Task #7- Unit Calendar & Lessons

Day 1

Objective



History: 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.

Science: Psychomotor Objective: Students will understand the physical shape of a DNA molecule by creating a DNA molecule out of paper using the Origami folding method.

English: After reading four short stories about different families, SWBAT begin to outline their own views on what family is by completing a brain bubble graphic organizer.

Standard

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.

Science: Students know the general structure DNA.

English: 2.5: Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

Assessment


History: Students will be assessed on whether or not they understand the connection between their ancestors political views and their own by completing a Famous Family Civics Tree.


Science: Teacher will determine whether students have succeeded in creating their Origami paper representation of a DNA molecule, and whether students understand the double helix shape of their paper model by informally observing the class and by asking and answering questions of the students. Teacher will use this information to determine whether students need extra time on these concepts before moving on.
 

English: Students will be assessed by a 5 minute quick write that they will turn in at the end of class. This quick write will explore the students’ initial thoughts on the question “What is family?”

Student activity

History:
Famous Civics Family Tree Investigation, Personal Genealogy Research

Science: Students will receive a DNA Origami Template and a set of instructions from the teacher. Students may work in groups of any size in order to complete their DNA Origami DNA model.

English: Students will be reading short stories and participating in class discussions both in groups and as a whole class. Students will also be writing.


Day 2

Objective

History: 
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.

Science Psychomotor Objective: Students will physically cut out and puzzle match base pairs represented in DNA and RNA.

English: After interviewing family members, SWBAT plan and identify points in their family history that they want to research in depth by creating a family timeline that identifies important points in their family histories.

Standard 


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.


Science: Students know how to apply base-pairing rules to explain precise copying of DNA during semi conservative replication and transcription of information from DNA into mRNA.


 English: 2.1 a) Narrate a sequence of events and communicate their significance to the audience.

Assessment 


History: Civics Family Tree (Rough)
Science: Teacher will determine whether students have succeeded in lining up their paper representations of base pairs corresponding to DNA and RNA molecules by observing the class and asking and answering questions of students. Teacher will use this information to determine whether students need extra time on these concepts before moving on.

English: Students’ timeline will be turned in as an assessment of their interviews and as progress on their unit assessment.

Student Activity

History: Individually, students will research their personal genealogy via online databases, family records, and family interviews.
Science: Students will receive a DNA and RNA base pair template from the teacher. Students will cut out base pairs and pair them up according to whether they are DNA or RNA. Students may work in groups of any size in order to complete their models.

English: Students will create a timeline and share it with groups to help one another identify and plan what aspects of their family they want to study further.

Day 3

Objective

History: 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.
Science: Language Objective: Students will decipher the three base pair sequences of the Snork lab to determine the physical traits of their Snork.

English: After outlining their videos, SWBAT draw and plan their videos by writing a storyboard and scheduling their video footage.

Standard

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.
Science: Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosome’s in the cytoplasm.

English: 1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

Assessment

History: Civics Family Tree (Final)
Science

English: Students will show teacher their storyboards to show their plan for filming and editing during the next class.

Student Activity

History: In groups of 4, students perform Group Investigations on the nature of Family Civics Interviews.
Science: Students will receive a Snork lab handout from the teacher and will be assigned one of four possible Snorks in which to decipher the genetic code. The possible Snorks are: Snicker, Snuffle, Snapple and Snoopy.

English: Students will create storyboards and plan their film schedule so they can be productive the next day in class.


Day 4

Objective

History: 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.
Science: Cognitive Objective: Students will know that a Punnett Square can be used to determine the probability of inheriting a certain trait expressed by one gene.

English: After gathering film clips for homework, SWBAT organize and put together their video presentations by working in the technology lab on the computer.

Standard

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.
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: 1.7 Use systematic strategies to organize and record information (e.g. anecdotal scripting, annotated bibliographies)

Assessment

History: Participation in Civics Ancestry Discussion
Science: Teacher will determine whether students have succeeded in filling out their Punnett Squares based on traits to be studied in Inheritance lab by observing the class and by asking and answering questions of the students. Teacher will use this information to determine whether students need extra time on these concepts before moving on.

English: Film footage that the students bring to class will be proof that they did their homework. Also checking their progress by having individual conferences while they are working on their projects will allow the teacher to check their progress.

Student Activity

History: Students will participate in a “Civics Ancestry” discussion about family and it’s link to political views.
Science: Students will receive a blank Punnett Square handout and an Inheritance lab handout. Students will do Punnett Squares for the nine traits which will be investigated in the Inheritance lab.

English: Students will be working in the technology lab to put together their video presentations.


Day 5

Objective

History: Students will be able to use social media to advocate for an issue that affects them and their family as demonstrated by presenting at least 3 posts or replies on one of our chosen outlets.
Science: Psychomotor Objective: Students will walk around classroom and determine which phenotype their classmates have on nine separate single gene traits.


English:

Standard

History: 12.10 
Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.

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:

Assessment

History: Personal Civics Reflection (Final)
Science: Teacher will determine whether students have succeeded in determining their phenotype for nine different traits by observing the class and by asking and answering questions of the students. Teacher will use this information to determine whether students need extra time on these concepts before moving on.

English:

Student Activity

History: Students will participate in a Service Learning Project by visiting elderly care and foster care homes to experience different family settings.

Science: Students will obtain an Inheritance Lab from the teacher if they haven’t done so already and walk around the classroom helping fellow classmates determine what phenotype they possess on the nine different traits.

No comments:

Post a Comment