Innovation Academy Unit Plan Template Unit 2: Community & Communication / / + E Geography, History, Individuals, Groups, and Interactions Embedded Inquirey Interdependence Grade Level Unit Overview O u t Informational Text, Writing ELA Teacher Math Teacher Science Teacher Statistics and Probability Social Studies Teacher 6th Grade Unit Length 3 Weeks During the Community & Communication unit, students will study the local region surrounding Innovation Academy and examine how communities (human, animal and plant) interact and function within that region. The unit includes one project, called Guidebook, in which students will produce an electronic guidebook of the region using iAuthor. The guidebook will document elements of the local environment, culture, history and geographic characteristics. Writing the guidebook will require students to work in groups of four and to utilize concepts and skills from Science, Math, ELA and Social Studies. The relevant strands are: Science – Inquiry and Interdependence Math – Statistics and Probability ELA – Reading Literature, Informational Text, Writing Social Studies – Geography, Individuals, Groups and Interactions, History The unit culminates with a presentation of the iBook, delivered by each student group. The presentation will summarize the contents of each groups’ guidebook. Unit Essential Question(s) What data pertaining to our community reveals cause and effect relationships? What data pertaining to our region can be expressed as a graph? In which biome do we live? What are the major organisms that live in this area and how are they classified? Can you identify evidence of interdependence of organisms in this region? What does the local food web look like? What evidence is there that materials and energy are transferred through the local ecosystem? What informational text features are important when relaying information about your community? How can you clearly summarize information, found within informational text, about your community in a guidebook without excluding crucial information? What can you learn about a community’s history by evaluating its historical markers or through an interview? How can various data about our county be graphed and interpreted? What potential information can a map provide? Culminating Events What are the basic components of a map and how do they help in the reading of a map? What innovation changed communication abilities most drastically? How do use mean, median, and mode to draw conclusions about a population? How do use a sampling to gain information about a population? The culminating event is an iAuthor book presentation prepared and delivered by each group of four students. The presentation will focus on the information contained in the students’ written guidebook. Three days of project work will precede the delivery of the presentation. Students will create their iBooks as they complete the research throughout the project days. The students will deliver their presentation and watch other groups present on the final project day. The total number of project days is four: three to write the guidebook and one to deliver the presentation. Essential questions for the project include: Can you identify evidence of interdependence of organisms in this region? What does the local food web look like? What evidence is there that materials and energy are transferred through the local ecosystem? How can various data about our county be graphed and interpreted? What potential information can a map provide? What are the basic components of a map and how do they help in the reading of a map? How can you use information gathered through interviews, historical markers, and texts to communicate information about your community? How can you use text features to communicate your ideas more clearly? The presentation supports state standards in science (roles of consumers, producers and decomposers, matter and energy transference), math (statistics), ELA (speaking and listening) and social studies (geography and history). Cross-curricular components of the project include statistical analysis in science and social studies, proportional reasoning and drawing to scale in producing a map, and the study of regional historical markers in ELA. Common Assessment STEM Project Rubric Advanced Math Components Evaluating Expressions 20% Science Components: The Engineering Design Process 30% Social Studies Component Mapping of Sullivan County 20% Guidebook includes at least 3 graphs of data. Each graph must include a title, labels, and an appropriate scale and interval. The graphs must be accompanied with an analysis that includes a description of the graph’s center, spread, and shape. Guidebook includes a description of the local biome and ecosystem (at least 20 biotic and 10 abiotic factors). At least five factors must be pictured and all factors described with words. A food web must be drawn with at least 14 elements in it. Proficient Project Title: Community and Communication Student Name: _______________ Date: _______________________ Needs Improvement Guidebook includes at least 2 graphs of data. Each graph must include a title, labels, and an appropriate scale and interval. The graphs must be accompanied with an analysis that includes a description of the graph’s center, spread, and shape. Guidebook includes at least 1 graph of data. The graph must include a title, labels, and an appropriate scale and interval. The graph must be accompanied with an analysis that includes a description of the graph’s center, spread, and shape. Guidebook includes a description of the local biome and ecosystem (at least 16 biotic and 8 abiotic factors). At least five factors must be pictured and all factors described with words. A food web must be drawn with at least 11 elements in it. Guidebook includes a description of the local biome and ecosystem (at least 13 biotic and 6 abiotic factors). At least five factors must be pictured and all factors described with words. A food web must be drawn with at least 9 elements in it. All 3 of the following are included in iAuthor: a visually appealing map of where Tennessee is within the United States, a visually appealing map of where Sullivan County is within Tennessee, a visually appealing map of Sullivan county with three student selected locations correctly mapped. Students also must include 3/3 from the following: map scale, map key, compass rose. 2/3 of the following are included in iAuthor: a visually appealing map of where Tennessee is within the United States, a visually appealing map of where Sullivan County is within Tennessee, a visually appealing map of Sullivan county with two student selected locations correctly mapped. Students also must include 2/3 from the following: map scale, map key, compass rose. 1/3 of the following are included in iAuthor: a visually appealing map of where Tennessee is within the United States, a visually appealing map of where Sullivan County is within Tennessee, a visually appealing map of Sullivan county with one student selected locations correctly mapped. Students also must include 1/3 from the following: map scale, map key, compass rose. iAuthor book includes all of the following 25 items: iAuthor book includes 17-24 of the following 25 items: iAuthor book includes <17 of the following 25 items: Title Page, table of contents, Headings for each topic, 4 Subheadings, 3 Graphics, 2 photographs, 5 Captions, 2 Maps with labels, 2 charts, 2 different types of print (bold, italics, underline), glossary, and an index Title Page, table of contents, Headings for each topic, 4 Subheadings, 3 Graphics, 2 photographs, 5 Captions, 2 Maps with labels, 2 charts, 2 different types of print (bold, italics, underline), glossary, and an index Title Page, table of contents, Headings for each topic, 4 Subheadings, 3 Graphics, 2 photographs, 5 Captions, 2 Maps with labels, 2 charts, 2 different types of print (bold, italics, underline), glossary, and an index Student earns 14 - 16 points on the rubric Student earns 11 – 13 points on the rubric Student earns <11 points on the rubric ELA Component Informational Text Features 15% ELA Component Reflective Writing Using the TN Writing Rubric 15% I can identify a compass rose. Unit I can identify a map key. Objectives I can differentiate between lines of latitude and longitude. I can develop a map scale for a map. I can incorporate informational text features while writing a book about my community. I can describe abiotic and biotic factors within a biome and the relationship between the two. I can create a food web for a particular biome. I can display and interpret numerical data. Strands (main ideas taught in unit) ELA Math Reading Informational Text, Writing, Speaking and Listening Statistics and Probability Science Inquiry and Interdependence Social Studies History, Geography, Individuals, Groups, and Interactions Vocabulary ELA Math Science Social Credibility- being believable or worthy of trust Source- the person, text, etc. that supplies information Imagery- the use of words in order to form metal images in the mind of the reader Cyberbully- a person who intentionally harms someone’s character online Climax- the turning point of the plot STEM Math IA Mean—a measure of central tendency that is calculated by taking the sum of the data set and dividing it by the number of occurrences. Median—a measure of central tendency that is calculated by putting numbers in numeric order and finding the number in the middle. Mode—a measure of central tendency. It is the number that happens most frequent. Histogram— a diagram consisting of rectangles whose area is proportional to the frequency of a variable and whose width is equal to the class interval. Box –and-Whisker Plot— A bar or diagram using a number line to show the distribution of data. STEM Math IB Mean—a measure of central tendency that is calculated by taking the sum of the data set and dividing it by the number of occurrences. Median—a measure of central tendency that is calculated by putting numbers in numeric order and finding the number in the middle. Mode—a measure of central tendency. It is the number that happens most frequent. Range—The difference between the lowest and highest values. Measure of Variation— Measure of variation is a measure that describes how spread out or scattered a set of data Producer – organisms that make food and mass from sunlight and nutrients Consumer – organisms that must eat other organisms to get energy Decomposers – organism that feeds on and breaks down dead organisms Ecosystem – biological community and all the nonliving factors that affect it Energy – calories found in food (technical definition – the ability to do work) Latitude—distance north or south of the equator, measured in degrees Studies Longitude—distance east or west of the meridian at Greenwich, measured in degrees Map Key—table that explain what symbols on a map represent Map Scale—a ratio which compares a measurement on a map to the actual distance between locations identified on the map Compass Rose—symbol on a map representing directions Key Questions ELA How can you use information gathered through interviews, historical markers, and texts to communicate information about your community? How can you use text features to communicate your ideas more clearly? Hook for Unit Literature / Informative Text Component Math How do use mean, median, and mode to draw conclusions about a population? Science What are the roles of producers, consumers and decomposers in the local ecosystem? How do use a sampling to gain information about a population? How do nutrients cycle through the ecosystem? How do I use measures of central tendency and measures of variation to draw conclusions about a set of data? How does energy move through the local ecosystem? Social Studies What is a compass rose, map scale, and map key? What do lines of latitude and longitude represent? What did Johannes Gutenberg invent and what was this invention’s impact on the world? What are the major biotic and abiotic components of the local ecosystem? How do I use Statistics to communicate my conclusions? Watch this video will be used as the hook for this unit. This video details in very concise terms the transition in communications the world has seen over recent decades. How this transition of communication means and capabilities is discussed in terms of how it affects the individual and the community. The Giver by Lois Lowry A science fiction novel about a futuristic community. Jonas lives in a perfect society--no pain, no crime, no unhappiness. But when he receives his life assignment to be the Receiver of Memories, he discovers secrets about the past, and the terrible choices that make this world possible. In the perfect future world in which Jonas lives, twelve-year-old children are given their life assignments at the Ceremony of Twelve. Jonas is shocked when he is chosen to be the new Receiver of Memories, a mysterious position of honor held by only one person at a time. He is trained by the previous Receiver, now called the Giver. The training consists of transferring to him memories of a past--before the imposition of Sameness--that the others in the community can't even imagine, in which there was war, hunger, and disease, but also color, weather, and strong emotions. Gradually Jonas comes to understand, and resent, the choices that had to be made to create his world, and the terrible secrets behind its perfection. Together he and the Giver concoct a plan to change the way his world works, but before they can carry it out Jonas is forced to make a decision that may destroy them all. Students will participate in Literature Circles throughout the book study in order to fully understand the meanings within the book. Discussion questions will lead them to have conversations comparing and contrasting the community they are familiar and the Giver’s community. Students will recognize the freedoms that they have grown accustomed to and consider what life would be without them. Writing Closure Perfect Community Essay Read the “Is Walt Disney’s Perfectly Planned Community, Celebration, Florida, Creepy or Inspiring?” Reflect on your recently acquired knowledge of The Giver, biological factors, the statistical data, and the article to complete the following essay. Most people have an idea of what they consider an ideal community to be. Some people value good schools or police protection, while others consider the environment or historical aspects to be the most important factors. In a one-two composition, explain what represents an ideal community in your view. Identify what you believe to be the most important features and explain why they are important to you. Support your position with specific reasons and examples by offering evidence of support that reflect your learning throughout the project. Materials Needed for Culminating Event MacBook Airs iBooks Author app for each MacBook Materials for Differentiated Instruction – Remediation: Excel or other spreadsheet software for graphing Audiobook version of The Giver Materials for Differentiated Instruction –Enrichment: The Giver discussion questions for the literature circles vary by difficulty. They require multiple levels of higher order thinking. Standards: Common Core Standards, Tennessee State Standards ELA Common Core Standards. Math Common Core Standards. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. W.6.6 Use technology, including the Internet, to produce and publish writing W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. STEM Math IA 7.SP.1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. 7.SP.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourthgrade science book. Science Tennessee State Standards. Social Studies Tennessee State Standards. STEM Math IB 6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. 6.SP.2Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. 6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5 Summarize numerical data sets in relation to their context, such as by: 6.SP.5aReporting the number of observations. 6.SP.5bDescribing the nature of the attribute under investigation, including how it was measured and its units of measurement. 6.SP.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. 6.SP.5d Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. SPI 0607.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables. SPI 0607.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram. SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. SPI 0607.2.1 Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web. SPI 0607.2.2 Interpret how materials and energy are transferred through an ecosystem. SPI 0607.2.3 Identify the biotic and abiotic elements of the major biomes. SPI 0607.2.4 Identify the environmental conditions and interdependencies among organisms found in the major biomes. 6.3.spi.1 Identify the basic components of a world map (i.e., compass rose, map key, scale, latitude and longitude lines, continents, oceans). 6.3.spi.3. Identify the location of early civilizations on a map (i.e. Mesopotamian, Egyptian, Ancient Chinese, Indian.). 6.3.spi.5. Use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, vegetation maps). 6.5.spi.5. Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press). 6.6.spi.2. Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg). 6.5.spi.15. Evaluate to what extent civilizations build on the accomplishments of previous civilizations. Project Days 1 – 3 During Community and Communication project days, students will research the history, geography and ecology of the local region. They will accomplish all curriculum specific goals during these three days and use the information to produce a regional Guidebook using iAuthor. Science standards require students to identify ecological features of the region, including major biotic and abiotic factors, consumers, produces and decomposers and to identify primary populations and describe the biome in which we live. They will also collect data on the way population numbers have changed over the past thirty years. Social Studies standards require that students understand and be capable of reading maps utilizing basic components that most maps provide such as a compass rose, map key, and map scale. Students will place within their projects a map of Tennessee within the United States, a map of Sullivan County within Tennessee, and a map of Sullivan County with three locations of the student’s choosing identified correctly. These three maps will also feature the mapping components mentioned previously. ELA standards will guide the students throughout the communication of their research. Students will use text features in the iAuthor book to assist with the reader’s comprehension. Math standards require students to be able to take data that has been collected and describe it using it’s center, shape, and spread. Students will also be required to use a sample to draw conclusions about the population. Project 4 Students will use the information in their Guidebooks presentation summarizing their findings about the region. Student groups of four will present the information to teachers and peers.