Unit+One+Planning+2012

=Unit 1: Perseverance/Hatchet Novel Study/Early Humans/Plate Tectonics= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// 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. Plate Tectonics and Earth’s Structure 1. Plate tectonics accounts for important features of Earth’s surface and major geologic events. Reading Comprehension || //Students will understand that. . .// • //**What are the big ideas?**//
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * **Social Studies:**
 * **Science:**
 * **Language Arts:**
 * ===Understandings:===
 * Perseverance:** Success comes from perseverance, persistence, patience, and practice.
 * Social Studies:** We all started in Africa, and changes in technology have allowed us to grow from there
 * Science:** The Earth is a dynamic geological system
 * Digital Citizenship:** What goes on the Internet, does not stay a secret on the Internet.

• //**What specific understandings about them are desired?**//
 * Social Studies and Science:** See the specific standards.
 * Perseverance:** Marshmallow Experiment; Mindsets; 10,000 hour rule
 * Digital Citizenship:**
 * Appropriate use of technology
 * Safe Use of the Internet
 * Respecting other online

• What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? • Grammar, writing, technology here • 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? [|BrainPop Computers and Internet] [|CyberSafety Playlist]
 * //• What misunderstandings are predictable?//**
 * Perseverance:** Some folks are just smart, some are just stupid. You either know it, or you don't.
 * Social Studies:** Folks back then were just primitive.
 * Science:** The Earth is fixed and unchanged.
 * Digital Citizenship:** I can do whatever on the Internet, and no one will notice. || ===Essential Questions:===
 * •** 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:===
 * Authentic task**
 * Rubric** || ===Other Evidence:===
 * Weekly selection assessments**
 * Question and concept board, unit journal, survey at unit end.** ||
 * ==Stage 3 - Learning Plan== ||
 * ===Resources=== ||
 * ===**Videos:**===

[|Discovering Ardi] [|The Human Family Tree] [|BrainPop Human Evolution] [|Cave of Forgotten Dreams]

Video on Inuit

[|The Wildest Dream] [|The Height of Illness]

[|St. George and the Dragon]

[|Jesse Owens at Berlin Olympics] [|American Experience: Jesse Owens]

[|BrainPop Earth Systems] || **Links** PowerPoints and other materials Links related to Unit 1 ||

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? Marshmallow experiment || **Writing Assessment** //What is a paragraph?// || Getting to know text Main Idea/Details ||  ||   || Chapter 1-4 Literary Elements: PoV, shifting setting and time || **Skip story, double up on Social Studies** Grammar - Verbs; Spelling - short vowels; Comp Skill: Author Purpose; Chapter 5-8 Literary Elements: Conflict (Problem) and resolution || **Amaroq, the Wolf** Vocabulary - Context Clues Grammar - Nouns; Spelling - Long vowels; Comp Skill - Cause & Effect, Making Inferences; - How to return the computers to cart - Cut and paste - Navigating the browser - Typing in a URL - Navigating in the blog - Sending up a comment - Logging into student accounts || Chapter 9-12 || **On Top of the World** Vocabulary - Word structures; Grammar - Pronouns; Spelling - "er" ; Comp Skill - Cause & Effect, Sequence; Chapter 13-16 || **St. George and the Dragon** Vocabulary - Dictionary; Grammar - Subjects & Predicates; Spelling - "or" & "ar"; Comp Skill - Comp & Contrast Chap 17- Epilogue || **Jesse Owens** Vocabulary - Thesaurus; Grammar - Capitalization; Spelling - "oo" and "u"; Comp Skill - Drawing Conclusions; Unit Wrap up and Assessment ||  || **Back to the Drawing Board** Vocabulary - Review; Grammar - Review; Spelling - Review; Comp Skill - Main Idea & Details;
 * || **Hatchet** || **Open Court** || **Writing** || **Social Studies** || **Science** || **Technology** ||
 * **Week One** || Intro/Pre-reading || BoY Assessment
 * Timeline for Unit 1
 * Reading Social Studies
 * **Week Two** || Section One
 * Create/Do: ** || **Short response writing** || **Chapter 1: Lesson One, Two, and Three**
 * Cradle of Human Kind
 * Hadar
 * Other Ancestors
 * Think/Ideas: ** Origins and technological innovation;
 * Create/Do: ** Jot Dot notes, Hand prints || **Chapter 5: Lesson 1 Earth's Moving Plates**
 * Think/Ideas: ** a
 * Create/Do: ** Jot Dot notes || online safety ||
 * **Week Three** || Section Two
 * Create/Do: ** || **Better sentences** ||  || **Chapter 5: Lesson 2 Plate Tectonics**
 * Think/Ideas: ** a
 * Create/Do: ** Jot Dot notes || - How to get computers and turn the computer on
 * **Week Four** || Section Three
 * Create/Do: ** || **Paragraph** || **Chapter 2: Lesson One - Old Stone Age**
 * Think/Ideas: ** Origins and technological innovation;
 * Create/Do: ** Jot Dot notes, Cave Painting || **Chapter 5: Lesson 3 Earthquakes**
 * Think/Ideas: ** a
 * Create/Do: ** Jot Dot notes || - C ommenting on comments- How to work with class PCs ||
 * **Week Five** || Section Four
 * Create/Do: ** || **Narrative writing structure** || **Chapter 2: Lesson Two - Humans on the Move**
 * Think/Ideas: ** Origins and technological innovation;
 * Create/Do: ** || **Chapter 5: Lesson 4 Volcanoes**
 * Think/Ideas: ** a
 * Create/Do: ** Jot Dot notes ||  ||
 * **Week Six** || Section Five
 * Create/Do: ** ||  || **Chapter 2: Lesson Three - A Changing World**** Think/Ideas: ** Origins and technological innovation;
 * Create/Do: ** || **Chapter 5: Lesson 5 Plate Tectonics in California**
 * Think/Ideas: ** a
 * Create/Do: ** Jot Dot notes ||  ||
 * **Week Seven**
 * Create/Do: ** || **Unit writing assessment - Narrative paragraph** ||  || **Unit Review** ||   ||