Social Science

Math

Physical Education

Biology

Day 1

Objective: After completing the various objectives of the unit, SWBAT to complete the unit review Jeopardy session in order to prepare themselves for the Formal, summative assessment.

Language: Participate in social conversations with peers and adults on familiar

topics by asking and answering questions and soliciting information

Standard: 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

Assessment: Informal / Formative

Activity Unit Review Jeopardy

Content Objective:  After modeling how to read data from a survey, SWABT explain the meaning of data from a table and/or graph. (Cognitive)

Language Objective: When students are making their observations, SWABT summarize data in their own words. (Cognitive)

Standard: Recognize the purposes of and differences among sample surveys, experiments and observational studies; explain how randomization relates to each. (S-IC 3)

Assessment: Students will be assessed through their ability to effectively analyze data and come up with reasonable conclusions about the data given about global recycling. (Informal)

Activity: Each pair of students will be given data about global recycling. Students will record their observations on a piece of paper. I will ask each pair of students to volunteer their observations so that there is a master list on the board.

Objective:Content: During the activity, SWBAT create an organic garden, as demonstrated through participation and cooperation.

Language: During closure, SWBAT to discuss the connections they have made between the environment and physical education as demonstrated through participation.

Standard:High School Course 2 Standard 2.9: Explain the inherent risks associated with physical activity in extreme environments.

Assessment:Informal- Teacher will watch students work together and see how the garden is coming along.

Activity:For the into activity, students will think-pair-share on how their actions impact their environment negatively. After listening to quick instruction students will continue working on their garden. During closure, students will discuss the connections they have made between the environment and physical education.

Content Objective:

After jigsaw activity SWBAT describe how nutrients cycle through the environment, as demonstrated by the completion of a graphic organizer. (Cognitive)

Language Objective:

While participating in jigsaw activity SWBAT define new vocabulaty words; precipitation, evaporation, transpiration, sedimentation, & combustion.

Standard:

6.d Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosyn­thesis and respiration.

Assessment:

Correct completion of jigsaw graphic organizer.

Activity: Student jigsaw in cooperative learning groups of five students.

Day 2

Objective: After completing the various activities of the unit and the previous review session, the students will show the mastery of the industrial revolution by completing the formal, summative assessment.

Assessment: Formal / Summative. The unit exam will include multiple choice, short answer and essay questions.

Activity: Unit Exam  

Content Objective: After modeling how to analyze data from a table and/or graph, SWABT propose their own conclusions about the future based on the given data. (Affective)

Language Objective: When students are making their predictions, SWABT describe their conclusions using proper mathematical terms. (Psychomotor)

Standard: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. (S-ID 5)

Assessment: Students will be assessed through their ability to effectively support their conclusions based on the data given in the form of a table and graph. (Formal)

Activity: Students will be divided into groups of four. Each group will be given data about global recycling. Each group must come up with conclusions based on the data they have, present it to the class and support their conclusions based on their data given. Each group will have different tables and/or graphs about global recycling.

Objective: Content: After listening to instruction, SWBAT draw conclusions about taking care of their bodies from the environment as demonstrated through discussion throughout the lesson.

Language: At the end of class summarize and reflect on how extreme environments affect their body as demonstrated by completion of an exit slip.

Standard:High School Course 2 Standard 2.9: Explain the inherent risks associated with physical activity in extreme environments.

Assessment:Formal- Exit Slip: Teacher will see how students are reacting and if they are making connections.

Activity:For the into activity, students will engage in a think-pair-share activity where they will predict the effects that extreme hot environments have on the body. After listening to instruction from the teacher on effects of hot environments on the body, students will engage in an independent fitness activity where they will move around in different stations performing exercises. At each station will be a couple of facts and important information regarding exercising in hot environments. During closure, students will complete an exit slip summarizing things they can do to protect their bodies in hot environments.

Content Objective:

After class research and discussion SWBAT describe how humans affect nutrient cycles, as demonstrated in a quickwrite.

Language Objective: After online research and class discussion SWBAT apply new scientific vocabulary in a class discussion and quickwrite. 

Standard:

6.d Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosyn­thesis and respiration.

Assessment: Student quickwrite prompt. (Informal)

Activity: Students will be introduced to topic then have half the class period to research online to prepare for class discussion.

Day 3

Objective:

After watching a segment of “The Grapes of Wrath” and participating in a classroom discussion moderated by the instructor, SWBAT describe the various economic and environmental reasons that lead to the dust bowl conditions by completing a worksheet packet that addresses various concepts.

Language: Organize and record information from selected literature and content areas by displaying it on pictures, lists, charts,and tables.

Standard: 11.6.3 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

(3) Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.

Assessment: Formal / Formative. The instructor will collect packets.

Content Objective: After analyzing recycling data from around the world, SWABT represent the data graphically. (Psychomotor)

Language Objective: After studying the graphs and tables, SWABT explain the different parts of the graph (ie x,y axis, intervals, etc...) (Cognitive)

Standard: Represent data with plots on the real number line (S-ID 1)

Assessment: Students will be assessed through their ability to effectively and accurately plot points on a graph. (Formal)

Activity: Students will be divided into groups of four and create a survey about recycling. They will distribute these around the school for school personnel and peers to fill out. They will collect these and record the data and convert the data into a form of a graph.

Objective: Content: After listening to instruction and while taking part in activity, SWBAT draw conclusions about exercising in extreme environment conditions and human impact on the environment as demonstrated through completion of the class puzzle.

Language: At the end of class summarize and reflect on the impact that humans have on the environment, how it affects the body and what they can do to help as demonstrated by completion of an exit slip.

Standard:High School Course 2 Standard 2.9: Explain the inherent risks associated with physical activity in extreme environments.

Assessment:Formal- Exit Slip: Teacher will see how students are reacting and if they are making connections.

Activity:For the into activity, the teacher will show a picture of deforestation, and other types of human impact on the environment and students will complete a POSERS graphic organizer. After listening to lecture about how the body is affected by pollution and climate change, students will engage in a geocaching activity. They will walk/run/skip around the campus with a GPS to find puzzle pieces. At the end of the activity students will bring all their puzzle pieces together to find the message which regards facts and pictures of negative human impact on the environment. During closure, students will complete and exit slip summarizing and reflecting on the impact that humans have on the environment, how it affects the body and what they can do to help.

Content Objective:

After preforming lab activity SWBAT describe how humans are affecting local water quality by conduction and informally reporting lab results. (Cognitive)

Language Objective: While preforming lab activity SWBAT practice and learn lab vocabulary like centrifuge, pipette, microscope, and graduated cylinder.

Standard:

6.b Students know how to analyze changes in an ecosystem resulting from changes in

climate, human activity, introduction of nonnative species, or changes in popula­tion size.

Assessment: Completion of lab write up (Informal)

Activity: Water Quality test lab

Day 4

Objective: After observing the various causes of the dust bowl and observing a PowerPoint presentation on the various New Deal policies that were created, SWBAT compare and contrast the roles of the expanding federal government of that time to modern economic and conservations policies by completing graphic organizers dedicated to the topic.

Standard: 11.6.4 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

(4) Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s.

Language: Write expositorycompositions, such asdescriptions, comparison and contrast, andproblem and solution,that include a mainidea and some detailsin simple sentences.

Assessment: Formal / formative. The instructor will collect the various organizers.

Activity: The students will complete graphic organizers comparing and contrasting the various issues and controversies associated with modern conservation and property rights..

Content Objective: After learning about different shapes and their propreties, SWABT recognize different shapes by the properties. (Affective)

Language Objective: Students will be able to orally describe what the shapes look like.

Standard:  Use geometric shapes, their measures, and their properties to describe objects (G-MG 1).

Assessment: Students will be assessed through their ability to effectively classify shapes by the properties of shapes.The teacher will walk around to help students and ensure that students know the properties. (Informal)

Activity: Students will work with a partner. Each pair will have an envelope with different shapes cut out. Partner A will pull out a shape and Partner B must describe what the properties of that particular shape are. Once Partner B is done, partners switch roles and Partner A must describe the shape Partner B pulls out.

Objective: High School Course 2 Standard 3.7: Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.

Standard:High School Course 2 Standard 3.7: Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.

Assessment:Informal- Discussion during debrief, teacher will be looking for contribution from everyone and listening to connections.

Activity: For the into activity, students will think-pair-share on their feeling about teamwork and cooperation. After listening to instruction on the importance of positive teamwork, student will engage on a human knot activity. They students will work together to untangle themselves. During the debrief/ closure, students will discuss their feelings during the activity and apply  their connections to the real world.

Content Objective:

After preforming lab activity SWBAT describe how humans are affecting local water quality by conduction and informally reporting lab results. (Cognitive)

Language Objective: While preforming lab activity SWBAT practice and learn lab vocabulary like centrifuge, pipette, microscope, and graduated cylinder.

Standard:

6.b Students know how to analyze changes in an ecosystem resulting from changes in

climate, human activity, introduction of nonnative species, or changes in popula­tion size.

Assessment: Completion of lab write up (Informal)

Activity: Water Quality test lab

Day 5

Objective: After examining the modern era implications of various conservation policies, SWBAT connect the issues that arose from industrialization and how human kind has negatively impacted our environment by creating visual projects comparing and contrasting the issues associated with Federal actions.

Language: Understand and follow simple written directions for classroom-related activities.

Read text and orally identify the main ideas and draw inferences about the text by using detailed sentences.

Standard: 11.11.5 Students analyze the major social problems and domestic policy issues in contemporary American society. (5) Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.

Assessment: Formal/Formative. The students will present their group project to the class.

Activity: Create group based projects that examine the various issues associated with modern conservation.

Content Objective: After learning about the area formulas for various normal shapes, SWABT apply the formulas when calculating area of different shapes. (Cognitive)

Language Objective: During the lesson, SWABT identify and explain the meaning of the different variables in the area formulas.

Standard: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. (G-GPE 7)

Assessment: Students will be assessed through their ability to effectively and accurately calculate areas of different shapes. During the activity, I will walk around to answer questions and help students if they need it. (Informal)

Activity: Students will be handed a worksheet with vertices labeled with coordinates. Students must find the lengths of the shapes, based on the coordinates and use the correct area formula to find the area of the shape. Students will also have the opportunity to work with a partner if they get stuck. Once they are done, students will start thinking about the shape that they want their garden to look like.

Objective:Content: During the activity, SWBAT create an organic garden, as demonstrated through participation and cooperation.

Language: During closure, SWBAT to discuss the connections they have made between the environment and physical education as demonstrated through participation.

Standard:High School Course 2 Standard 3.9: Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

Assessment:Informal- Discussion at the end of class, teacher will listen to students feelings.

Activity:For the into activity, students will share one word to describe their feelings thus far. Students will then listen to instruction on their new project and how it correlates to PE. Students will then begin working on building an organic garden. During closure, students will discuss the connections they have made between the environment and physical education.

Content Objective: 

After lecture and class discussion SWBAT create a plan for school wide recycling project. (Affective)

Language Objective:

After lecture and class discussion SWBAT define recycling and discuss an implementation plan..

Standard:  

6.a Students know biodiversity is the sum total of different kinds of organisms and is

affected by alterations of habitats.

6.b Students know how to analyze changes in an ecosystem resulting from changes in

climate, human activity, introduction of nonnative species, or changes in population size.

Assessment: Participation in class discussion and creation of recycling plan.

Activity: Lecture and class discussion.

Day 6

Objective: After researching and presenting the varying modern day conservation policies and examining a series of presidential speeches of conservation, SWBAT compare and contrast the different presidential speeches by choosing four speeches and completing a brief written summary of their findings.

Language: Develop a clear thesis and support it by using analogies, quotations, and facts appropriately.

Write a multiparagraph essay with consistent use of standard grammatical forms.

Standard: 11.11.2 Students analyze the major social problems and domestic policy issues in contemporary American society. (2) 2.

Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).

Assessment: Formal Formative. The students will turn in their written summary of their findings in regards to their choice of four speeches.

Activity: The students will pick four of the speeches and complete a written summary of the comparisons and differences..  

Content Objective: After reviewing area formulas of normal shapes, SWABT apply the formulas and calculate areas of shapes where another shaped hole is cut out from the inside ie finding the area of a donut. (Cognitive)

Language Objective: During the activity, SWABT identify and describe what the shapes look like to a partner

Standard: Apply geometric methods to solve design problems (G-MG3)

Assessment: Students will be assessed through their ability to effectively calculate areas of more difficult shapes. (Informal)  

Activity: Students will be given another worksheet with difficult shapes meaning, that there is a hole in the shape. The hole will be in the shape of a ciricle, square, triangle, etc...and students must calculate the areas of these shapes. They can work together or individually and I will be walking around, ensuring that students are using the formulas correctly. They will also be working on creating their blueprint of what their community garden should look like. At the end of this day, as a class, we will vote on the design that the students like the best and the one that wins, will be how our community garden will look like.

Objective:Content: During the activity, SWBAT create an organic garden, as demonstrated through participation and cooperation.

Language: During closure, SWBAT to discuss the connections they have made between the environment and physical education as demonstrated through participation.

Standard:High School Course 2 Standard 3.9: Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

Assessment:Informal- Teacher will watch students work together and see how the garden is coming along.

Activity:For the into activity, students will think-pair-share on how their actions impact their environment negatively. After listening to quick instruction students will continue working on their garden. During closure, students will discuss the connections they have made between the environment and physical education.

Content Objective: 

During the activity SWBAT set up a school wide recycling program. (Pyschomotor)

Language Objective:

After beginning set up of recycling program SWBAT define and explain the importance of recycling.

Standard:  

6.a Students know biodiversity is the sum total of different kinds of organisms and is

affected by alterations of habitats.

6.b Students know how to analyze changes in an ecosystem resulting from changes in

climate, human activity, introduction of nonnative species, or changes in population size.

Assessment: Program set up and quickwrite (Informal)

Activity: Begin set up of recycling program, distribute bins, brief speech in classes, website and poster creations.

Day  7

Objective: After reviewing the topics covered in this unit, SWAT show their  mastery of the subject knowledge by completing a formal, summative exam.

Content Objective: After reviewing how to analyze data, SWABT create and analyze their own graphs about the school and their opinions on recycling. (Cognitive, Pyschomotor)

Language Objective: During the activity, SWABT explain their peers’ opinions of recycling.

Standard: Evaluate reports based on data (S-IC 6)

Assessment: Students will be assessed through their ability to effectively communicate and present their conclusions to the class based on their surveys. (Formal)

Activity: Students will be analyzing their own data from the surveys and creating a graph to represent their data. They will present their graphs to the class and a conclusion that will be supported by their data.

Objective:Content: During the activity, SWBAT create an organic garden, as demonstrated through participation and cooperation.

Language: During closure, SWBAT to discuss the connections they have made between the environment and physical education as demonstrated through participation.

Standard:High School Course 2 Standard 3.9: Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

Assessment:Informal- Teacher will watch students work together and see how the garden is coming along.

Activity:For the into activity, students will think-pair-share on how their actions impact their environment positively. After listening to quick instruction students will continue working on their garden. During closure, students will discuss the connections they have made between the environment and physical education.

Content Objective: 

During the activity SWBAT set up a school wide recycling program.

(Pyschomotor)

Language Objective:

After beginning set up of recycling program SWBAT define and explain the importance of recycling.

Standard:  

6.a Students know biodiversity is the sum total of different kinds of organisms and is

affected by alterations of habitats.

6.b Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

Assessment: Program completion and website creation (Informal)

Activity: Conclude set up of recycling program, distribute bins, brief speech in classes, website and poster creations.  

Day 8

Objective: After participating in a classroom discussion and observing a PowerPoint presentation, SWBAT list the various factors that caused the Great Depression by completing a worksheet that organizes the information.

Language: Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings.

Standard: 11.6.1-2 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. (1) Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s. (2) Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.

Assessment: Informal / Formative. The instructor will monitor the students’ progress during the discussion and individual work time.

Activity: Students will participate in a classroom discussion and observe a lecture presentation.  

Content Objective: After analyzing the before and after data of school recycling, SWABT propose educated guesses about the future of recycling in their school. (Affective)

Language Objective: During the activity, SWABT justify their conclusions based on the data they have about the school and recycling.

Standard:Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.(S-IC 5)

Assessment: Students will be assessed through their ability to effectively defend their predictions about the future of recycling at their school.

Activity: Once students implement recycling, students will collect data on how their peers and school personnel are doing with recycling. Based on the before and after data of school recycling, students propose their predictions about the future of recycling at the school.

Objective:Content: During the activity, SWBAT create a small poster of their feelings, thoughts, and connections between PE and human impact on the environment as demonstrated through completion of their poster.

Language: During the activity, SWBAT summarize everything they have learned throughout the unit, as demonstrated through completion of the poster and discussion.

Standard:High School Course 2 Standard 3.3: Identify and evaluate personal psychological response to physical activity.

High School Course 2 Standard 3.9: Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

Assessment:Formal-Student will turn in their poster for the teacher to see what the students took away from the unit.

Activity:For the into activity the teacher will provide a picture of a prospering environment and students will complete a POSERS graphic organizer. After brief lecture, students will work in groups to create a poster showing their feelings, thoughts, and connections between PE and human impact on the environment. During closure, students will provide one word on their feeling after everything they have learned.

Content Objective: 

After group presentations SWBAT describe how humans are impacting the enviornment & nutrient cycles and describe ways they can help.

Language Objective:

During the presentations SWBAT practice public speaking and use of academic language in a formal setting.

Standard:  

Assessment:

6.a Students know biodiversity is the sum total of different kinds of organisms and is

affected by alterations of habitats.

6.b Students know how to analyze changes in an ecosystem resulting from changes in

climate, human activity, introduction of nonnative species, or changes in

Activity:

Group presentations