Unit+One+Planning+2011

=Unit 1: Cooperation and Competition in Pre-Historic America= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?//
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===

__**Social Studies:**__ Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River. 2. Describe their varied customs and folklore traditions. 3. Explain their varied economies and systems of government. __**Earth Science**__ 4. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept: a. Students know uneven heating of Earth causes air movements (convection currents). d. Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables. e. Students know that the Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions. || //Students will understand that. . .// What are the big ideas? What specific understandings about them are desired? What misunderstandings are predictable? What provocative questions will foster inquiry, understanding, and transfer of learning? 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?
 * 1. Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils. **
 * b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns. **
 * c. Students know the causes and effects of different types of severe weather. **
 * ===Understandings:===
 * Cooperation and Competition are a part of all social groups down through time.
 * The environment had a strong influence on how the first Americans lived and their culture.
 * What are the factors that contribute to the climates of various regions in North America.
 * The importance of oral communication and rituals in passing down culture in these societies.
 * Students should be able to identify elements of cooperation and competition in pre-Columbian North American societies.
 * Students should be able to identify elements of culture in these societies and how they relate to their environment
 * Students should be able to identify elements of weather and climate and how water and the water cycle contribute to this
 * How did folks pass on knowledge before books and computers
 * Unknown || ===Essential Questions:===
 * What makes weather?
 * What is climate vs. what is weather?
 * How much do people change their environment vs. how much are they changed //by// their environment?
 * What is environment: cultural, physical, etc? ||
 * ^  || ===Essential Background:===
 * Ability to read/understand a non-political US map;
 * Understand what weather is (not necessarily how it is made);
 * Know there were people in North America before Europeans came. Know where Europe is.
 * Have a basic idea of culture. ||
 * ====//Students will know . . .//====
 * 1) Writing of a personal narrative
 * 2) Recitation from memory
 * 3) Comparing and Contrast
 * 4) Cause and Effect

What should they eventually be able to so as a result of such knowledge and skills?

Think of these as secondary skills / content 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?
 * 1) Writing a one - two paragraph personal narrative about someone living in pre-Columbian America
 * 2) Recitation of a two stanza poem from memory
 * 3) Ability to show cause and effect, and compare and contrast through the use of a Venn Diagram or other graphics to discuss weather and climate, the culture or life-style of Native Americans. || ====//Students will be able to know . . .//====
 * Note taking of expository text ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * The Unit Close Activities will demonstrate all four
 * Rubric (to be developed) || ===Other Evidence:===
 * Weekly note taking
 * Quizzes
 * Response to writing prompts (including blog)

How will students reflect upon and self-assess their learning? rss url="http://www.diigo.com/rss/user/Mizmercer/unit1" link="true" number="20" ||
 * Online survey at end of unit ||
 * ==Stage 3 - Learning Plan== ||
 * ===Resources:===
 * Full list here**

Two || **//Read:// Chapter One Early Peoples** //Think/Ideas:// Climate change and early settlement of North America //Create Do:// Mapping activity || **//Read:// Founders of the Children's Rain Forest** //Think/Ideas:// Cooperation on the Environment How can we change a situation? //Create/Do:// Is there something we would like to change? || **//Read:// Chapter 4 Lesson 1 -2** //Think/Ideas:// There is a lot of water on our planet; Water has different states; This helps create weather on Earth //Create/Do:// Inquiry Activity: How much of Earth's water is salty and how much is fresh; How do water droplets form?; || //Think/Ideas:// Governance Iroquois Confederation Cherokee Nation //Create/Do:// || **//Read:// Class President** //Think/Ideas:// Leadership How do we choose leaders? //Create/Do:// Voting activity || **//Read:// Chapter 5 Lesson 1** //Think/Ideas:// Earth's atmosphere exerts pressure which contributes to weather //Create/Do:// Balloons and Bubbles || //Think/Ideas:// Hunter gatherer societies //Create/Do:// [|Smithsonian's History Explorer: Buffalo Hide Paintings] || **//Read:// Marble Champ** //Think/Ideas:// Family How are our families organized? How do our families help or hurt us? //Create/Do:// Write about your family Family graphic organizer || **//Read:// Chapter 5 Lesson 2** //Think/Ideas:// Uneven temperatures cause air movement and wind //Create/Do:// Hot air balloon || //Think/Ideas:// Farming/Agricultural societies Climate change (Hohokum) and adaptation (Hopi) //Create/Do:// [|Smithsonian's History Explorer: Explore Pueblo Pots] || **//Read:// Abacus Contest** //Think/Ideas:// Dealing with Failure Can you “grow” intelligence? //Create/Do:// Brain Metaphor illustration || **//Read:// Chapter 5 Lesson 3** //Think/Ideas:// The ocean has an influence on weather //Create/Do:// Swamp cooler || //Think/Ideas:// Gift culture //Create/Do:// || **//Read:// SOR Losers** //Think/Ideas:// Losing //Create/Do:// Marshmallow experiment || **//Read:// Chapter 5 Lesson 4 and 5** //Think/Ideas:// Causes and effects of severe weather events //Create/Do:// || //Think/Ideas:// //Create/Do:// > in pre-Columbian North America; > two Native American groups. //Think/Ideas:// Obligations Team membership //Create/Do:// || **Unit Close Activities** //Think/Ideas:// How does what we've learned about weather and severe weather tie-in to what we've learned about Native American cultures and life before European's arrived? //Create/Do:// || ||
 * ===Learning Activities=== ||  ||   ||
 * ===Week=== || ===Social Studies=== || ===Open Court=== || ===Science=== ||
 * One -
 * Blue Planet and Water Cycle**
 * Three || **//Read:// Eastern Woodlands Native Americans**
 * Earth's Atmosphere**
 * Four || **//Read:// Plains Native Americans**
 * Air Currents and Wind**
 * Five || **//Read:// Southwest Native Americans**
 * Oceans and Air Temperatures**
 * Six || **//Read:// Pacific Northwest Native Americans**
 * Severe Weather Predicting Weather**
 * Seven || **Unit Close Activities**
 * 1) Recite a short two stanza poem to the class;
 * 2) Write a short personal narrative about a child
 * 1) Compare the culture, life-style, and climate of
 * 1) Reflect on the unit and what you learned. || **//Read:// Juggling**