1
available? saltwater than freshwater they are using in daily
class
accessible for use. tasks.

Students will design and

45- Using puzzle sentences, present a diorama
60 and research articles on representing all 4 systems
4 KK mn each system of the earth, of the earth and how they
1 students will classify each interact with each other in
class 4 systems of the earth. the climate zone that they
chose.
 Using images and articles,
students will classify
causes of each type of
45-60 pollution and become
min What is experts on the three types
5 RL
1 pollution? of pollution. Therefore,
class after completing a Venn
Diagram, discovering that
we are the common cause
of all pollution.
Students will design
present their pollution sign
to the class, including an
explanation on the type of
pollution they are fighting
for and the desired action
they want individuals to do
or stop doing, and actions
connection to the decrease
of pollutants.

Students will design

Using trash materials,
something new from trash
students will classify the
materials and present their
variety of trash categories,
creation out of trash to the
45-60 Who takes and brainstorm ideas of
class, explaining the
6 RL min care of the eliminating trash build up.
materials they used, the
1 Earth? Therefore, discovering
reasoning for their design,
class How? how we can help the Earth
the purpose of new
environment instead of
product, and how it
continuing the cycle of
contributes to helping
harm.
Earth’s health.

Students as a class will develop an evidence-based list of how the earth operates
and what it needs to have a healthy environment. Each discovery will be listed,
Assessment and next to the discovery will be the evidence the class used to come to that
conclusion.