Unit+One+Planning+2013

=Unit 1: Perseverance/Early Humans/Earth's Ecology= 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. 1.Describe the hunter-gatherer societies, including the development of tools and the use of fire. 2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. 3.Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. //**California Science Standards:**// //Ecology (Life Sciences)// 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept: a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs. b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment. c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem. d. Students know different kinds of organisms may play similar ecological roles in similar biomes. e. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition. //**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. 3. Describe how a particular story’s or drama’s plot unfolds in series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). -//Informational text// 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 6. Explain how an author develops the point of view of the narrator or speaker in a text. 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. //Writing// 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. //Students will understand that .// 1. Success comes from perseverance, persistence, patience, and practice. 2. We all started in Africa, and changes in primate/human biology and technology have allowed us to grow from the societies to civilizations. 3.We all depend on each other. Organisms exchange energy and nutrients both symbiotic/parasitic and as predator/prey 1. Perseverance: Some folks are just smart, some are just stupid. You either know it, or you don't. Folks back then were just primitive. 3. Biological relations are always exploitative (i.e.; predator/prey) || ===Essential Questions:=== • Write jot-dot and summary notes • Write short-response and 5-paragraph essay • Be able to give a short oral response • Create food webs and food chains || ====//Students will be able to know. . .//==== • Look at Grammar/Vocabulary/Spelling in lesson plan • Write science lab report • Short-form persuasion • Observation of nature || • Unit Writing Assessment on Perseverance • Weekly written assessments Rubric || ===Other Evidence:=== • Story summaries • Science/Social Study notes • Primary Sources/Reading Comp/Social Studies Connection • Science Labs, natural observations, Food web mobile, and artwork • Motivator poster Question and concept board, radio show, discussions, survey at unit end. ||
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * //California History and Social Science Standards://**
 * Technology** will focus on recording and documenting learning. ||
 * ===Understandings:===
 * 1. Perseverance:** You can get smarter, and improve in your ability to do things.
 * 2. Social Studies: ** Humans have developed through evolution and the development of technology
 * 3. Science: **The inter-connectedness of living beings, and the systems they live in
 * Ideas:**
 * Misunderstandings**
 * 1.** Are smart folks, just smart? What can someone do to improve themselves?
 * 2.** How did cities and communities start? What's there before we had recorded history? Where do humans come from?
 * 3.** What do you need to survive? ||
 * ^  || ===Essential Background:===
 * 1.** Meaning of perseverance, persistence
 * 2.** Map of Africa and Middle East
 * 3.** Living systems and essentials for life ||
 * ====//Students will know and do. . .//====
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * By what criteria will performances of understanding be judged?**
 * How will students reflect upon and self-assess their learning? **
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||

Learning Activities:
Highlighted assignments will be weekly or unit assessment Lesson 2 __Amaroq, the Wolf__ pp32-47 friends with the wolves? Will she survive? Vocabulary: C&LA p124-5; **Other:** Author Purpose C&LA p3 Cause & Effect p6-7; Jot Dots for SS/Sci - whole class 2. Writing a summary - whole class paragraph - Hatchet 3. Answering questions w/complete sentences - Hatchet || Discussing literature - Hatchet Radio Show - do whole class || Unit 1 Chapter 1 Lesson 1 The Cradle of Humankind pp 56-60 Why is Olduvai Gorge so important in the study of human origins? [|BrainPop Human Evolution] Atlas, Great Rift Valley ~18:00 || Skip || Introduce MacBooks Start handing off radio show production to students || Do a binder check for notes, etc. || Unit 1 Perseverance Lesson 3 __On Top of the World__ pp50-61 to conquer Mount Everest, the highest mountain on Earth? Will these brave mountaineers make it to the top of the world? C&LA p160-1; Chap 5-8 || 1. Short response (3-4 sentences) 2. More on Jot Dots and summary paragraphs || Discussing literature - Hatchet Radio Show - do whole class || Unit 1 Chapter 1 Lesson 2 Hadar pp64-6 What do scientists believe was the first human feature to appear in our ancestors? [|The Human Family Tree] || Unit 1 Earth's Ecology Chapter 1 Earth's Ecosystems Lesson 1 Intro to Earth's Ecosystems pp24-39 The number and types of organisms in an ecosystem depend on the resources available.
 * || **Open Court/ Literature** || **Writing** || **Oral Language** || **Social Studies** || **Science** || **Technology** ||
 * **Week Two**
 * 9/9** || Unit 1 Perseverance
 * Think/Ideas:** How will Miyax make
 * Grammar:** Sentence Fragments C&G p233-40,
 * Literature:**__Hatchet__ Chap 1-4 || 1. Writing Notes:
 * Think/Ideas:**
 * WATCH:**
 * **Week****Three**
 * 9/16**
 * Think/Ideas:** What will it take
 * Grammar:** Run-on Sentences C&G p240-2,
 * Other:** Effective Beginnings and Endings C&LA p14-5;
 * Literature:**__Hatchet__
 * Think/Ideas:**
 * WATCH:**
 * Think/Ideas:**

__St. George and the Dragon__ pp64-71 C&LA p22-3; Using Exact Words C&LA p24-5; Chap 9-12 || 1. More on short response 2. Writing for the Radio Show || Discussing literature - Hatchet Radio Show || Unit 1 Chapter 1 Lesson 3 Other Ancestors pp70-5 Why is the ability to use tools considered an important step for our human ancestors? [|Cave of Forgotten Dreams] Chapter 1 Earth's Ecosystems Lesson 2 Photosynthesis pp40-53 Energy enters ecosystems as sunlight, which is used by plants to make food. Do a binder check for notes, etc.9 || Unit 1 Perseverance Lesson 5 __Jesse Owens__ pp76-87 What obstacl es did Jesse encounter during his lifetime? How did he overcome these obstacles? Chap 13-16 || 1 ||  || Unit 1 Chapter 2 Lesson 1 The Old Stone Age pp 80-4 What accomplishments did early humans make in technology, art, and language? Unit 1 Chapter 2 Lesson 2 Humans on the Move pp86-91 How have Scientists learned about the culture of early humans? Chapter 1 Earth's Ecosystems Lesson 3 Microscopic Organisms on Earth pp 54-65 Energy and matter are transferred from one organism to another at the microscopic level. Short form persuasive writing || Chap 17-Epilogue ||. Longer form writing: the 5 paragraph essay - expanding ideas - the essentials, Intro, conclusion, and supporting details, etc. -what to avoid || Go though ?/Idea board || Unit 1 Chapter 2 Lesson 3 A Changing World pp94-7 What led to the Development of farming as a source of food? Unit 1 Chapter 3 Lesson 1 New Ways of Life pp102-7 How did agriculture develop thousands of years ago? Chapter 1 Earth's Ecosystems Lesson 4 Earth's Food Chains, Webs, and Pyramids pp 66-79 Energy and matter are transferred from one organism to another in food chains and food webs blogs || 5 paragraphs on perseverance ||  || Unit 1 Chapter 3 Lesson 2 Beginning of Settlements pp 114-8 What role did farming play the development of communities? Unit 1 Chapter 3 Lesson 3 Catal Huyuk pp 120-5 What was life like in the city of Catal Huyuk? Chapter 1 Earth's Ecosystems Lesson 5 Earth's Cycles of Life pp 80-91 Earth recycles water and other substances, such as carbon and nitrogen.
 * DO:** Observation of living things on school grounds || Using Mobile Devices in Class - Document garden trip ||
 * **Week Four**
 * 9/23** || Unit 1 Perseverance Lesson 4
 * Think/Ideas:** Will the inexperienced knight conquer the evil dragon? Will he earn his given name?
 * Grammar:** Combining Sentences C&G p243,
 * Other:** Compare and Contrast C&LA p16-7 &
 * Literature:**__Hatchet__
 * Think/Idea:**
 * WATCH:**
 * READ: ** Otzi leveled Biography || Unit 1 Earth's Ecology
 * Think/Ideas:**
 * DO:** Leaf Mixture Chromotography ||  ||
 * **Week Five**
 * 9/30**
 * Think/Ideas:** What
 * Grammar:** Rambling Style C&G p257, Staying on Topic C&LA p146-7;
 * Other:** Drawing Conclusions C&LA p26-7;
 * Literature:** __Hatchet__
 * Think/Ideas:**
 * Think/Ideas:**
 * DO:** Cave Drawings and Handprints || Unit 1 Earth's Ecology
 * Think/Ideas:**
 * DO:** Microscope Lab || Motivator posters
 * **Week Six**
 * 10/7** || ** Grammar: ** Monotonous Style C&G p259, Sentence Variety C&LA p88-9;
 * Other:** Main Idea and Details C&LA p30-1;
 * Literature**: __Hatchet__
 * Think/Ideas:**
 * Think/Ideas:**
 * DO:** Readers Theater "A Family Fest" pp110-113 || Unit 1 Earth's Ecology
 * Think/Ideas:**
 * DO:** Create a food web mobile
 * WATCH:** Magic School Bus: Rain Forest || Introduction to
 * **Week Seven**
 * 10/14** || **Double up on Science**
 * Grammar:** Sentence Diagnostic Test C&G p265 || Unit Writing Assessment
 * Think/Ideas:**
 * Think/Ideas:**
 * WATCH:**Out of Egypt Chap One || Unit 1 Earth's Ecology
 * Think/Ideas:**
 * DO:** Water recycling activity || Unit Survey ||
 * **Week**
 * Eight**
 * 10/21** ||  || Trimester Writing Assessment (4-6) ||   || Unit Review || Unit Review ||   ||