Lesson Plan Format for Integrated Curriculum Unit

Theme: Environment

Day 1 Day 2 Day 3 Day 4 Day 5
Standard(s) S3L2. Students will
recognize the effects of
pollution and humans on
the environment.
a. Explain the effects of
pollution (such as
littering) to the habitats
of plants and animals.

ELACC3RI10: By the
end of the year, read and
comprehend
informational texts,
including history/social
studies, science, and
technical texts, at the
high end of the grades 2-
3 text complexity band
independently and
proficiently
S3L2. Students will
recognize the effects of
pollution and humans on
the environment.
a. Explain the effects of
pollution (such as
littering) to the habitats
of plants and animals.
b. Identify ways to
protect the environment.
Conservation of
resources
Recycling of materials
VA3MC.1 Engages in
the creative process to
generate and visualize
ideas.
b. Formulates visual
ideas by using a variety
of resources (books,
magazines, and Internet).

SS3E1The student will
describe the four types of
productive resources:
a. Natural (land)
b. Human (labor)
c. Capital (capital goods)

MCC.3.MD.3.Draw a
scaled picture graph and
a scaled bar graph to
represent a data set with
several categories. Solve
one- and two-step how
many more and how
many less problems
using information
presented in scaled bar
graphs. For example,
draw a bar graph in
which each square in the
bar graph might
represent 5 pets.
SS3E1 The student
will describe the four
types of productive
resources:
a. Natural (land)
b. Human (labor)
c. Capital (capital
goods)
MCC.3.MD.3.Draw a
scaled picture graph and
a scaled bar graph to
represent a data set with
several categories. Solve
one- and two-step how
many more and how
many less problems
using information
presented in scaled bar
graphs. For example,
draw a bar graph in
which each square in the
bar graph might
represent 5 pets.
S3L2. Students will
recognize the effects of
pollution and humans on
the environment.
a. Explain the effects of
pollution (such as
littering) to the habitats
of plants and animals.
b. Identify ways to
S3L2.
ELACC3RI10
SS3E1
VA3MC.
MCC.3.MD.3
protect the environment.
Conservation of
resources
Recycling of materials


Integrated Contents Science/English
Language Arts
Science/Visual Arts Social Studies/Math Social Studies/Math
Science
Science/English
Language Arts
Science/Visual Arts
Social Studies/Math
EQ What is pollution? How can we help our
environment from
being effected by
pollution?
What are the 3 main
types of productive
resources?

What are the 3 main
types of productive
resources?
How can we help our
environment from
being effected by
pollution?
ALL ESSENTIAL
QUESTIONS FROM
THIS WEEK.
Instruction

Guided Practice

Independent Practice
Students will read
aloud with the teacher
from their science
textbook about what
the definition of
pollution is. As a class,
we will watch a video
on the smart board
about different areas
that are affected by
pollution and see what
it looks like.


Students will complete
a worksheet on the
different types of
pollution with the
teacher and how each
one effects our
environment
differently. Part A will
be matching and Part B
will be writing a
sentence on how it
effects the
environment. This will
be done aloud as a
group.

Students will
participate in a science
experiment which
shows the effects of
pollution on flowers.
The Teacher will
instruct students on
how to use a variety of
resources (books,
magazines, and Internet)
to research subjects. We
will also continue our
lesson on pollution and
add recycling to our
instruction. We will
watch a video on the
smart board related to
recycling after class
instruction on it.

Students will
participate in a class
science experiment.
We will start with a
large bucket of clean
water. One by one
students will put real
trash into the clean
water, polluting it.
(banana peels,
vegetable oil to
represent oil, candy
wrappers, coke cans,
bottles, etc..) Once we
can clearly see that the
water has been
polluted, students will
use tongs and a strainer
to try to remove the
pollution. Students will
try to clean the water
The Teacher will
introduce what the
three main types of
productive resources
are. Students will
engage in classroom
discussion. The
Teacher will us the
smart board to write
examples definitions of
the three productive
resources. Students
will also be introduced
to MCC.3.MD.3..
Students will learn how
to form their data into a
bar graph.

Students will
participate in a
classroom Jeopardy
game on the
smartboard. The
categories will be
Human Resource,
Natural Resource, and
Capital Resource

Students will complete
a worksheet on the 3
main types of
productive resources.
Students will write
examples of resources
under the correct
The Teacher will
continue instruction on
the three main
productive resources.
The teacher will show
more examples of bar
graphs and how to
record results into a
graph.

Students will
participate in a
classroom Jeopardy
game on the
smartboard. The
categories will be
Human Resource,
Natural Resource, and
Capital Resource


Students will finish
science experiment
from Day 2. Students
will use tongs and a
strainer to try to
remove the pollution
from the water.
Students will try to
clean the water as best
as they after a few
days and record their
results. (were they able
to clean it and remove
the pollution?)
REVIEW DAY!
Review everything
covered in the past
week and begin our big
Assessment Task. (may
be completed on
Monday)

**We are going on a
field trip to rid the
earth of pollution! We
are taking a trip to our
playground and oh boy
is it dirty out there!
Someone or something
has come by and
thrown their trash all
over our playground
and it is up to us to
make it beautiful
again!
(SEE POLLUTION
ON THE
PLAYGROUND
ASSESSMENT
SHEET.)
Students will place one
white carnation flower
in a clear vase with
clean water, and
another white
carnation flower in a
vase with black water.
Over the course of one
day, students will be
able to observe how
the plant takes in the
polluted liquid
because the flower in
black water will
actually turn black!



















as best as they after a
few days and record
their results.

Students will complete
a worksheet titled
Pollution Solution.
The layout of the
worksheet will be in
two columns. On one
side students will write
what kind of effects
pollution has on our
environment and on
the side students will
write a solution to help
rid the environment of
that pollutant
columns which are
labeled Human
Resource, Natural
Resource, Capital
Resource.

Students will then
make a bar graph from
the data collected on
the work sheet.