Unit+Four+2014+Planning

=Unit 4: Beyond the Notes, Ancient America and Israel, Shaping Earth's Surface= // What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address? //
 * ==Stage 1 - Desired Results== ||
 * === Establish Goals: ===

//6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.// 1. Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity. 2. Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization. 3. Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion. 4. Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people. 5. Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jeru
 * //California History and Social Science Standards// **

// **California Science Standards** // //Shaping Earth’s Surface// 2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept: a. Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape. b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns. c. Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves. d. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.

// **Common Core ELA Standards** // // Reading // 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. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. a. Analyze the use of text features (e.g., graphics, headers, captions) in popular media. CA 6. Explain how an author develops the point of view or purpose in a text and explain how it is conveyed 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. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

// 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.

//Listening and Speaking// 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. CA a. Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transitions to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion. CA //Students will understand that. . .// • What are the big ideas? • What specific understandings about them are desired? • What misunderstandings are predictable? || ===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? • What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to do as a result of such knowledge and skills? • Story summaries • Science/Social Study notes • Primary Sources/Reading Comp/Social Studies Connection • Science Labs • Question and concept board, radio show, discussions, survey at unit end. ||
 * Technology ** will focus on presentation of ideas ||
 * ===Understandings:===
 * Idea**
 * Misunderstandings**
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning?
 * Provocative Questions?** ||
 * ^  || ===Essential Background:===
 * Background knowledge** ||
 * ====//Students will know . . .//====
 * Skills and knowledge**
 * Create/do** || ====//Students will be able to know . . .//====
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * === Performance Tasks: ===
 * Weekly written assessments
 * Unit project
 * By what criteria will performances of understanding be judged? **
 * Rubric/Checklist || === Other Evidence: ===
 * How will students refle **** ct upon and self-assess their learning? **
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? 2/24 - 2/28 ||  || Read: Chapter 9 Lesson 1 The First Humans in the Americas p314-317 Think/Ideas: How did the environment influence life in early Meso-America? Lesson 2 The Olmec p318-324 Think/Ideas: What did the Olmec contribute to modern society? || Read: Chapter 6 Shaping Earth's Surface Lesson 1 Atmospheric Pressure, Temperature, and Weather p342-53 Think/Ideas: What factors make up an area’s weather? What tools could help someone determine a location’s climate? || Time line due Start work on ABC and Fun facts book || 3/3 - 3/7 || Read: Lesson 2 The Nightingale Think/Ideas: || Read: Chapter 9 Lesson 3 The Maya p326-329 Think/Ideas: What were the major accomplishments of the Maya? Lesson 4 The Mound Builders p330-333 Think/Ideas: How were the Mound Builders different from the Olmec and Maya? || Read: Chapter 6 Shaping Earth's Surface Lesson 2 Weathering, Erosion, and Deposition p356-65 Think/Ideas: What are the two types of weathering that can affect rock? What kind of physical weathering could produce a smooth, worn surface? || Recipe due Start work on Travel Brochure || 3/10-3/14 || Read: Lesson 3 Aida Think/Ideas: || Read: Chapter 10 Lesson 1 The Geography of Ancient Israel p350-353 Think/Ideas: How did the geography of ancient Israel influence daily life? Lesson 2 The Beginnings of Judaism p354-361 Think/Ideas: What were the Israelite's major beliefs? || Read: Chapter 6 Shaping Earth's Surface Lesson 3 Rivers and Streams p368-377 Think/Ideas: How do rivers and streams change Earth's surfaces? || Fun facts flip-book and Travel Brochure due || 3/17 - 3/21 || Read: Lesson 4 The Sound of Flutes Think/Ideas: || Read: Chapter 10 Lesson 3 The Israelite Kingdom p362-369 Think/Ideas: What factors led to the rise and fall of the Israelite kingdom? Lesson 4 The Development of Judaism p370-379 Think/Ideas: What factors led to the spread of Judaism? || Read:Chapter 6 Shaping Earth's Surface Lesson 4 Beaches and Wave Erosion p380-7 Think/Ideas: How do waves change the shoreline? || ABC Book due || 3/24 - 3/28 || Read: Lesson 5 Ray and Mr. Pitt Think/Ideas: || Read: Chapter 11 Lesson 1 Geography of Ancient Greece p384-387 Think/Ideas: How did the geography of Greece influence where people settled and how they lived? Lesson 2 The Early Greeks p388-393 Think/Ideas: How did Greek ideas about government and citizenship take shape? || Read: Chapter 6 Shaping Earth's Surface Lesson 5 Changing Habitats p390-403 Think/Ideas: How do natural disasters affect habitats? || Report on earliest civilization due || 3/31 - 4/4 || Read: Lesson 6 Beethoven Lives Upstairs Think/Ideas: || Unit 4 Chapter 11 Lesson 3 Athens and Sparta p394-399 Think/Ideas: How did the Governments of Sparta and Athens differ? Lesson 4 The Persian Wars p404-410 Think/Ideas: How did the Spartans and Athenians unite to defeat the Persians? ||  ||   || 4/7 - 4/11 |||||||| Finish up Country Report Projects ||
 * **Week** || **Open Court** || **Social Studies** || **Science** || **Country Project** ||
 * Week Twenty-Three
 * Week Twenty-Four
 * Week Twenty-Five
 * Week Twenty-Six
 * Week Twenty-Seven
 * Week Twenty-Eight
 * Week Twenty-Nine