GATE 5 Environmental Relationships with a linked concept to Conflict.

Rachel Winebrenner, Jennifer Dagenhart, Lisa Keyser, Donna Eischeid 

 
Calibration Tool
Unit Rationale: Students in Fifth Grade will explore environmental relationships and conflicts. This Unit explores these
concepts with multiple lenses connecting environmental laws and acts to the knowledge they have gained about the Earth’s
spheres and the purpose of laws. Students will become more aware of environmental relationships and conflicts and transfer
that knowledge by planning and defending a proposed resolution in a UN format.

STAGE 1: Desired Results

ESTABLISHED GOALS: ​ ​TRANSFER

Participants will be able to ​independently use​ their learning to. . .
 
Priority Standards Supported: ELA 5:​ Challenge, defend, and/or qualify ideas effectively for various audiences and purposes through writing and discussion.   
Supporting standards will come from the  ELA 1:​ Evaluate diverse perspectives constructively, critically, and respectfully. 
ELA 2:​ Read, comprehend, and analyze increasingly complex texts and media produced for various audiences and purposes. 
following modules:  ELA 4: ​Produce effective writing in which the development, organization, and style are appropriate for various audiences and purposes. 
Support of Current Modules:  SS 2:​ Apply the relevance of historical lessons to a given situation, problem, or challenge.  
S4:​ Communicate the results of an investigation using claim, evidence, and reasoning.  
  S1: ​ Select and evaluate reliable sources of information to address real world issues.  
Grade 5 Essential Curriculum  CTE5: ​ Communicate effectively based on purpose, task, and audience using appropriate content specific vocabulary
  
Content Standards from Modules 1 and 2 
  GATE Transfer Goals
Science  GATE 1: Independently utilize ​thinking strategies​ to effectively engage in problem solving and
5-ESS3-1​ Obtain and combine information about​ ​ways individual 
communities use science ideas to protect the Earth’s​ ​resources and 
inquiry.
environment.  GATE 2: Exhibit ​behaviors of independent learners​ across dimensions of learning.
  GATE 3: Apply ​skills of personal competence​ and reflection, seeking assistance when needed, to engage in
Social Studies 
ED2.6.Econ.D.1 ​Investigate how social and cultural decisions affect  meaningful learning experiences and social situations.
the ecology and economy.  GATE 4: Collaborate with diverse partners to establish a repertoire of learning approaches, develop unique
3.D.1 Explain why and how people adapt to and modify the natural 
environment and the impact of those modifications. 
talents, and apply talents in novel situations.
ED2.6.Geo.A.3 Use maps of different scales to describe the 
locations of cultural and environmental characteristics.  Transfer Task =
Possible connections:  
ED2.6.His.B.3 Describe how people’s perspectives shaped the  Considering the role of ​relationships (conflict)​ with in the environment and government,
historical sources they created.  students will​ plan and defend an argument ​to​ ​judge ​the validity of a ​ ​proposed piece of
4.A.4 Analyze the consequences of specialized work on 
interdependence, trade, and economic growth. 
legislation ​and determine its​ ​ethical​ ramifications.
 
 
Reading  
 
RI.5.8​ ​Explain how an author uses reasons and evidence
to support particular points in a text, identifying which
reasons and evidence support which point(s).
RI.5.9​ ​Integrate information from several texts on the
same topic in order to write or speak about the subject
knowledgeably.
RI.5.3​ Explain the relationships or interactions between
two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific
information in the text.
RI.5.5​ ​Compare and contrast the overall structure (e.g., MEANING
chronology, comparison, cause/effect, problem/solution) UNDERSTANDINGS ESSENTIAL QUESTIONS
of events, ideas, concepts, or information in two or more Students will understand that. . .
texts.
RI.5.6​ Analyze multiple accounts of the same event or topic, noting  PreK-12 Discipline:
important similarities and differences in the point of view they  PreK-12 Discipline: ● How do events over time lead to larger conflicts?
represent. ● How do perspectives on the same topic or event
 
● cause and effect relationships are routinely
identified and used to explain change. compare and differ?
 
● scientists evaluate various types of
---------------------------------------------------------- 
information and draw conclusions from a Concept
NAGC Alignment​: variety of resources. Relationships...
P3.5. Culturally Relevant Curriculum​. S
​ tudents 
● justifiable conclusions are supported with ● How are relationships powerful? (Consider 
evidence.
multiple contexts,) 
with gifts and talents develop knowledge and  ● there are varying perspectives on the
● In what ways can relationships demonstrate that 
meaning of historical events.
skills for living and being productive in a  everything is related in some way? 
● How do relationships change over time?  
multicultural, diverse, and global society.   Overarching/Year Long Microconcept
● Being perceptive helps us discover  Conflict...
S1.6. Cognitive and Affective Growth​. Students 
relationships.  ● How may conflict be natural? How may 
with gifts and talents benefit from meaningful  Concept  conflict be man-made? 
and challenging learning activities addressing  Relationships. . .  ● How may conflict be intentional? How may 
● demonstrate that everything is related in 
their unique characteristics and needs.  conflict be unintentional? 
some way.   
P3.4. Instructional Strategies​. S
​ tudents with  ● are powerful.  GATE 
gifts and talents become independent  ● change over time.  ● How does my application of thinking strategies 
Conflict. . .  strengthen my approach to this problem or 
investigators.   ● is composed of opposing internal and  situation? 
external forces.  ● How can I use the thinking strategies to help me 
● may be natural or man-made.  deepen my understanding of this problem or 
● may be intentional or unintentional..  situation? 
● is progressive. 
 
GATE
Effective thinkers apply appropriate thinking 
strategies to ​problems and situations​. 
ACQUISITION
Students will KNOW . . . Students will be SKILLed at . . .
Note: if a depth and/or complexity icon is taught and Note: if a depth and/or complexity icon is taught and applied during
applied during this unit, it should be listed here (ex. this unit, it should be listed here (ex. Language of the Discipline).
Specific aspects of Language of the Discipline: ● describing how the concept of r​ elationship 
archetypes, academic language for the relevant
content). 
connects different disciplines. 
● the difference between micro and  ● Determining how conflict affects relationships 
macro concepts.  both negativity and positivity.  
○ Relationships  ● Determining how conflict is generated within 
■ Conflicts  nature 
■ Environments   ● Describing the relationship between humans, 
● the various definitions of ​relationship.  the environment, and conflicts. 
● that the meaning of ​relationship   ● Determining what actions are appropriate to 
differs in different contexts. 
resolve conflicts 
● Depth icon: Details, Language of the 
discipline, ethics, trends, big ideas,   
unanswered questions, Motive,  ELA: 
Impact   ● self-selecting and using graphic organizers to organize
● Complexity icon: Change over Time,  information.
● supporting claims with evidence
Across the Discipline, Judgement,  
● selecting appropriate language to persuade an audience.
● vocabulary from thinking strategy(ies)  ● reading and analyzing primary and secondary sources.
employed. ● analyzing multiple perspectives.
● conflicts have multiple perspectives. ● integrating information from multiple texts.
● relationships between words with common ● reading on-level text with purpose and understanding.
roots. ● reading with accuracy, appropriate rate and expression.
● quoting accurately from a text.
● comparing/contrasting characters, settings, events, and
ELA different stories with similar themes/topics.
● making inferences.
● graphic organizers can be used to organize
information. Social Studies
● processes for reading like a historian and ● identifying causes and effects.
scientist. ● analyzing motivation behind actions/choices.
● conflicts have multiple perspectives.
● differences between primary and secondary Science:
sources. ● develop a model using an example to describe a scientific
● success criteria for opinion writing. principle. (​Learning Progression for Developing and Using
● evidence is required to make informed Models​)
decisions. ● obtain and combine information from books and/or other
● theme is an underlying message of a single text reliable media to explain phenomena or solutions to a
or multiple literary texts.
 ● theme is inferred by the reader.. design problem. (​Learning Progression for Obtaining,
Evaluating, and Communicating Information​)

Social Studies

● Renewable/Nonrenewable Resources

Science

● Earth’s systems include the geosphere (rock,

soil, sediment, continents, mountains),
hydrosphere (water and ice in the form of
rivers, lakes, glaciers), atmosphere (wind,
oxygen), and biosphere (plants, animals,
humans).
● Fresh water is in lakes, rivers, streams,
glaciers, polar ice caps, wetlands,
groundwater, and the atmosphere.
● examples of human activity in agriculture,
industry and everyday life

STAGE 2: Evidence
Evaluative Criteria: Assessment Evidence:
Links to ​Rubrics ​go here PERFORMANCE TASK(s)
Diagnostic (Pre-assessment):​ Observe, Infer, Wonder of photos
● Pre-Assessment Rubric
Formative (checkpoints):
● Claim, Evidence, Reasoning ​for ● Chalk Talk
transfer​ task. ● Notebook reflections
● Simple Mind Map
● SL1 Rubric ● DCI Frame

● Student Act​ Success criteria Self-Assessments:

● Journal reflections
● ​Metaphorical Thinking Rubric ● Success Criteria

Summative/Transfer Task:
Plan and defend an argument ​to determine the​ ​ethical​ ramifications of and​ ​judge ​the validity
of a ​ ​proposed resolution.

STAGE 3: Teaching and Learning Experiences:

Progression and Resources

RESOURCES/LAYERS:
D&C Inter- Texts Classics Technology Current Language Learning Independent
Icons disciplinary Apps, technology of 
Events syntax, changes 
to Learn Study
Texts- JGB or  art, artifacts, inventor(s),  the time period, web  in semantics Tools
D&C Mixer Jacob’s Ladder  music, philosophers,  tools
Only a  Be sure to relate to  specific project, specific 
and ​Primary  orators
Depth​:   dabbling/orientation  study of concept  specific graphic product, project formats, 
Source Documents  and topics within  organizers, sites and resources
rules, ethics,  to​ ​economics, 
patterns,, trends,  sociology, geography,  content models,
big ideas​,  psychology,  annotating texts,
unanswered  anthropology, etc. inductive and
questions, details,  deductive
impact, process,  reasoning
motive, proof 
Complexity:  
POV/multiple 
perspectives, 
across disciplines, 
context, translate, 
original, judgement 
 
D&C Mixer

  Think like a:  Jacob’s  Lesson 1 ● Simple Mind  Oil Spills  geosphere ● Observe,  Plan and
Relationships    Ladder Level  environmental ● Google    Infer,  defend an
over time  scientist  2 book  pictures/artwork Classroom  Watersheds  biosphere Wonder argument
  environmentalist    - available in ● Google Docs    ● Claim-Evi to
Multiple  Google Slide ● Google Forms  hydrosphere determine
The Blue  Space Junk  dence-Re
Perspectives  Presentation self-assessment  the​ ​ethical
Heron  ● Padlet 
  atmosphere asoning 
    Air Pollution  ramificatio
Judgement  The Blue Heron ● Flip grid  Chart B ns of and
A River Ran   Watershed ● Scamper
  judge ​the
Wild ​by Lynne Flint Water  ● 3-2-1
Ethics  Cherry  validity of
 
Crisis  Defending Protocol a
  Pacific  ● Think,
Debate  proposed
Jacob’s  Garbage  Resolution
Pair,
Impact  piece of
Ladder  Patch  Share legislation
Nonfiction    ● JigSaw
Grade 5  Additional  ● DCI Frame Tiny Plastic,
Summary of  Websites:   Big Problem
the Clean Air  Ozone  from
Act     CommonLit.org
Paired Text:  Hazard 
Clean Air Act 
Paired Text: ​The 
Waste  Pacific
Plain English    Garbage Patch
Guide to the  Clean Air Act   Graphic
Clean Air Act   
Paired Text:    Marine Debris
Flint’s Water 
Crisis 
Pacific Garbage
  Patch
Horizon Oil 
Spills  National
Infographics  Geographic
 
Plastic Waste
Space Waste 
Paired Text:  https://ed.ted.co
 Space Junk  m/featured/Ckf3v
Paired: ​Farming  vhM#review
in Space 
https://www.busi
nessinsider.com/
ocean-cleanup-r
emove-plastic-gr
eat-pacific-garba
ge-patch-2018-9

Thinking Strategies with Activities Used to Teach

Qualifying Statement Regarding Lessons: With the varying student needs, schedules, session times, and session frequencies within the WCPS
GATE classrooms, the lessons below will need to be differentiated. As the expert on your students, please consider how best to modify the
lessons in regards to best practices (pacing, scaffolding, use of small group instruction, etc). We know that not all of these lessons can be
taught during one session, so you are encouraged to chunk lessons as needed. However, in order to maintain consistency within the GATE
program, please teach the lessons in the order in which they have been written.

If you haven’t already please create an account for DocsTeach, as well as NewsELA and CommonLit. The PDF resources, especially from NewsELA can
be adapted to readers needs according to lexile, I however only attached articles with a lexile of 850+. They also have questions created to help with
discussion and student comprehension. These questions are for teacher use only for small group, conferencing etc.

Google Slide Presentation for Unit  

Resources Folder 
 
Lesson 1 Unit Introduction Lesson 2
Objective: ​SWBAT investigate and/or analyze the interrelationships A River Ran Wild (Author’s Note)
among organisms, populations, communities, and ecosystems IOT
deepen their understand how social and cultural decisions impact
the spheres.
Looking for​: analytical thinking - seeing relationships
1. Review objectives
a. Discuss meaning of key terms
2. Use ​Google Slide​ to set expectations to complete a
pre-assessment
a. Provide students with 15-20 minutes to work.
i. Circulate to monitor
3. Print the ​Environmental Pictures​ and conduct a ​chalk talk​.
4. As a whole group, students will discuss the pictures around
the following essential questions:
a. In what ways can relationships demonstrate that
everything is related in some way?
b. How may conflict be intentional? How may conflict be
unintentional?
5. Independently, students will read the ​News ELA​ article, “The
Global Reaction to Air and Water Pollution.” Students should
annotate​ the text as they read in order to note connections
made to the essential questions and pictures previously
discussed. See Google slide for student annotating directions.
a. Lexile levels available 610, 790, 950, 1160, MAX (grade
12)Reflection
b. Flexible group with teacher
6. After reading the article, students should return to the pictures
to take part in another chalk talk.
a. Review the Taba chart previously made. Remind
students of the interrelationships as well as conflicts,
groups, and generalizations they have already thought
of.
b. Encourage students to think of the article and their
previous Taba work as they return to the pictures to
add more connections as the second part of the chalk
talk.
i. Consider creating an additional TABA
Chesapeake Bay Watershed
Compare/Contrast
 
Objective: SWBAT ​analyze the interrelationships and conflicts that
occur among organisms, populations, communities, and ecosystems
IOT deepen their understanding of intentional/unintentional
relationships and conflicts.
 
Looking for: Analytical Thinking - Seeing relationships, determining 
cause and effect, compare and contrast 
 
1. Review objectives
a. Discuss meaning of key terms
2. Provide each student with a copy of the Author’s Note from
A River Ran Wild​ by Lynne Cherry. Use ​Google Slide​ to
facilitate ​Think, Pair, Share​ with students.
3. Read ​A River Ran Wild​ by Lynne Cherry to students.
a. Introduce students to the ​Depth and Complexity
Concept Frame​ they will be taking notes on while
listening to the students. Read all the questions and
review the icons before the read aloud.
b. After the read aloud give students a few minutes to
finish their note taking on the frame and then share out
their thinking at their tables for ethics, impact, and
rules. Circulate and monitor what is being shared in
groups.
c. Share out the Big Idea sections of the DCI frame as a
class, making sure students see the connection
between the book and the generalizations from the
TABA chart.
d. Add any new generalizations to the chart that were
created.
4. Read the Introduction and Background (Pages 1 -3) of the
Chesapeake Bay Watershed Plan​ as a class.
5. Use the ​Jigsaw Protocol​ with students to read the three
sections of the ​Chesapeake Bay Watershed Plan​ below
a. Conservation Action: Improve Water Quality (pg. 7)
b. Conservation Action: Improve Soil Health (pg. 8)
 environmental relationships/conflict chart as
time allows.
7. Following the second part chalk talk, have students choose
one picture they would like to make a generalization about.
a. Share Out generalizations. Add appropriate
generalization to the Taba Chart or make connections
with previously generated generalizations.
8. EQ Reflection- In their journals or using another note taking
device. Students may choose one of more of the following:
a. In what ways can relationships demonstrate that
everything is related in some way?
b. How may conflict be intentional? How may conflict be
unintentional?
Assessment:
1. Pre-assessment scored with ​Pre-Assessment Rubric  be unintentional?
2. Use ​SL Evidence Gatherer​ to assess student conversations during  Assessment:
and after Chalk Talk using ​SL1 Rubric
3. Student reflection in GATE journal/Google classroom
using chosen essential questions as a reflection
​Lesson 3 Environmental Impact Investigation
Objective: ​SWBAT analyze the relationships that exist between
humans and the environment IOT deepen their understanding of
conflict.
Looking for: ​inquisitive learners, convergent thinking.
Link to animals and biosphere as needed based on classroom
experiences.
1. Review unit EQs.
2. Unpack objective, discuss as needed.
3. Preparation for activity.
a. Have students turn and talk about the systems and
conflicts learned in lesson two.
c. Conservation Action: Improve Fish & Wildlife Habitats
(pg. 9)
6. To process what students have learned about the watershed
of the Nashua River and the Chesapeake Bay. Use the
Google Slide to engage students in the
Connect/Extend/Challenge​ protocol. You may use this
Connect/Extend/Challenge template​ for students to take
notes on.
7. EQ Reflection - In their journals or using another note taking
device, students may choose one or two of the following to
reflect:
a. How may conflict be natural? How may conflict be 
man-made? 
b. How may conflict be intentional? How may conflict 
 
   
1. Depth and Complexity Concept Frame -  
2. Use ​SL Evidence Gatherer​ to assess student conversations during 
Jigsaw Protocol and Connect/Extend/Challenge Protocols using 
SL1 Rubric 
3. Student reflection in GATE Journals/Google Classroom using 
chosen Essential Questions as a reflection 
Lesson 4 Space Junk
Lisa
Objective: ​SWBAT analyze the relationships that exist between
humans and the environment IOT deepen their understanding of
conflict.
Looking for: perceptive learners, analytical thinking
1. Introduction to topic: ​Ted Talk
2. Using a Padlet, students will take notes, indicating the time for
citation.
3. Student will share their thoughts using the ​Color, Symbol,
Image​ protocol.
4. Students will choose one of the articles below to complete
 b. Food web (This may or may not need materials independently using the ​Jigsaw protocol​ . Students should
supplemented based on previous classroom mark the text​.
instruction). a. ​Space Waste
4. Revisit Generalizations for the unit. Connect to the idea that b. ​Space Junk
conflicts are natural, man-made, and/or unintentional. c. Space Debris and Human Spacecraft
5. Explain that, in order to understand how conflicts occur d. Extra article: ​Space.com
unintentionally, students will engineer a sadly common 5. By way of sharing information with the group the​ Headline​ can
conflict of oil spills. be utilized, group members should take notes on information
a. Using the lens of conflict, have students examine the oil they find important in order to revise earlier color, symbol and
spill photos. Each groups should discuss the three image.
photos using the “Two Cents” protocol. 6. Students will return to their original groups to share their
i. What conflicts are present? findings using the headline protocol mentioned above.
ii. How is conflict powerful? 7. Come up with a metaphorical statement regarding space
b. Students will complete the ​Oil Spill Clean Up Activity. junk. For example: The amount of space junk in space is like
The following directions are taken from the link above. the amount of sugar in a Coke because there is so much and
i. Introduction/Motivation   it could eventually be unhealthy for everyone.
ii. Students may analyze this text using the ​Notice Infer 
and Wonder Organizer.  Assessment: Create a metaphorical statement to help the general
c. You may need to space this as you see fit based on population understand the seriousness of the space junk situation.
classroom time constraints. Rubric
6. If time allows, students should consider an additional
perspective using: ​SCAMPER​ more effective materials
a. As a group, review how the students were able to
complete the Stem Activity.
b. Pose ​SCAMPER ​to students/groups. The following
questions can be posed as needed during or following
the student evaluation of their chosen method:
i. How could this conflict be avoided in the future?
ii. What changes could be made in order to create
a more positive relationship in light of this
conflict?
c. Allow students to talk in groups and document their
changes in their journals or other media of the
teacher’s choosing.
7. Reflective journal entry: What conflicts were present in the
activity with impact that are ​not​ environmental?
a. Student should consider the company interests, groups
needed for clean up, etc.
Assessment:
Lesson 5 Clean Air Act
Objective: SWBAT analyze and compare texts IOT examine the
relationships that exist between humans and the environment and
make informed decisions.
Looking for: analytical thinking(seeing relationships, compare and
contrast, making observations) and executive processes
(summarizing, metacognition, setting goals, forming questions) ;
perceptive learners
1. Review unit EQs.
2. Unpack objective, discuss as needed.
3. Revisit generalizations for the unit connecting to how conflict
can make powerful relationships.
a. Students will read (partner read if necessary)
“Summary of the Clean Air Act” from JL Grade 5
Nonfiction (p. 26) and mark the text (use different
colored highlighters or colored pencils) to indicate
information needed to support each of the ​three
ladders​. (These can be used in Google Classroom or
expand the table before printing to allow room for
student written responses.) Discuss responses as a
whole group with focus on relationships between
humans and air pollution causes.
b. EQ Reflection- In their journals or using another note
taking device. Students may choose one of more of the
following:
i. In what ways can relationships demonstrate
that everything is related in some way?
ii. How may conflict be intentional? How may
conflict be unintentional?
4. Explain to students that the summary they just read contained Depending on time, this may be a good place to split the lesson.
the big ideas of the Clean Air Act and few details. Now they
will investigate the ​The Plain English Guide to the Clean Act​ to
Lesson 6 Introduction to Model UN and Transfer Task
Objective: SWBAT draw evidence from multiple sources IOT
construct an argument, defend their thinking, and make informed
decisions.
Looking for: analytical thinking and executive processes (flexible
thinking, planning and prioritizing, self monitoring)
1. Have the class discuss all of the environment conflicts that they 
have discovered thus far, their thoughts on how to fix them, and 
the impact these conflicts have on the rest of the world. 
2. Tell students that over the next few classes, they will have the 
opportunity to take place in a “mock simulation” of how world 
leaders solve problems like these.  
3. Review objectives 
a. Discuss meaning of key terms 
b. Review what it means to think analytically and use 
executive processes. 
c. Review parts of an argument. The​ video​ is an optional 
choice.  
i. Claim 
ii. Evidence 
iii. Reasoning 
4. Introduction to United Nations 
a. Draw on any prior knowledge about the UN students may 
have.  
b. Allow students to read ​Explaining the UN to Kids​. While 
reading, students should use the​ 3-2-1 protocol.​ Students 
should consider the question, “How does the UN develop 
relationships and resolve conflicts around the world? 
c. Share responses and discuss the article as a class.  
  
5. Model UN and Transfer Task 
a. Introduce Model UN 
 collect further details. i. MUN Introduction Video 
a. The act is 22 pages long so divide among students so ii. Explain that the transfer task students will be 
that all pages/sections are covered. Each student or completing will require them to do a variation of 
group will be responsible for reading and adding this MUN. 
information from their section. b. Introduce ​Transfer Task 
b. Review student use of analytical thinking strategies to i. Display and review the Transfer Task with 
successfully completing assignment. students. 
c. Have students add details to question 2 and 3 on the ii. Assign countries 
previous response sheet. 1. *All participating states are listed on this 
d. Share additional details in a whole group setting. website. Please give priority to the countries 
e. EQ Reflection: In their journals or using another note listed ​here. 
taking device. Students may choose one of more of the 2. The teacher may choose to be a country as 
following: well to engage in the debate. 
i. How can I use the thinking strategies to help iii. Clarify any questions.  
me deepen my understanding of this problem c. Student Research 
or situation? i. Students will begin to research the Pacific 
ii. How do events over time lead to larger conflicts? Garbage Patch as it relates to the transfer task.  
iii. How do perspectives on the same topic or event  
compare and differ? Assessment: Student research as it pertains to the ​Rubric​ for the 
5. Students will read “Flint’s Water Crisis” (JL Grade 5 Nonfiction cornerstone task and the ​Success Criteria​.  
p. 29) and again mark the text with evidence to respond to
each​ question​.
a. Discuss responses as a whole group with focus on
relationships/conflict between humans and water
pollution causes.
b. EQ Reflection- In their journals or using another note
taking device. Students may choose one of more of the
following:
i. In what ways can relationships demonstrate
that everything is related in some way?
ii. How may conflict be intentional? How may
conflict be unintentional?
6. Students are now ready to analyze these two nonfiction
selections as a pair and consider the relationships/conflicts
among pollution, public welfare and government actions.
a. Have students respond independently to ​questions
and then share out and refine responses in small
groups.
 7. Connect to any prior knowledge of the Environmental
Protection Agency students might have.
a. In small groups, have students visit the Environmental
Protection Agency (​EPA) mission ​web page and
discuss/complete ​these items​ in order to describe the
relationship between the government and citizens of
the U.S. The ​Jigsaw protocol​ could be used to
complete this task
b. EQ Reflection: How might the mission of the EPA cause
unintended conflict among citizens of the United
States?
8. In pairs or trios, students will create ​an act of their own​ that
would seek to control space junk which students learned
about in lesson 4.
a. Students will share their Acts in a whole group
presentation.

Assessment:
1. Use ​SL Evidence Gatherer​ to assess student conversations during 
small or whole group sharing ​SL1 Rubric
2. Student Act​ Success criteria
3. Student reflection in GATE Journals/Google Classroom using 
chosen Essential Questions as a reflection

Lesson 7 Research Lesson 8 Engaging in Model UN

Objective: SWBAT draw evidence from multiple sources IOT Objective: SWBAT draw evidence from multiple sources IOT
construct an argument, defend their thinking, and make informed construct and argument, defend their thinking, and make informed
decisions. decisions.
Looking for: analytical thinking and executive processes Looking for: analytical thinking and executive processes

1. Students will begin or continue their research for the transfer
task.
a. This may be done over multiple class periods
depending on how your G.A.T.E. blocks are scheduled.
b. Encourage Students to use ​Cornell Notes​ or a ​Topic
1. Use a system that works in your classroom to determine what
country will go first (fairness sticks, assign and number to each
student and use a number generator, random name
generator, etc)
2. Assist students in creating Success Criteria for their Model UN
 Organizer​ as they research.
i. Cornell Notes organizer
1. EQ: What conflicts need to be addressed
in order to respond to the Pacific
Garbage Patch? How can countries form
relationships to address conflicts they
have caused to the environment.
ii. Topic Organizer
1. This gives students a chance to
understand the needs of their country as
it relates to the issue at hand. It also
encourages students to take the
perspective of other countries.
2. This organizer may work best for students
who need more structure when
researching.
2. While students are researching.
a. Conference with students to determine an
understanding of the task.
b. Observe is CER being independently implemented by
students.
c. Use organizers as a tool for gauging student
understanding.
3. Students should be given roughly 2-3 classes (depending on
schedule) to research and write the Resolution for their
country.
Assessment: ​Assessment: Student research as it pertains to the ​Rubric
for the cornerstone task and the ​Success Criteria​, conference notes,
student note-taking organizers
Lesson 9 Unit Reflection
Objective: TSWBAT synthesize previous learning experiences in
order to develop a deeper understanding of conflict
Looking For: critical and analytical thinking
based on the research and work they have already done.
a. How can we insure our Model UN is successful?
b. What do we need to do to be successful?
3. Each student (country) will present his/her resolution to the
rest of the MUN. These can be uploaded into Google
Classroom for access by all other countries.
a. During this part of the task, other countries may ask
questions or challenge a student after he/she has
presented.
b. When all countries have presented, students have the
following options:
i. Agree on one of the proposed resolutions.
ii. Form a “committee” with another country to
combine resolutions.
iii. Adjust their own resolutions to present a second
time.
c. Countries will then present refined resolutions.
d. This can be repeated as many times as the teacher
feels necessary and can be based on student progress
and feedback.
Assessment: ​Assessment: Student research as it pertains to the ​Rubric 
for the cornerstone task and the ​Success Criteria​ (If needed: What is 
Success Criteria​- guide for teachers)
 
 1. As a group, reflect on the environmental relationships conflicts
explored in this unit.
2. Students should reflect on one of the essential questions as
well as relate the unit to any of the generalizations previously
made. These can be done in student journals or in Google
Classroom. Students may even add additions to the
generalizations at this time.
a. How are relationships powerful? (Consider multiple
contexts,)
b. In what ways can relationships demonstrate that
everything is related in some way?
c. How may conflict be natural? How may conflict be
man-made?
d. How may conflict be intentional? How may conflict be
unintentional?
3. If time allows, use the questions above to engage in socratic
seminar as a group.

Assessment: ​Socratic Seminar rubric​, journal entries