Unit+Four+Planning+2013

=Unit 4: Music (Beyond the Notes)/Ancient China/Earth's Energy= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// //Students will understand that. . .// 1. Music is part of the human experience; 2. How the geography and cultural practices influenced development in China; 3. How and why heat energy travels; 1. Music is an essential form of human communication (and is used by some animals); It is an essential component of human cultures; Our brains respond to it in complex and complicated ways that can affect our perception and mood; 2. How war/conquest helped create a political entity; how Confuciusm/Taoism influenced culture; the creation of the bureaucracy; how trade via the Silk Road connected China to the west. The importance of duty to one's family and ancestors, and the duty of rulers to their people (the Mandate of Heaven); 3. Conduction, convection, and radiation of thermal energy (heat) and how they operate. 1. Music is just for some people, and is simple to understand and appreciate; 2. Chinese culture is just too different and hard to understand 3. Heat is just hot; energy is just electricity || ===Essential Questions:===
 * ==Stage 1 - Desired Results - Did not meet any of the understanding/ideas on Music; More focused on classical music.== ||
 * ===Establish 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 **
 * History and Social Science 6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
 * [|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="color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;">3. Science **
 * 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.
 * <span style="background-color: #ffffff; color: #8a2003; font-family: Helvetica,Arial,sans-serif; line-height: 1.5;">[|CCSS.ELA-Literacy.RI.6.1] <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif; line-height: 1.5;"> Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * <span style="background-color: #ffffff; color: #8a2003; font-family: Helvetica,Arial,sans-serif; line-height: 1.5; text-decoration: initial;">[|CCSS.ELA-Literacy.RI.4.3] <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif; line-height: 1.5;"> 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:===
 * Understanding**
 * Ideas**
 * Misunderstandings**
 * Provocative Questions?**

1. Why music? If we all like music, why do we have such different tastes in what we listen to? 2. Why make older people so important in a society? 3. Why do we need heat? || 1. Musical notation/solfege/scales; Difference in scales; 2. Geography of Asia, obligation and duty; 3. Energy ||
 * ^  || ===Essential Background:===
 * Background knowledge**
 * ====//Students will know . . .//====
 * Skills and knowledge**

• Multi-media presentation on music using VoiceThread or a similar platform; • Timeline project with groups assigned one of the cultures/civilizations we've studied • Hmm • To be created. || ===Other Evidence:=== • How will students reflect upon and self-assess their learning? rss url="https://www.diigo.com/rss/user/Mizmercer/6unit4" link="true" number="20"
 * Create/do** || ====//Students will be able to know . . .//====
 * 1) Look at Spelling/Vocabulary/Grammar below  ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * Authentic task**
 * Rubric**
 * Weekly assessments from Open Court, and short response writing from students based on questions they develop.**
 * Question and concept board, discussion during teaching, journal writing during unit, writing on class blog in response to questions, survey at unit end.** ||
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**===

rss url="https://www.diigo.com/rss/user/Mizmercer/ancientchina" link="true" number="20"

rss url="https://www.diigo.com/rss/user/Mizmercer/6SciChap3" link="true" number="10"

__Musicians__ and Artists on BrainPop Arts and Music on BrainPop In Search of Beethoven The Music Instinct Secrets of the Dead: China's Terracotta Warriors Great Wall of China on BrainPop Energy on BrainPop PBSKids Video on Energy ||
 * Videos:**

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? March 4-8 || ** Read: ** The Nightingale p386-397 art about technical perfection, or inspiration? Can you "possess" art? Can you "own" an artist?; Spelling - "-ed" and "-ing" Endings p88-9; Vocabulary - Base Word Families p86-7; Grammar - Parentheses and Hyphens p100-1 Exploring China's Geography p278-281 geography shaped Chinese civilization? Lesson 1 Heat Flow p162–173 from a warmer object to a cooler object until both are the same temperature. March 11-14 || ** Read: ** Aida Spelling - Plurals p92-3; Vocabulary - Figurative Language p90-1; Grammar - Appositives p110-1; Writing - Dialogue p112-3 Early Chinese Civilization p282-288 aren’t elected need the support of the people
 * || **Open Court** || **Writing** || **Social Studies** || **Science** ||
 * **Week One**
 * Think/Ideas: ** Is great music and
 * Create/Do: ** || **M -** Work on speeches
 * T -** Notes
 * W** - Notes
 * Th -** Blog Writing
 * F** - **Assessment:** Nightingale || **Read:** Chapter 8 Lesson 1
 * Think/Ideas: ** How has
 * Create/Do: ** Notes, and map of China rivers || ** Read: ** Unit 2 Chapter 3
 * Think/Ideas: ** Heat energy flows
 * Create/Do: ** Notes, and infographic on heat transfer; ||
 * **Week Two**
 * Think/Ideas: ** ;
 * Create/Do: ** || ** M - ** Revision of test
 * T -** Notes
 * W** - Notes
 * Th -** Blog Writing
 * F** - **Assessment:** Heat Flow and Waves || ** Read: ** Chapter 8 Lesson 2
 * Think/Ideas: ** Even leaders who

Lesson 2 Waves p174–185 from one place to another in the form of waves March 17-21 || ** Read: ** The Sound of Flutes Spelling - Irregular plurals p96-7; Vocabulary - Native American words p94-5; Grammar - Dashes and Colons p114-5; Writing - Plot, Setting, Characters p116-21; Life in Ancient China p290-295 Chinese social structure based on duty, family, education and belief system based on the Golden Rule, and balance with nature to achieve inner peace; Lesson 3 Fuels:Our Major Energy Source p 186–197 energy creating light, and a heat energy that can run engines/machines. March 24-28 ||  ||   ||   ||   || April 1-5 || ** Read: ** Ray and Mr. Pitt Cause and Effect; Spelling - Double Consonants p100-1; Vocabulary - Idiom p98-9; Grammar - Fragments p124-5; Writing - Dialogue p126-7; The Qin and Han Dynasties p300-306 Lesson 4 Heat Transfer in Solids and Fluids p198–207 April 8-12 || ** Read: ** Beethoven Lives Upstairs Spelling - Compound Words p104-5; Vocabulary - Multiple Meanings p102-3; Grammar - Commas p128-9; Science or Social Studies Chapter Test || Calculator Tape TimeLine Project and Chapter 8 wrap-up || Wrap-up and assess Chapter 3 || April 15-19 || **Unit Wrap-up** Spelling - Changing "i" to "y" p84-5 ||  ||   ||   ||
 * Create/Do: ** abc || ** Read: ** Unit 2 Chapter 3
 * Think/Ideas: ** Energy can also move
 * Create/Do: ** Sound waves with Audacity; ||
 * **Week Three**
 * Think/Ideas: ** How do we use music to communicate thoughts and feelings?;
 * Create/Do: ** || ** M - ** Revision
 * T -** Notes
 * W** - Notes
 * Th -** Blog Writing
 * F** - **Assessment:** Ancient China || ** Read: ** Chapter 8 Lesson 3
 * Think/Ideas: ** The development of a
 * Create/Do: ** Readers Theater p298-9 || ** Read: ** Unit 2 Chapter 3
 * Think/Ideas: ** Fuels burn stored chemical
 * Create/Do: ** Burning gas diagram ||
 * **No School Spring Break**
 * **Week Four**
 * Think/Ideas: ** How and why should a child's love of music be developed?;
 * Create/Do: ** || ** M - ** Revision
 * T -** Notes
 * W** - Notes
 * Th -** Blog Writing
 * F** - **Assessment:** Science or Social Studies Chapter Test || ** Read: ** Chapter 8 Lesson 4
 * Think/Ideas: ** Uniting of China through military force, trade, and a defensive wall;
 * Create/Do: ** Add Great Wall and Silk Route to our maps of China. || **Read:** Unit 2 Chapter 3
 * Think/Ideas: ** Heat can flow via convection and conduction
 * Create/Do: ** Convection/Conduction diagram ||
 * **Week Five**
 * Think/Ideas: ** What's it like living with an artist? Do artists and geniuses need to be so different from others?;
 * Create/Do: ** || ** M - ** Revision
 * T -** Notes
 * W** - Notes
 * Th -** Blog Writing
 * F** - **Assessment:**
 * **Week Six**