After students participate in a multitude of activities across History, Science and English, students will be able to express their opinion on what they believe family is by presenting a video to the class.
After participating in labs, students will be able to see traits that can be passed through DNA by completing lab handouts and write ups.
Students will be able to connect the experiences and views on civics, government, and politics of their ancestors to their own stances as demonstrated by a Civics Family Tree.
After interviewing their family and studying their cultural background, students will be able to answer the unit essential question by presenting a video to their class.
Science: "Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (dominant or recessive)."
English: Students will develop presentations by using clear research questions and creative and critical research strategies (e.g. field studies, oral histories, interviews, experiments and electronic sources). Content standard 1.6 (research and technology)
ELD Standards: Listening and Speaking, 9 Level I, EA, A, Deliver Oral presentations: I) Prepare and deliver short oral presentations. EA) Prepare and deliver presentations that follow a process of organization and use various sources. A) Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transition and appropriate conclusions.
History: 12.2.5 Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service.
The unit assessment for all three classes will be the video that they will present during their English class. The video will include elements from each class and be presented as one project. It will include footage from their labs in science, their family tree from history and footage from their family interviews and cultural experiences. All of the teachers will grade the videos together to ensure that students fulfill each subject’s requirement.
a) Summative assessment
b) Video presentation
c) We will be providing students with a rubric that covers all aspects of the video project. Each subject will be covered in their respective classroom so each teacher can be clear on what they expect from that subject areas part. We will also be modeling this video presentation by showing prior students’ work from other classes.
d) The rubric is included in the lesson plans to follow.
e) Throughout the unit students will have meetings with their teachers as well as one another to check in with the progress of their video. They will do peer feedback conferences and come to their teachers with specific questions on their projects.
f) Each day, students will participate in a self-check journal in one class. They will then share their progress with their peers and set up a conference with their teacher if they feel that they are behind.