2016+Unit+One

=Unit 1: Early Humans/Earth's Ecology/Perseverance= //Ancient Civilizations// 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. 1.Describe the hunter-gatherer societies, including the development of tools and the use of fire. 2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. 3.Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. //**California Science Standards:**// //Ecology (Life Sciences)// 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept: a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs. b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment. c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem. d. Students know different kinds of organisms may play similar ecological roles in similar biomes. e. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition. //**Common Core ELA Standards**// //Reading Literature/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. //Writing// 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting (working towards this skill). //Speaking or Listening// 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 4. Present claims and findings (e.g., argument, narrative, informative, response to literature presentations), sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. //Language// 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. || //Students will understand that .// Early Humans: Humans have developed through evolution and the development of technology Ecology: The inter-connectedness of living beings, and the systems they live in Perseverance: You can get smarter, and improve in your ability to do things. Early Humans: We all started in Africa, and changes in primate/human biology and technology have allowed us to grow from the societies to civilizations. Ecology: We all depend on each other. Organisms exchange energy and nutrients both symbiotic/parasitic and as predator/prey Perseverance: Success comes from perseverance, persistence, patience, and practice. Early Humans: Folks back then were just primitive. Ecology: Biological relations are always exploitative (i.e.; predator/prey) Perseverance: Success comes from perseverance, persistence, patience, and practice. || ===Essential Questions:=== Early Humans: How did cities and communities start? What's there before we had recorded history? Where do humans come from? Ecology: What do living things need to survive? Perseverance: Are smart folks, just smart? What can someone do to improve themselves? What is success? || Early Humans: Physical map of Africa and Middle East Ecology: Living systems and essentials for life Perseverance: Meaning of perseverance, persistence || • Write jot-dot and summary notes • Answer short response questions and edit work based on teacher input • Be able to give a short oral response • Create food webs and food chains || ====//Students will be able to know. . .//==== • Write science lab report • How to observe nature • Begin to interact around a learning topic online with fellow classmates • Short-form persuasion || • Weekly written assessments //By what criteria will performances of understanding be judged?// • Rubric || ===Other Evidence:=== • Story summaries • Science/Social Study notes • Primary Sources/Reading Comp/Social Studies Connection //How will students reflect upon and self-assess their learning?// • Discussions, survey at unit end. ||
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * //California History and Social Science Standards://**
 * ===Understandings:===
 * Ideas:**
 * Misunderstandings**
 * ^  || ===Essential Background:===
 * ====//Students will know and do. . .//====
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||
 * **Science Links** || **Early Humans** ||

Learning Activities:
The Cradle of Humankind pp 56-60 Why is Olduvai Gorge so important in the study of human origins? Atlas, Great Rift Valley ~18:00 || Finish up BoY Assessment and Lessons || Open Court Unit 5 opener Rachel Carson Hatchet Chap 1-4 || • Introduction to class discussion • "No-excuses" words || Think/Ideas: What do scientists believe was the first human feature to appear in our ancestors? WATCH: [|The Human Family Tree] || Unit 1 Earth's Ecology Chapter 1 Earth's Ecosystems Lesson 1 Intro to Earth's Ecosystems pp24-39 Think/Ideas: The number and types of organisms in an ecosystem depend on the resources available. DO: Observation of living things on school grounds Unit 1 Earth's Ecology Chapter 1 Earth's Ecosystems Lesson 2 Photosynthesis pp40-53 Think/Ideas: Energy enters ecosystems as sunlight, which is used by plants to make food. DO: Leaf Mixture Chromotography || Open Court Unit 5 Lesson 2 The Most Beautiful Roof in the World Hatchet Chap 5-8 • Notice and Notes //Contrasts and Contradictions// • CORE Ready Reading Lesson 1-2 Character change || • Introduction to note taking • Introduction to weekly assessment • Introduction to story summaries from CORE Ready Lesson 1-1 || Other Ancestors pp70-5 Think/Idea: Why is the ability to use tools considered an important step for our human ancestors? WATCH: [|Cave of Forgotten Dreams] READ: Otzi leveled Biography || Unit 1 Earth's Ecology Chapter 1 Earth's Ecosystems Lesson 3 Microscopic Organisms on Earth pp 54-65 Think/Ideas: Energy and matter are transferred from one organism to another at the microscopic level. DO: Microscope Lab || Open Court Unit 1 Perseverance Lesson 3 On Top of the World Hatchet Chap 9-12 • Notice and Notes //Aha Moment// • CORE Ready Reading Lesson 1-3 Central Idea || • Introduction to revising and teacher feedback • CUPs vs. other edits • Introduction to unit packets • Introduction to online activities • Do a binder check for notes, etc. • Sentences/Fragments • Introduction to literary discussions - Discussing Book - Having and recording group discussions - Thinking about weekly assessment || The Old Stone Age pp 80-4 Think/Ideas: What accomplishments did early humans make in technology, art, and language? Unit 1 Chapter 2 Lesson 2 Humans on the Move pp86-91 Think/Ideas: How have Scientists learned about the culture of early humans? DO: Cave Drawings and Handprints || Unit 1 Earth's Ecology Chapter 1 Earth's Ecosystems Lesson 4 Earth's Food Chains, Webs, and Pyramids pp 66-79 Think/Ideas: Energy and matter are transferred from one organism to another in food chains and food webs DO: Create a food web mobile WATCH: Magic School Bus: Rain Forest || Open Court Unit 5 Lesson 5 Saving the Peregrine Falcon Hatchet Chap 13-16 • Notice and Notes // Words of the Wiser // • CORE Ready Reading Lesson 1-4 Multiple Central Ideas and Lesson 1-5 Central ideas across a text || • Subjects/Predicates || A Changing World pp94-7 Think/Ideas: What led to the Development of farming as a source of food? Unit 1 Chapter 3 Lesson 1 New Ways of Life pp102-7 Think/Ideas: How did agriculture develop thousands of years ago? DO: Readers Theater "A Family Fest" pp110-113 || Unit 1 Earth's Ecology Chapter 1 Earth's Ecosystems Lesson 5 Earth's Cycles of Life pp 80-91 Think/Ideas: Earth recycles water and other substances, such as carbon and nitrogen. DO: Water recycling activity || Open Court Unit 1 Perseverance Lesson 4 St. George and the Dragon Hatchet Chap 17-Epilogue ||  || Lesson 1 Earth's Land Biomes Unit 1 Earth's Ecology Chapter 2 Earth's Land and Water Lesson 2 Earth's Water Ecosystems Unit 1 Earth's Ecology Chapter 2 Earth's Land and Water Lesson 3 Ecosystems in California || Open Court Unit 5 Lesson 4 A Natural Force || • Introduction narrative non-fiction writing or realistic fiction CORE Ready Writing Lesson 1-1 || Think/Ideas:What role did farming play the development of communities? Unit 1 Chapter 3 Lesson 3 Catal Huyuk pp 120-5 Think/Ideas:What was life like in the city of Catal Huyuk? WATCH:Out of Egypt Chap One || Catch up on ELA || Open Court Unit 1 Perseverance Lesson 5 Jesse Owens • Notice and Notes //Again and Again// • CORE Ready Reading Lesson 1-7 Comparing viewing and reading the same story. • Notice and Notes //Tough Questions// • CORE Ready Reading Lesson 1-6 Change in a character's POV • Notice and Notes //Memory Moment// • CORE Ready Reading Lesson 1-8 Looking at a central idea across multiple texts. || • Planning for narrative non-fiction writing or realistic fiction CORE Ready Writing Lesson 1-2 and Lesson 1-3 • Work on narrative non-fiction writing or realistic fiction CORE Ready Writing Lesson 1-4 and Lesson 1-5 ||
 * || **Ancient Civilization: Early Humans** || **Earth Science: Ecology** || **Reading/ Literature:**
 * Perseverance/ Hatchet** || **Writing/**
 * Technology/**
 * Oral Language** ||
 * **Week Two**
 * 9/6** || Unit 1 Chapter 1 Lesson 1
 * Think/Ideas:**
 * WATCH:**
 * **Week** **Three**
 * 9/12** || Unit 1 Chapter 1 Lesson 2 Hadar pp64-6
 * **Week Four**
 * 9/19** || Unit 1 Chapter 1 Lesson 3
 * **Week Five**
 * 9/26** || Unit 1 Chapter 2 Lesson 1
 * **Week Six**
 * 10/3** || Unit 1 Chapter 2 Lesson 3
 * **Week Seven**
 * 10/10** ||  || Unit 1 Earth's EcologyChapter 2 Earth's Land and Water
 * **Week Eight**
 * 10/17** || Unit 1 Chapter 3 Lesson 2 Beginning of Settlements pp 114-8