Introduction

Student Activities

For the Teacher

California Science Content Standards

National Science Standards

Resources

The Following California Language Arts Content Standards are Addressed in Activity Three: How can we use art, writing and poetry to stop water pollution?

Other Standards Address in Water Pollution Unit

 Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 3

Language Arts

1.0. WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions).

Organization and Focus:

1.1 Create a single paragraph:

a. Develop a topic sentence.

b. Include simple supporting facts and details.

Grade 4

1.0. WRITING STRATEGIES: Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g.,
prewriting, drafting, revising, editing successive versions).

Organization and Focus:

1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format
requirements.

1.2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph.

b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.

c. Include supporting paragraphs with simple facts, details, and explanations.

d. Conclude with a paragraph that summarizes the points.

e. Use correct indention.

Grade 5

1.0. WRITING STRATEGIES: Students write clear, coherent, and focused essays. Writing exhibits awareness of audience and purpose. Essays contain formal introductions, bodies of supporting evidence, and conclusions. Students successfully use the stages of the writing process, as needed.

Organization and Focus:

1.1 Create multiple-paragraph narrative compositions:

a. Establish and develop a situation or plot.

b. Describe the setting.

c. Present an ending.

1.2 Create multiple-paragraph expository compositions:

a. Establish a topic, important ideas, or events in sequence or chronological order.

b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.

c. Offer a concluding paragraph that summarizes important ideas and details.

Research and Technology

1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).

Grade 6

1.0. WRITING STRATEGIES: Students write clear, coherent, and focused essays. Writing exhibits awareness of audience and purpose. Essays contain formal introductions, bodies of supporting evidence, and conclusions. Students successfully use the stages of the writing process, as needed.

Organization and Focus:

1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the
intended purpose.

1.2 Create multiple-paragraph expository compositions:

a. Engage the interest of the reader and state a clear purpose.

b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the
reader.

c. Conclude with a detailed summary linked to the purpose of the composition.

1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by
categories; and arrangement by spatial order, order of importance, or climactic order.

Research and Technology:

1.4. use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to
locate information

1.5. compose documents with appropriate formatting by using word- processing skills and principles of design (e.g., margins,
tabs, spacing, columns, page orientation)

Grade 7

1.0. WRITING STRATEGIES: Students write clear, coherent, and focused essays. Writing exhibits awareness of audience and purpose. Essays contain formal introductions, bodies of supporting evidence, and conclusions. Students successfully use the stages of the writing process, as needed.

Organization and Focus:

1.1. create an organizational structure that balances all aspects of the composition and uses effective transitions between
sentences and ideas to unify key ideas

1.2. support all statements and claims with anecdotes, descriptions, facts and statistics, and/or specific examples

1.3. use strategies of note-taking, outlining, and summarizing to structure composition drafts

Research and Technology:

1.4. identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research

1.5. give credit for both quoted and paraphrased information in a bibliography using a consistent and sanctioned format and
methodology for citations

1.6. create documents using word-processing skills and publishing programs, and develop simple databases and spreadsheets
to manage information and prepare reports

 

 

Where To Next?
The Task Show Your Stuff
Activities How'd You Do?
Resources  For the Teacher