Unit+Two+Planning+2014

= Unit 2: Early Civilizations/Earth's Energy/Human Rights = //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// //**California Science Standards**// //Heat (Thermal Energy) (Physical Sciences)// 3. Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept: a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects. b. Students know that when fuel is consumed, most of the energy released becomes heat energy. c. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter). d. Students know heat energy is also transferred between objects by radiation (radiation can travel through space). //Energy in the Earth System// 4. Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept: a. Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle. b. Students know solar energy reaches Earth through radiation, mostly in the form of visible light. c. Students know heat from Earth’s interior reaches the surface primarily through convection. d. Students know convection currents distribute heat in the atmosphere and oceans. e. Students know differences in pressure, heat, air movement, and humidity result in changes of weather. //6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.// 1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. 2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power. 3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. 4. Know the significance of Hammurabi’s Code. 5. Discuss the main features of Egyptian art and architecture. 6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. 7. Understand the significance of Queen Hatshepsut and Ramses the Great. 8. Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt. 9. Trace the evolution of language and its written forms. //**Common Core ELA Standards**// // Reading Literature/Informational Text // 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. // Writing // 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting (working towards this skill). // Speaking or Listening // 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 4. Present claims and findings (e.g., argument, narrative, informative, response to literature presentations), sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. // Language // 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. //Students will understand that. . .// //• What specific understandings about them are desired?// //• What misunderstandings are predictable?// 1. Civilizations just happen. Those folks in the past are just weird and did weird things! 2. I just have to plug it in! 3, Rights are earned || ===Essential Questions:=== • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? • Write a research report on the subject of ancient civilization • Be able to give a short oral presentation • Students will write lab report || ====//Students will be able to know. . .//==== • || • Unit research paper • Weekly written assessments Rubric || ===Other Evidence:===
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * //California History and Social Science Standards//**
 * Technology** will focus on writing online ||
 * ===Understandings:===
 * 1) The pre-conditions of, and conditions in early civilizations;
 * 2) Energy comes from somewhere;
 * 3) Human rights are something we all have and can't be taken away.
 * Idea**
 * 1) You need both food surpluses and specialization of work to build a civilization;
 * 2) Our energy choices make a difference in our planet and our lives. Heat is a form of thermal energy, and can move and change following predictable patterns and rules;
 * 3) The specific rights for children as outlined in the UN Declaration of the Rights of the Child.
 * Misunderstandings**
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning?
 * 1) How do societies go from small bands of hunter-gatherers to large civilizations? What are the advantages and disadvantages of that move to higher density living?
 * 2) Where do we get our energy from? How are heat and energy related? Where should we get it from?
 * 3) What rights does Esperanza NOT have that she should? ||
 * ^  || ===Essential Background:===
 * Rights, inalienable** ||
 * ====// Students will know and do. . . //====
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * By what criteria will performances of understanding be judged?**

• Story summaries • Science/Social Study notes • Primary Sources/Reading Comp/Social Studies Connection • Science Labs, natural observations, Food web mobile, and artwork
 * How will students reflect upon and self-assess their learning?**

• Question and concept board, radio show, discussions, survey at unit end. || Play: "A Family Fest" pp110-113 Read: The Epic of Gilgamesh p140 Watch: Iraq Cradle of Civilization Video: Out of Egypt Shape of the Gods Read: A young person’s life in ancient Egypt p198 Learn about the Nilometer and make a rain gauge Video: Egypt the Habit of Civilization Play: The Pyramid Builders
 * ==Stage 3 - Learning Plan== ||
 * ===Resources:===



**Links:**
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Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? Mesopotamia pp146-9 Think/Ideas: Why did early civilizations tend to develop in river valleys? Unit 2 Chapter 4 Lesson 2 Sumer pp152-7 Think/Ideas: What are some of the lasting achievements of the Sumerians? Unit 2 Chapter 4 Lesson 3 United Lands pp160-7 Think/Ideas: What caused Mesopotamian and Sumerian civilization to rise and fall? || Unit 2 Earth's Energy Chapter 3 Heat Energy Lesson 1 Heat Flow pp162-73 Think/Idea: Heat energy flows from a warmer object to a cooler object until both are the same temperature. || Read __ Esperanza Rising __ p1- 38 What is Esperanza's life like?
 * **Week** || **Social Studies** || **Science** || **Literature/Human Rights** || **Writing/Research** ||
 * **Nine**
 * 10/27** || Unit 2 Chapter 4 Lesson 1

Read UNDRoC What does it mean? What does it mean for you? What does it mean for Esperanza? ||  || Nile Valley pp174-9 Think/Ideas: Why did Egyptian civilization being in the Nile Valley? Unit 2 Chapter 5 Lesson 2 Egypt's Old Kingdom pp180-3 Think/Ideas: How was Egyptian society organized?
 * **Ten**
 * 11/3** || Unit 2 Chapter 5 Lesson 1

Open Court: Unit 2 Lesson 6 Her Majesty King Hatshepsut Think/Ideas: How does Queen Hatshepsut have herself declared King? What was life like for an ancient Egyptian pharaoh? || Unit 2 Earth's Energy Chapter 3 Heat Energy Lesson 2 Waves pp174-85 Think/Idea: Energy moves from one place to another by heat flow or by waves. || Read __ Esperanza Rising __ p39-120 What changes happen in Esperanza's life? || Create a Wikipage and develop a research question || The Riddle of the Rosetta Stone || Unit 2 Earth's EnergyChapter 3 Heat Energy Lesson 3 Fuels: Our Major Energy Source pp186-97 Think/Idea: When a fuel burns, stored chemical energy changes into heat energy and light energy. Heat energy can drive engines that do work. || Read __ Esperanza Rising __ p121-138
 * **Eleven**
 * 11/10**
 * Veterans**
 * Start PC** || Open Court Unit 2 Lesson 5

Re-read UNDRoC What new things do we see? || Work on research during MacBook time || Egyptian Beliefs pp184-7 Think/Ideas: What were some Egyptian beliefs about life after death? Unit 2 Chapter 5 Lesson 4 The Egyptian Empire pp192-9 Think Ideas: Why was the Middle Kingdom considered to be a "golden age" of Egyptian civilization? || Unit 2 Earth's Energy Chapter 3 Heat Energy Lesson 4 Heat Transfer in Solids and Fluids pp198-207 Think/Idea: Heat flows in solids by conduction and in fluids by conduction and convection. || Read __ Esperanza Rising __ p139-198 || Work on research during MacBook time || Geography of Ancient Africa pp204-7 Think Ideas: How did the Nile River affect early African settlements? Lesson 2 Nubia pp210-3 Think/Ideas: How did the civilizations of Egypt and Nubia exist at the same time? Unit 2 Chapter 6 Lesson 3 Kingdom of Kush pp214-7 Think/Ideas: What led to the rise and fall of Kush? ||  || Read __ Esperanza Rising __ p199-233 || Work on research during MacBook time || Research Reports ||  || Read __ Esperanza Rising __ p234-262
 * **Twelve**
 * 11/17**
 * Parent**
 * Conf** || Unit 2 Chapter 5 Lesson 3
 * **Thirteen**
 * 12/1** || Unit 2 Chapter 6 Lesson 1
 * **Fourteen**
 * 12/8**
 * Sly Park** ||  ||   ||   ||   ||
 * **Fifteen**
 * 12/15** || Unit Review

Look at Preamble and Section 1 of the legalese version of UNDRoC. Do you recognize the language in section 1? Why does it have all that language at the beginning? || Work on research during MacBook time ||