Unit+Two+Planning+2013

=Unit 2: Early Civilizations/Earth's Energy= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// // **California Science Standards** // //Heat (Thermal Energy) (Physical Sciences)// 3. Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept: a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects. b. Students know that when fuel is consumed, most of the energy released becomes heat energy. c. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter). d. Students know heat energy is also transferred between objects by radiation (radiation can travel through space). // Energy in the Earth System // 4. Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept: a. Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle. b. Students know solar energy reaches Earth through radiation, mostly in the form of visible light. c. Students know heat from Earth’s interior reaches the surface primarily through convection. d. Students know convection currents distribute heat in the atmosphere and oceans. e. Students know differences in pressure, heat, air movement, and humidity result in changes of weather. **//California History and Social Science Standards//** //6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.// 1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. 2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power. 3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. 4. Know the significance of Hammurabi’s Code. 5. Discuss the main features of Egyptian art and architecture. 6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. 7. U nderstand the significance of Queen Hatshepsut and Ramses the Great. 8. Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt. 9. Trace the evolution of language and its written forms. // **Common Core ELA Standards** // // Reading 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. 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. //Students will understand that. . .// //• What specific understandings about them are desired?// //• What misunderstandings are predictable?// 1. Civilizations just happen. Those folks in the past are just weird and did weird things! 2. I just have to plug it in! || ===Essential Questions:=== > **What they will understand at the end of the unit:** • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? • Write jot-dot and summary notes • Write a research report on the subject of ancient civilization • Be able to give a short oral presentation • Students will write lab report || ==== //Students will be able to know. . .// ==== • Look at Grammar/Vocabulary/Spelling in lesson plan || • Unit research paper • Weekly written assessments Rubric || ===Other Evidence:===
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * Technology ** will focus on recording and documenting learning. ||
 * ===Understandings:===
 * 1) The pre-conditions of, and conditions in early civilizations;
 * 2) Energy comes from somewhere.
 * Idea**
 * 1) You need both food surpluses and specialization of work to build a civilization;
 * 2) Our energy choices make a difference in our planet and our lives. Heat is a form of thermal energy, and can move and change following predictable patterns and rules;
 * Misunderstandings**
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning?
 * 1)  How do societies go from small bands of hunter-gatherers to large civilizations? What are the advantages and disadvantages of that move to higher density living?
 * 2) Where do we get our energy from? How are heat and energy related? Where should we get it from?
 * ^  || ===Essential Background:===
 * ^  || ===Essential Background:===
 * Background knowledge** ||
 * ====// Students will know and do. . . //====
 * ==Stage 2 – Assessment Evidence== ||
 * === Performance Tasks: ===
 * By what criteria will performances of understanding be judged? **

• Story summaries • Science/Social Study notes • Primary Sources/Reading Comp/Social Studies Connection • Science Labs, natural observations, Food web mobile, and artwork
 * How will students reflect upon and self-assess their learning? **

• Question and concept board, radio show, discussions, survey at unit end. || [] ||
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**===

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? Mesopotamia pp146-9 Think/Ideas: Why did early civilizations tend to develop in river valleys? Unit 2 Chapter 4 Lesson 2 Sumer pp152-7 Think/Ideas: What are some of the lasting achievements of the Sumerians? || Unit 2 Earth's Energy Chapter 3 Heat Energy Lesson 1 Heat Flow pp162-73 Think/Idea: Heat energy flows from a warmer object to a cooler object until both are the same temperature. ||  || United Lands pp160-7 Think/Ideas: What caused Mesopotamian and Sumerian civilization to rise and fall? Unit 2 Chapter 5 Lesson 1 Nile Valley pp174-9 Think/Ideas: Why did Egyptian civilization being in the Nile Valley? || Unit 2 Earth's Energy Chapter 3 Heat Energy Lesson 2 Waves pp174-85 Think/Idea: Energy moves from one place to another by heat flow or by waves. ||  || Egypt's Old Kingdom pp180-3 Think/Ideas: How was Egyptian society organized? || Unit 2 Earth's Energy Chapter 3 Heat Energy Lesson 3 Fuels: Our Major Energy Source pp186-97 Think/Idea: When a fuel burns, stored chemical energy changes into heat energy and light energy. Heat energy can drive engines that do work. ||  || Egyptian Beliefs pp184-7 Think/Ideas: What were some Egyptian beliefs about life after death? Unit 2 Chapter 5 Lesson 4 The Egyptian Empire pp192-9 Think Ideas: Why was the Middle Kingdom considered to be a "golden age" of Egyptian civilization? Open Court Unit 2 Lesson 5 The Riddle of the Rosetta Stone || Unit 2 Earth's Energy Chapter 3 Heat Energy Lesson 4 Heat Transfer in Solids and Fluids pp198-207 Think/Idea: Heat flows in solids by conduction and in fluids by conduction and convection. || Create a Wikipage and develop a research question || Geography of Ancient Africa pp204-7 Think Ideas: How did the Nile River affect early African settlements? Lesson 2 Nubia pp210-3 Think/Ideas: How did the civilizations of Egypt and Nubia exist at the same time? || Unit 2 Earth's Energy Chapter 4 Energy in the Earth System Lesson 1 Electromagnetic Spectrum pp216-227 Think/Idea: Heat travels from the Sun to Earth by radiation in the form of electromagnetic waves. || Work on research during MacBook time || Kingdom of Kush pp214-7 Think/Ideas: What led to the rise and fall of Kush? Open Court: Unit 2 Lesson 6 Her Majesty King Hatsheput || Unit 2 Earth's Energy Chapter 4 Energy in the Earth System Lesson 2 Solar Radiation pp228-239 Think/Idea: Almost all energy on Earth comes from the Sun in the form of light. || Work on research during MacBook time || Research Reports || Unit 2 Earth's Energy Chapter 4 Energy in the Earth System Lesson 3 The Power of Convection Currents pp240-255 Think/Ideas: Almost all energy on Earth comes from the Sun in the form of light. ||  ||
 * **Week** || **Social Studies** || **Science** || **Writing/Research** ||
 * **Nine**
 * 10/28** || Unit 2 Chapter 4 Lesson 1
 * **Ten**
 * 11/4** || Unit 2 Chapter 4 Lesson 3
 * **Eleven**
 * 11/12**
 * Veterans** || Unit 2 Chapter 5 Lesson 2
 * **Twelve**
 * 11/18** || Unit 2 Chapter 5 Lesson 3
 * **Thirteen**
 * 12/2**
 * PC** || Unit 2 Chapter 6 Lesson 1
 * **Fourteen**
 * 12/9** || Unit 2 Chapter 6 Lesson 3
 * **Fifteen**
 * 12/16** || Unit Review