Unit+Five+Planning+2013

=Unit 5: Ecology/Ancient Central America and Israel/Science Fair= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// //Students will understand that. . .// 1. The inter-contentedness of living beings, and the systems they live in. 2. Meso-American culture values ritual and order and is connected to Asian cultures that it came from; 3. Energy comes from somewhere, and something; 1. We all depend on each other 2. While some ancient practices are gone, ancient Meso-American culture lives on in present day practices and life. 3. Our energy choices make a difference in our planet and our lives. 1. We can survive without other species 2. They were just a bunch of blood-thirsty human-sacrificers. 3. I just have to plug it in! || ===Essential Questions:=== 1. Do humans have a greater right to resources than do plants and other animals? Can fires be beneficial? 2. Why would human sacrifice seem sensible? Did Meso-America experience one of the first ecological disasters? 3. Where do we get our energy from? Where should we get it from? || • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done?
 * ==Stage 1 - Desired Results== ||
 * ===stablish Goals:===
 * 1. Literature/ ****Reading **
 * [|CCSS.ELA-Literacy.RL.6.1]  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * [|CCSS.ELA-Literacy.RL.6.2]  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.
 * [|CCSS.ELA-Literacy.RI.6.2]  Determine a 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 **
 * [|CCSS.ELA-Literacy.W.6.1]  Write arguments to support claims with clear reasons and relevant evidence.
 * [|CCSS.ELA-Literacy.W.6.2]  Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * 2. Social Studies **
 * [|CCSS.ELA-Literacy.RI.6.1]  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * [|CCSS.ELA-Literacy.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.
 * <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;">3. Science **
 * 4. Energy in the Earth System - Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents.
 * <span style="color: #8a2003; font-family: Helvetica,Arial,sans-serif;">[|CCSS.ELA-Literacy.RI.6.1] <span style="color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;"> Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * <span style="color: #8a2003; font-family: Helvetica,Arial,sans-serif; text-decoration: initial;">[|CCSS.ELA-Literacy.RI.4.3] <span style="color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;"> Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. ||
 * ===Understandings:===
 * Idea**
 * Misunderstandings**
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning?
 * Provocative Questions?**
 * ^  || ===Essential Background:===

1. Ecosystems (studied earlier in Unit 3) 2. Geography of Meso-America and theories on how it was populated. || • 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? • Through what authentic performance tasks will students demonstrate the desired understandings? • By what criteria will performances of understanding be judged? • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning?
 * ====//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:===
 * Authentic task**
 * Rubric** || ===Other Evidence:===
 * Weekly short-response assessments**
 * Question and concept board, unit journal, survey at unit end.** ||
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? a greater right to resources than do plants and other animals? Fact and Opinion; Vocabulary - Ecology Words p100-1; Spelling - Greek Roots p112-3; Grammar - Subject-Verb Agreement p140-1; Electromagnetic Spectrum p216–225 ■ Describe different forms of electromagnetic radiation. ■ Distinguish between absorption and emission of radiant energy ; Vocabulary - Classification p114-5; Spelling - Latin Roots p116-7; Grammar - Direct and Indirect Objects p144-5; Solar Radiation p228–237 ■ Relate solar radiation to Earth’s water cycle, weather, and climate; ||
 * Week Six**
 * || **Open Court** || **Writing** || **Social Studies** || **Science** ||
 * **Week One**
 * 4/15 - 4/19** || ** Read: **// Protecting Wildlife p472-87 //
 * Think/Ideas: ** Do humans have
 * Create/Do: ** || **M -**
 * T -**
 * W** -
 * Th -**
 * F** - || ** Read: ** Chapter 9 Lesson 1 The First Humans in the Americas p314-7
 * Think/Ideas: ** How did the environment influence life in early Meso-America? ;
 * Create/Do: ** Map of the Americas || **Read:** Chapter 4 Lesson 1
 * Think/Ideas: **
 * Create/Do: ** Diagram of Electromagnetic Spectrum ||
 * **Week Two**
 * 4/22 - 4/26** || ** Read: **// The Most Beautiful Roof in the World p492-505 //
 * Think/Ideas: ** What obstacles might scientists encounter exploring the rainforest ;
 * Create/Do: ** ||  || ** Read: ** Chapter 9 Lesson 2 The Olmec p318-23
 * Think/Ideas: ** What did the Olmec contribute to modern society?;
 * Create/Do: ** || **Read:** Chapter 4 Lesson 2
 * Think/Ideas: **
 * ** Week Three **
 * 4/29 - 5/3 **
 * STAR Testing** ||  ||   || ** Read: ** Chapter 9 Lesson 3 The Maya p326-9
 * Think/Ideas: ** What were the major accomplishments of the Maya?;
 * Create/Do: **

The Power of Convection Currents p240–251 ■ Explain why convection currents form in fluids. ■ Identify the effects of convection currents in Earth’s air, water, and mantle. || Vocabulary - Novel Meanings and New Words p118-9; Spelling - Number Prefixes p120-1; Grammar - Perfect Tenses and Parallel Sentences p150-3;
 * Read: ** Chapter 9 Lesson 4 The Mound Builders p330-3
 * Think/Ideas: ** How were the Mound Builders different from the Olmec and Maya?;
 * Create/Do: ** || **Read:** Chapter 4 Lesson 3
 * Think/Ideas: **
 * **Week Four**
 * 5/6 - 5/10**
 * STAR Testing** || ** Read: **// Alejandro's Gift p510-519 //
 * Think/Ideas: ** Who benefits most when you work in the natural environment?;
 * Create/Do: ** ||  || ** Read: ** Chapter 11 Lesson 1 Geography of Ancient Greece p384-7
 * Think/Ideas: ** How did the geography of Greece influence where people settled and how they lived?;
 * Create/Do: **

Vocabulary - Homographs p122-3; Spelling - Foreign Words p124-5; Grammar - Pronouns and Antecedents p154-5;
 * Read: ** Chapter 11 Lesson 2 The Early Greeks p388-93;
 * Think/Ideas: ** How did Greek ideas about government and citizenship take shape?;
 * Create/Do: ** || Work on planning Science Fair Project ||
 * **Week Five**
 * 5/13 - 5/17**
 * Field Trip on 5/15** || ** Read: **// A Natural Force p522-531 //
 * Think/Ideas: ** How can fires be beneficial?;
 * Create/Do: ** ||  || ** Read: ** Chapter 11 Lesson 3 Athens and Sparta p394-9 Readers Theatre p400-403;
 * Think/Ideas: ** How were the governments of Athens and Sparta different?;
 * Create/Do: **

Cause and Effect. Fact vs Opinion C&LA p158-9. 162-3; Vocabulary - Shades of Meaning p126-7; Spelling - Base Word Families p128-9; Grammar - Sentence Problems p160-1; // Cats on Borneo p552-565 // a place be upset and can this be solved? Grammar: Transition words C&LA p166-7 ||  ||   || **Read:** Chapter 7 Lesson 1 Sources of Energy p414–425 Renewable and Nonrenewable Resources p428–439 Uses of Resources p444–455 ||
 * Read: ** Chapter 11 Lesson 4 The Persian Wars? p404-9
 * Think/Ideas: ** How did the Spartans and Athenians unite to defeat the Persians?;
 * Create/Do: ** || **Work on planning Science Fair Project** ||
 * **Week Six**
 * 5/20 - 5/24** || ** Read: **// Saving the Peregrine Falcon p536-549 //
 * Think/Ideas: ** How do toxins affect the entire environment of an area?
 * Create/Do: ** ||  || ** Read: ** Chapter 11 Lesson 5 The Age of Pericles p412-9;
 * Think/Ideas: ** Why did Athens and Sparta go to war?;
 * Create/Do: **
 * R **** ead: ** Chapter 12 Lesson 1 Ancient Greek Culture p426-33;
 * Think/Ideas: ** How has Greek culture influenced culture today?;
 * Create/Do: ** || **Work on Science Fair Project** ||
 * **Week Seven**
 * 5/27 - 5/31**
 * Four Day Week**
 * Memorial Day** ||  ||   || ** R **** ead: ** Chapter 12 Lesson 2 Greek Thinkers p436-41;
 * Think/Ideas: ** What contribution did Greek thinkers make to Western civilization?;
 * Create/Do: **
 * R **** ead: ** Chapter 12 Lesson 3 Alexander the Great p442-7;
 * Think/Ideas: ** How was Alexander the Great able to conquer the Persian Empire?;
 * Create/Do: **
 * R **** ead: ** Chapter 12 Lesson 4 The Hellenistic Era p450-5;
 * Think/Ideas: ** What were the cultural contributions of the Hellenistic Era?;
 * Create/Do: ** || **Work on Science Fair Project** ||
 * **Week Eight**
 * 6/3 - 6/7** || ** Read: **// The Day They Parachuted  //
 * Think/Ideas: ** How can the ecosystem of
 * Read:** Chapter 7 Lesson 2
 * Read:** Chapter 7 Lesson 3