Mon Tues Wed Thurs Fri Wknd. Ramp Activity. Identifying Mass as a. Factor of Force and Acceleration. identifying acceleration

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1 EDS 479 Unit Plan Overview Coversheet Meeting Required Improvement Required Improvement Suggested Performance Achieved Title: Motion and Forces Around Us Target Grade & Content: 6 th grade, Physical Science Essential Question: How do we interact with forces of motion? Learning Progression (see extra sheet): Calendar of Activity & Experience (see below): Assessment Plan (see extra sheet): Mon Tues Wed Thurs Fri Wknd Previous Unit Previous Previous Previous Previous Unit Study Unit Unit Unit Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Pre-Assessment and Video Speed Lab measuring Ramp Activity Identifying Mass as a Inertia demonstration, Homework Analysis to transition into unit speed of marbles of varying size identifying acceleration Factor of Force and Acceleration Teacher led, student observation Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Balanced/ Unbalanced Forces Analysis Multiple Demonstrations Friction Analysis and Lab Gravity Analysis and Lab Connections Project - Review Learners Check Summative Assessment Homework

2 Motion and Forces Learning Progression Big Idea: Identifying Force And Motion Relationships Essential Question: How Do We Interact With Forces? Students will analyze real world examples of motion to transition thinking of motion. Students will develop understanding of specific vocabulary to applying to real world instances and understand methods for calculations of these factors o Speed Distance Time o Velocity Direction o Acceleration Change in Velocity Change in direction o Force Students will be able to identifying relationships for mass as a factor of force and acceleration. Students will learn how to measure mass and include in the analysis for motion. Students will inquire about Newton s first law and apply terminology to understand more complex concepts o Inertia Students will develop inquiries about relationships and connections of balanced and unbalanced forces. Students will learn how to measure and interpret balanced or unbalanced forces in the application of a force or object in motion. Students will develop understanding of the concept of friction.

3 Students will be able to identify and make predictions of the affect of friction on motion of an object. Students will understand the concept of gravity and understand its affect on motion of as a natural, constant force. Students will understand how to measure gravitational force. Students will obtain skills to connect concepts to real world scenarios, and critically analyze real world experiences.

4 Motion and Forces Assessment Plan Lesson 1 Pre-Assessment Critical Thinking Concept Map Lesson 2 Assessment Chart for Objectives of Lab Assessment Categories 1) Objective Achievement, 2) Engagement, 3) Preparedness, and 4) Attendance Lesson 3 Assessment Chart for Objectives of Lab Assessment Categories 1) Objective Achievement, 2) Engagement, 3) Preparedness, and 4) Attendance Lesson 4 Assessment Chart for Objectives of Lab Assessment Categories 1) Objective Achievement, 2) Engagement, 3) Preparedness, and 4) Attendance Lesson 5 Rolling Marbles Probe Formative Assessment Activity Lesson 6 Formative Assessment Apple on Desk Probe Lesson 7 Assessment Chart for Objectives of Lab Assessment Categories 1) Objective Achievement, 2) Engagement, 3) Preparedness, and 4) Attendance Lesson 8 Dropping Balls Probe Formative Assessment Lesson 9 Assessment Chart for Objectives of Lab Assessment Categories 1) Objective Achievement, 2) Engagement, 3) Preparedness, and 4) Attendance Lesson 10 Unit Summative Assessment Learner s Check Model currently utilized at Berea Community School

5 MOTION AND FORCES PLAN Lesson 1 Pre-Assessment and Video Analysis to transition into unit Pre Assessment o Concept Map How do things start and stop moving? Experience with Analysis of Objects in Motion Lesson 2 Speed Lab measuring speed of marbles of varying size Analyze and Discuss Distance and Time o How to measure each? Calculating Speed - Hands-On Activity Reflection on Speed Activity Lesson 3 Ramp Activity identifying acceleration Discuss Terms and Analyze Diagrams of: o Velocity (difference between Speed and Velocity) o Acceleration o Force Formative Assessment for Speed, Velocity, and Acceleration Lesson 4 Identifying Mass as a Factor of Force and Acceleration Mass in Motion Activity Lesson 5 Inertia demonstration, Teacher led, student observation Introduce Isaac Newton Inertia Lab Activity Discuss Newton s first Law of Motion Investigation of Inertia o Connection to term Force

6 Lesson 6 Balanced/ Unbalanced Forces Analysis Multiple Demonstrations Lesson 7 Friction Analysis and Lab Friction as a force on motion, resisting change or decreasing velocity Friction activity recognizing impact of friction on motion Lesson 8 Gravity Analysis and Lab Identifying Gravity as a Force Connecting gravity weight, overcoming other forces such as friction, constant Lesson 9 Connections Project bring thoughts together Lesson 10 Learners Check Summative Assessment

7 EDS 479 Lesson Plan Coversheet (include one for each lesson plan) Meeting Required Improvement Required Improvement Suggested Performance Achieved Lesson Title: Characteristics of Motion Learning Objectives: 1. Students will make inquiries about motion exhibited in real world situations. 2. Students will analyze real world examples of motion to transform thinking into concrete experiences. Standard: SC SC Prior Knowledge Required for Success (continue on reverse side if necessary): a. Students should have the basic scientific skill to use tools for measurement and analysis List of Resources (continue on reverse side if necessary): Worksheet Outlined Concept Map Pre-Assessment of student knowledge Worksheet Video Analysis Textbook Designing Concept Map Essential Question Hardcopies of All Curriculum Materials (continue on reverse side if necessary): Concept Map Handout for students to fill out Handout of demonstration of various types of motion Formative Assessment Strategies (continue on reverse side if necessary): Pre-Assessment Assessing Student Knowledge - Concept Map Activity Description and Narrative o Activity Introduction o Descriptions of Various Activities (both student and teacher) o Description of Transitions o Closure of Activity o Integration of Assessment

8 Lesson 1 Narrative Overflow Descriptions: Activity Introduction: This lesson will begin with sharing my thinking to class as having today be a large transition into the beginning use of skills of necessary thinking for physical science learning. The pre-assessment that will be distributed at first will also be discussed with the class as not a test, but an opportunity to show me what they know. This will set the grounds for how aggressively or deeply we go into each lesson. This introduction is important to have discussion because it is not just introducing a new lesson, but an entire unit. Description of Various Activities (both student and teacher): After the pre-assessment is completed, the students will begin to explore motion and forces through popular physical activities, walking, running, kicking a football and soccer ball, in different stations. I will manage the flow of the classroom as the students each collect their own observations for each station. The students will each observe and participate in the activities to experience and visualize the effects of force on motion and what the motion from that force looks like. Description of Transitions The beginning pre-assessment will transition the students into the thinking necessary to gain a strong, conceptual understanding of the content. This will be accomplished through an explanation before and after the assessment of the importance of it. A transition into the stations of physical activity will be a discussion in setting the expectations directly at the beginning of their behavior and importance of engagement. The transition after the physical activity stations will be to the closing discussion and reflection of the activity in which they can orally share their thoughts and in a short written thought. Closure of Activity The closure of the activity is through a written reflection and class discussion to develop a summary of the main points or thoughts of the experience today. Reflection will allow the students to collect all their thoughts, organize their thinking and prepare them for the following day s investigation and lab. Integration of Assessment Proper assessment will be utilized to in two distinct manners to assess multiple aspects of the students learning. The first form of assessment that will be used is a pre-assessment in the introduction of the unit to determine the pre-knowledge that each student brings to the class, and assess which student may need more attention than another may. The second form of assessment is the assessment chart that I will utilize to assess the engagement of each student throughout the activity.

9 Name Period Date Analysis Note Sheet Observing Motion Directions: After analyzing particular objects in motion, to the best of you ability, provide a response to the following questions. 1. Share 5 observations for motion of an object that you observed during you experience. Be specific. i. ii. iii. iv. v. 2. How was motion of the object influenced by other objects? What happened? Be specific. 3. What characteristics of motion would you most like to investigate? Which scenario intrigued you the most and why?

10 CONCEPT MAP (Pre-Assessment) Name Pd Date Topic Question: How do things start and stop moving?

11 EDS 479 Lesson Plan Coversheet (include one for each lesson plan) Meeting Required Improvement Required Improvement Suggested Performance Achieved Lesson Title: Measuring Speed Learning Objectives: 1. Students will observe and collect data for objects in motion 2. Students will use scientific tolls to collect data and take measurements 3. Students will construct graphs of data (position vs. time) 4. Students will be able to determine speed of objects through analyzing graphs Standard: SC SC SC SC Prior Knowledge Required for Success (continue on reverse side if necessary): a. Students must be able to utilize appropriate basic mathematical skills, primarily division b. Students must be able use certain measuring devices (stopwatch, meter stick,) c. Students must be able to graph (understanding coordinate points) List of Resources (continue on reverse side if necessary): Materials on Lab Sheet Handout Textbook 6 th grade book Discussion with Advisor and Cooperative Teacher Hardcopies of All Curriculum Materials (continue on reverse side if necessary): Handout Measuring Speed Formative Assessment Strategies (continue on reverse side if necessary): Assessment Chart Assessing Performance, Attendance, Engagement, Objective Achievement Activity Description and Narrative o Activity Introduction o Descriptions of Various Activities (both student and teacher) o Description of Transitions o Closure of Activity o Integration of Assessment

12 Lesson 2 Narrative Overflow Descriptions: Activity Introduction: This activity will be introduced through a class discussion to explain the expectations and purpose of the activity, where the supplies can be gathered, and how their work will be assessed. This will allow an understanding of what to focus on in the lab will be reached and allow students to identify importance of the lab or activity. Description of Various Activities (both student and teacher): The outlined activity for the day will take most of the class, except for a few minutes at the end to allow for reflection and organizing thoughts. The large experience of the students is composed of many applications for other content skills (mathematical division) and skills practice for measurement and estimation. Description of Transitions: The morning class discussion, outlining the specifics of the activity is the important transition to help the students understand how to be involved and what to expect in the activity, eliminating surprises and misunderstandings. The transition at the end of the activity is also very important. At this point, the transition to the ending is another reflection, to gather thoughts and things learned. This is also an important transition to the work for the next day. Closure of Activity: Closure for the activity this day is seen a little bit different because they come to a comfortable stopping point that allows them to continue their thinking in the next day s investigation. The closure will come in a written reflection and closing class discussion. This will enable them to come back to the point of learning in any upcoming lab/activity. Integration of Assessment: The integrated type of assessment present in this activity is the utilization of an assessment chart to assess four aspects of the student learning today: 1) attendance, 2) engagement, 3) objectives achievement, and 4) performance. This allows me to still be mobile and available in the classroom during my student s experience, but allow me to evaluate their effort more fairly and correctly.

13 Name Period Date Measuring Speed Hands-on Activity Objectives: I can... Observe and collect data for objects in motion Use scientific tools to collect data and take measurement Graph change in position (distance traveled) in certain time (seconds) Determine speed through analyzing graphs Purpose: To calculate speed and motion of a rolling marble through performed observations and measurements. Background Information: When an object is in motion, this means a change in its position by traveling some distance from where it started. The speed of the object is determined from a measured distance traveled in a known amount of time. Speed = Distance Time Example: A car travels down the highway 55 miles in one hour (55 miles per hour) Materials Needed: Meter stick Ramp Stopwatch 3 marbles of different size Worksheet Prediction: What patterns or observations to you predict to see? Procedure: 1. First, mark off one-meter distance across the table. Do this by placing a small piece of tape at the beginning and end of the meter. It may help to label them start and finish. 2. Place the ramp at the start line. This will allow the ball to roll for one-meter across the table.

14 Data: 3. Next, roll the first marble down and collect the time it takes for it to roll one-meter. Record data in Chart on Lab Sheet. 4. Repeat step three for the next two marbles. Marble Size Distance Time Speed 0.5 meters 1 meters 1.5 meters 2 meters Reflection: What was your contribution to the group work with your partner? Evaluate your predictions you made before beginning the activity. Did you see what you expected? What characteristics of the marbles do you think influenced the speed of the marble? AS A CLASS, WE WILL ANALYZE THE DATA FURTHER THROUGH GRAPHING. PLEASE KEEP SHEETS UNTIL ASK TO BE COLLECTED.

15 EDS 479 Lesson Plan Coversheet (include one for each lesson plan) Meeting Required Improvement Required Improvement Suggested Performance Achieved Lesson Title: Changes in Motion Learning Objectives: 1. Students will be able identify differences between speed and velocity 2. Students can determine causes of acceleration and its affect on motion 3. Students can identify forces influencing an object in motion, i.e. rolling marble. Standard: SC SC SC Prior Knowledge Required for Success (continue on reverse side if necessary): a. Students can use scientific tools (stopwatch, meter stick) b. Students must be able to read graphs c. Students must be able to do calculations using multiplication or division List of Resources (continue on reverse side if necessary): Handout Materials from previous day Textbook M. Poarch Hardcopies of All Curriculum Materials (continue on reverse side if necessary): Speed, Velocity, and Acceleration Handout Formative Assessment Strategies (continue on reverse side if necessary): Assessment Chart Assessing Performance, Attendance, Engagement, Objective Achievement Activity Description and Narrative o Activity Introduction o Descriptions of Various Activities (both student and teacher) o Description of Transitions o Closure of Activity o Integration of Assessment

16 Lesson 3 Narrative Overflow Descriptions: Activity Introduction: This activity will be introduced at the beginning of class in a community discussion about the objectives and expectations of the activity. A quick review of the learned points from the previous day will be quickly discussed to emphasis applying learned material today. The manner in which I will be assessing them will also be introduced to encourage them to perform at their best and be engaged in the activity. Description of Various Activities (both student and teacher): The students throughout this activity will be having the opportunity to lead their own learning. They will have multiple situations that they can utilize to experiment what impacts motion of an object the most. I, as the teacher, will provide suggestions various factors to focus on as to not allow unimportant research to be made and waste valuable instruction or learning experience time towards correct and important information. Description of Transitions: During a small portion of the beginning of the lesson, we will as a group address in discussion the various activities and objectives planned for the day as a small-term goal for the day. We will discuss the type of assessment that will take place to make sure students understand the importance of engagement and learning the content for the day. This will help transition the students into being ready to work. It will have the student prepared and ready to work and jump into the activity full speed. The end of the class will have a transition in a reflection to organize points and thinking of the activity just completed. This will also be utilized to make an easier transition in the opening of the next day s lessons. Closure of Activity: Closure for the activity this day is seen a little bit different because they come to a comfortable stopping point that allows them to continue their thinking in the next day s investigation. The closure will come in a written reflection and closing class discussion. This will enable them to come back to the point of learning in any upcoming lab/activity. Integration of Assessment: The integrated type of assessment present in this activity is the utilization of an assessment chart to assess four aspects of the student learning today: 1) attendance, 2) engagement, 3) objectives achievement, and 4) performance. This allows me to still be mobile and available in the classroom during my student s experience, but allow me to evaluate their effort more fairly and correctly.

17 Name Period Date Speed, Velocity & Acceleration Purpose: To practice calculating speed. To distinguish between speed and velocity. To observe the causes of acceleration. Background Information: Speed is defined as distance traveled per unit time. It can be calculated by using the formula: S=D/T. Velocity is speed and direction. Acceleration is any change in velocity; or any change in speed or direction. Thinking Question: What types of things affect the speed, velocity, and acceleration of an object? Prediction (use a complete sentence): Materials: Stopwatch Marbles of different sizes Meter stick Wooden blocks Ramp for the marble Procedure: 1. Using the materials provided, calculate the speed of a moving marble under at least five different conditions. (Different heights of ramp, different sizes of marbles, different starting places for marbles ) 2. Remember to repeat your trials at least five times. 3. Record all of your data in a data table.

18 Data: Condition Distance Time Speed Conclusion: What types of conditions caused the greatest acceleration of the marble? What caused the least acceleration of the marble? (Remember acceleration is any change in speed or direction; that means that when the marble slows down or turns it is accelerating.)

19 EDS 479 Lesson Plan Coversheet (include one for each lesson plan) Meeting Required Improvement Required Improvement Suggested Performance Achieved Lesson Title: Identifying Mass as a factor of force and acceleration Learning Objectives: 1. Students will be able to use tools to perform precise measurements to find the mass of an object. 2. Students will collect data and create graph of the information. 3. Students will synthesize data and predict relationships between mass and acceleration Standard: SC SC SC Prior Knowledge Required for Success (continue on reverse side if necessary): a. Students should be able to use scientific tools to collect data. b. Students should be able to use basic mathematical skills to design and analyze List of Resources (continue on reverse side if necessary): Handout Materials from Lab Sheet Textbook M. Poarch Hardcopies of All Curriculum Materials (continue on reverse side if necessary): Handout/Lab Mass in Motion Formative Assessment Strategies (continue on reverse side if necessary): Assessment Chart Assessing Performance, Attendance, Engagement, Objective Achievement Activity Description and Narrative o Activity Introduction o Descriptions of Various Activities (both student and teacher) o Description of Transitions o Closure of Activity o Integration of Assessment

20 Lesson 4 Narrative Overflow Descriptions: Activity Introduction: This activity will be introduced in the beginning of class in a community discussion about the objectives and activity that had been planned for the day. The activity will be discussed in the group before beginning to emphasis the importance in safety, following procedure, and establishing how and what data to collect. I also explain that assessment will be taking place throughout the activity Description of Various Activities (both student and teacher): As the learning experience I occurring, the students will be engaged not in just following procedures of a lab, but performing analysis and observation tasks developing their own thinking and perspective of the activity. The activity itself has them performing a short reflection with their partner in case there is not enough time for a group reflection. As the teacher, I will be using this time to go about the classroom and be available for questions, helping students in the activity, and performing assessment, through the formative assessment chart, of the students during the activity. Description of Transitions: At the start of class, a group discussion explained throughout the introduction will prepare the students for the tasks planned for the day. This discussion will also include the objective and purpose of the investigation, with the entire group establishing a connection to the previous day s content. This is the transition of the students to begin working on the activity for the day. The reflection at the end of the activity will be utilized as a transition for the end of the activity, due to most likely the investigation taking the entire class to complete. Closure of Activity: The closure of today s activity will be in a written reflection task as part of the investigation with the partner I assigned them. This will allow them at least a moment to organize or collect their thoughts. Ending smoothly will allow there to be closure to allow the next day to be a new day s investigation to be connected, but still a separate day in learning about motion and forces. Integration of Assessment: The integrated type of assessment present in this activity is the utilization of an assessment chart to assess four aspects of the student learning today: 1) attendance, 2) engagement, 3) objectives achievement, and 4) performance. This allows me to still be mobile and available in the classroom during my student s experience, but allow me to evaluate their effort more fairly and correctly.

21 Name Period Date Force & Acceleration Objective: To observe the cause of changes in motion. Background Information: Acceleration is a change in speed and direction. Thinking Question: How does mass of the weight change the force or acceleration of the object? Define force: Materials: 60 cm string Wood block Paper clip Weights Stop watch Triple beam balance Procedure: 1. Tie one end of the string to the paper clip. Tie the other end to the wood block. 2. Place the wood block on the table and hang the paper-clip hook over the edge of the table. 3. You have been given several different weights. Use the triple beam balance to find the mass of each weight. Record this information. 4. First, Predict how the wood block will move as the different weights are hung from the paper-clip hook and allowed to fall to the floor. Record your predictions in the data section. 5. Then, Conduct your investigation, and record your observations.

22 Data: Mass of Weight (g) Predictions Observations Data Analysis: For each weight, draw a sketch showing how the forces are acting on it falls to the floor.

23 Reflection: Explain how you conducted your investigation (what did you do?) Describe in your own words 1) how the motion seen changed and 2) how did a change in mass affect the acceleration and force on the wood block?

24 EDS 479 Lesson Plan Coversheet (include one for each lesson plan) Meeting Required Improvement Required Improvement Suggested Performance Achieved Lesson Title: Characteristics of Motion and Forces Learning Objectives: 1. Students will be able to explain inertia and apply it to real world connections 2. Students will be able to recognize some types of forces in real world scenarios and the affect on motion of each. 3. Students will be able to recognize Isaac Newton and summarize the first Law of Motion Standard: SC SC SC Prior Knowledge Required for Success (continue on reverse side if necessary): 1. Students should understand characteristics of velocity (speed, direction) 2. Students should understand acceleration as a change in velocity List of Resources (continue on reverse side if necessary): Discussion with Advisor Class past experience Website for material list Hardcopies of All Curriculum Materials (continue on reverse side if necessary): Formative Assessment Probe Handout Engaging Experience Formative Assessment Strategies (continue on reverse side if necessary): Formative Assessment Probe Handout at end of class Assessment Chart During Activity Activity Description and Narrative o Activity Introduction o Descriptions of Various Activities (both student and teacher) o Description of Transitions o Closure of Activity o Integration of Assessment

25 Lesson 5 Narrative Overflow Descriptions: Activity Introduction: The introduction will be more important than at other times because it will be in preparation of our activity going to another location out of the classroom. Respect of the location we will be in and importance of focusing on the task will be emphasized to the students. The class discussion will involve covering the procedures for the activity, objectives for the day, and what type of assessment will be seen today. Description of Various Activities (both student and teacher): As the teacher, I will spend the time through the course of the activity walking around the gym performing formative assessment on the engagement and performance of the students. I will also be thoroughly available throughout the entire experience to answer questions of the students and help them continue learning. The students will be performing various tasks and practicing critical analysis and observation skills. This will be an essential experience for scientific observation. It could also be adapted to imply the purpose of the scientific method in understanding the content within this activity. Description of Transitions: Since the activity is a much different experience than the others, the transition will be solid and short to give them time to be able to enjoy their experience. It will contain clear instructions on what is expected, what to do in the procedures, and what we will do when completed. The transition at the end is explained in the closure of the activity, but is important in introducing a new form of assessment, that will be used more often. Closure of Activity: Closure of this activity will be experienced in various parts that all contribute to a closure at the end of the lesson. There will be a reflection that takes place as a group discussion, to bring all the students thoughts and experiences together. After the reflection discussion, a formative assessment probe will handed out and used to bring all the main points together for the students, and to allow to me to learn what they do and do not understand. Integration of Assessment: In this experience, multiple type of integrated assessment will be used to make sure students understand this abstract concept. The first of assessment present in this activity is the utilization of a new form of assessment. It is a formative assessment probe, in which a scenario is presented and the student must analyze the details and explain the correct result of the scenario using the information gained today. The second type of assessment used is the assessment chart. This type of chart assesses four aspects of the student learning today: 1) attendance, 2) engagement, 3) objectives achievement, and 4) performance. This allows me to still be mobile and available in the classroom during my student s experience, but allow me to evaluate their effort more fairly and correctly.

26 Name Period Date Experiencing Inertia Physical Activity Objectives: I can... Explain inertia and apply this knowledge to real world connections Recognize some types of forces in real world scenarios and the affect on motion of each Explain and summarize Newton s first law of motion Purpose: To visually observe and physically experience motion, change in motion, and the effect of inertia on motion Background Information: Inertia is the resistance of an object to a change in its motion or rest. Materials Needed: Square Scooter Handout Procedure: 1. Follow directions for each part in order. 2. Complete observation before proceeding to next part Observation: Part A: In this part, you will observe constant motion. One person will sit on the scooter, as another person pulls the seated person along at a constant speed: Observation Describe your observation of the motion of the seated person and scooter (consider them as one object) Part B: In this part, you will observe change in motion. One person will sit on scooter, as another person will 1) pulls the seated individual in changing directions, and 2) push the seated individual with a large force and then let them coast to a stop.

27 Observation Describe your observation of the motion of the seated person and scooter (consider them as one object) Part C: In this part, you will observe the effect of inertia on motion. One person will sit on the scooter, as another will spin the seated person in a circle and release. Recognize the path and direction of motion. Observation Describe your observation of the motion of the seated person and scooter (consider them as one object) We will reflect on the observations as a class. Hold on to the material until collected after discussion.

28 EDS 479 Lesson Plan Coversheet (include one for each lesson plan) Meeting Required Improvement Required Improvement Suggested Performance Achieved Lesson Title: Balanced and Unbalanced Forces Learning Objectives: 1. Student will be able to identify circumstances of balanced forces 2. Students will be able to identify circumstances of unbalanced forces 3. Students will be able to utilize scientific tools to measure forces at work in various situations 4. Students will be able to organize data and notes from scientific observations Standard: SC SC SC SC Prior Knowledge Required for Success (continue on reverse side if necessary): a. Students must understand the meaning of force b. Students must be able to use scientific instruments List of Resources (continue on reverse side if necessary): Materials for demonstration Spring M. Poarch Scale, rope for pulling Formative Assessment Book Hardcopies of All Curriculum Materials (continue on reverse side if necessary): Formative Assessment Handout Formative Assessment Strategies (continue on reverse side if necessary): Formative Assessment Probe Assessment Chart During Activity Activity Description and Narrative o Activity Introduction o Descriptions of Various Activities (both student and teacher) o Description of Transitions o Closure of Activity o Integration of Assessment

29 Lesson 6 Narrative Overflow Descriptions: Activity Introduction: The introduction for this activity will be more of an open discussion with a short review of the concepts learned the day before. This information on inertia is important to understand before investigation of unbalanced forces takes place. The introduction is also going to lead us into a long class discussion and an investigation of unbalanced forces. This is where learning will be through demonstrations and discussion involving the entire class. Description of Various Activities (both student and teacher): As the teacher in the class discussion/investigation, I will be performing demonstrations that will provide as real-world visuals over the content that we will be covering within the lesson. I will be managing the class environment, to make sure everyone can be involved. The students will be involved in taking notes of their observation and being involved in the demonstration. They will be engaged in inquiry concerning the observations that I will be showing, and building connection to real-life instances that can think of. Description of Transitions: The main transition for this activity will be seen at the end of lesson to the time of reflection and the formative assessment of the information discussed throughout the class session. This will transition the class to wrapping things up and developing their conclusion for the day. Closure of Activity: A well developed closure for the ending this class with be a very important aspect to allow students to be able to transition the next day into the next day s hands-on experience. Closure will be achieved in reflection, summarizing the experience, and the formative assessment to allow me and the students to assess their understanding of the content of balanced and unbalanced forces. Integration of Assessment: The integrated type of assessment for this experience is a new type of assessment. A formative assessment probe will be utilized to emphasize important points of information to the student and allow me to assess their understanding of the content. It will allow them to apply knowledge of unbalanced forces to a real world scenario and see if they can provide in words their thinking and understanding of the situation.

30 Balanced/ Unbalanced Forces Demonstrations and Discussion 1. Pushing on a Wall a. This will present to the students the concept of a balanced force. It will also be a deep concept to lead to an important point that the wall is pushing back with the same force. 2. Tug O- War Students pulling rope with force gauge in the middle. a. This will involve the class in the demonstration. This demonstration will be used to exhibit both balanced and unbalanced scenarios. 3. Scenarios will be drawn on the board to show how direction of forces does not matter. a. Provide multiple instances and more investigation and discussion into the concept. 4. Formative Assessment will be utilized at end of class.

31 EDS 479 Lesson Plan Coversheet (include one for each lesson plan) Meeting Required Improvement Required Improvement Suggested Performance Achieved Lesson Title: Friction and its affect on Motion Learning Objectives: 1. Students can identify friction as an effect on motion in various situations and determine its affect on an objects motion 2. Students can identify what affects friction, what makes it stronger and weaker 3. Students will be able to identify friction as a balanced and unbalanced force Standard: SC SC SC Prior Knowledge Required for Success (continue on reverse side if necessary): a. Students should be able to understand difference between balanced and unbalanced forces b. Students must be able to use scientific instruments to take measurements List of Resources (continue on reverse side if necessary): Hand out Past classroom experience Materials listed on Handout M. Poarch Textbook Hardcopies of All Curriculum Materials (continue on reverse side if necessary): Handout Formative Assessment Strategies (continue on reverse side if necessary): Assessment Chart Assessing Performance, Attendance, Engagement, Objective Achievement Activity Description and Narrative o Activity Introduction o Descriptions of Various Activities (both student and teacher) o Description of Transitions o Closure of Activity o Integration of Assessment

32 Lesson 7 Narrative Overflow Descriptions: Activity Introduction: This activity will be introduced through discussion of certain aspects of motion that they visualize quite often. Friction will be shortly discussed before the investigation takes place. This will provide focus and explanation to the objective and expectations of the activity. The procedure for the activity will be correctly outlined in discussion to prevent any students from losing valuable instructional time doing unnecessary work. Description of Various Activities (both student and teacher): As the teacher, I will be present throughout the class, be available for questions, assisting students at difficult points of the activity, and assessing each student by the assessment chart to provide feedback on the reflection of their involvement and success of the lab experience. The students will be involved with a lab partner investigating and collecting observation of the various situations that were described on the handout provided. The students will analyze their collected information and reflect/form conclusion on their experience. Description of Transitions: The initial transition of the activity will be to get all the students thinking about the topic of discussion for the day. This will be accomplished the details of discussion outlined in the explanation of the introduction. The next important transition would be to maintain the thinking needed to engage a new activity with new materials and one more person in the group. The final transition of the lesson will be to the closure of the activity and the shift of the lesson through opening a discussion to reflect on the activity they had completed. This will ensure a smooth transition the next class investigation. Closure of Activity: A well developed closure for the ending this class with be a very important aspect to allow students to be able to transition the next day into the next day s hands-on experience. Closure will be achieved in an open discussion/reflection and summarizing the experience as a group, to allow me and the students to assess everyone s comprehension of the content of friction and its affect on motion. Integration of Assessment: The integrated type of assessment present in this activity is the utilization of an assessment chart to assess four aspects of the student learning today: 1) attendance, 2) engagement, 3) objectives achievement, and 4) performance. This allows me to still be mobile and available in the classroom during my student s experience, but allow me to evaluate their effort more fairly and correctly.

33 Name Period Date Analyzing Friction Lab Activity Objective: To observe the causes for changes in motion. Background Information: Velocity is the amount of distance traveled in a certain time, with a specific direction. Acceleration is a change in speed and direction. Thinking Question: How does surface for the path of the object affect its motion (velocity)? Define friction: Materials: 60 cm string Various Wood blocks with different surfaces Paper clip Weight Stop watch Triple beam balance Procedure: 6. Tie one end of the string to the paper clip. Tie the other end to a wood block. 7. Place the wood block on the table and hang the paper-clip hook over the edge of the table. 8. You have been given blocks with different surfaces. Record this information. 9. First, Predict how each different wood block surface will move from weight attached to the paper-clip hook and allowed to fall to the floor. Record your predictions in the data section. 10. Then, Conduct your investigation, and record your observations.

34 Data: Mass Weight: Wood Block Surface Path Surface Predictions Observations Data Analysis: For each weight, draw a sketch showing how the forces are acting on it falls to the floor.

35 Reflection: Explain how you conducted your investigation (what did you do?) Describe in your own words 1) how the motion seen changed and 2) how did a change in surface affect the velocity of the wood block?

36 EDS 479 Lesson Plan Coversheet (include one for each lesson plan) Meeting Required Improvement Required Improvement Suggested Performance Achieved Lesson Title: Gravity as a Force Learning Objectives: 1. Students will be able to identify gravity as a constant force impacting motion 2. Student will be able to explain circumstances in which understanding is important, as to overcome gravity 3. Students will understand units of measure for gravity, i.e. weight in Newton s 4. Students will be able to identify gravity as an unbalanced and balanced force Standard: SC SC SC SC Prior Knowledge Required for Success (continue on reverse side if necessary): a. Students should be able to understand difference between balanced and unbalanced forces b. Students must be able to use scientific instruments to take measurements List of Resources (continue on reverse side if necessary): Education.com Materials for Demos Balls, feather Scale Force Gauge Hardcopies of All Curriculum Materials (continue on reverse side if necessary): Formative Assessment Handout Formative Assessment Strategies (continue on reverse side if necessary): Formative Assessment Probe Dropping Balls Assessment Chart During Activity Activity Description and Narrative o Activity Introduction o Descriptions of Various Activities (both student and teacher) o Description of Transitions o Closure of Activity o Integration of Assessment

37 Lesson 8 Narrative Overflow Descriptions: Activity Introduction: This investigation will be introduced through a short class discussion with me exhibiting a demonstration for gravity s affect on motion. This will get the students to start thinking about what we are looking for during the activity. We will discuss the procedure and expectations for the lab activity. I will also show an example of the contraption they are supposed to put together. The types of assessment used will be explained, as it is multiple types of assessment. Description of Various Activities (both student and teacher): As the teacher, I will be present throughout the class, be available for questions, assisting students at difficult points of the activity, and assessing each student by the assessment chart to provide feedback on the reflection of their involvement and success of the lab experience. The students will be involved with a lab partner investigating and collecting observation of the various situations that were described on the handout provided. The students will analyze their collected information and reflect/form conclusion on their experience. They would then complete the formative assessment after completion of the activity to assess their understanding of the lab activity. A short reflection will be discussed class if time permits. Description of Transitions: The initial transition of the activity will be to get all the students thinking about the topic of discussion for the day. This will be accomplished the details of discussion outlined in the explanation of the introduction. The next important introduction would be to maintain the thinking needed to engage a new activity with new materials and one more person in the group. The final transition of the lesson will be to the closure of the activity and the shift of the lesson through opening a discussion to reflect on the activity they had completed. This will ensure a smooth transition the next class investigation. Closure of Activity: A well developed closure for the ending this class with be a very important aspect to allow students to be able to transition the next day into the next day s hands-on experience. Closure will be achieved in an open discussion, summarizing the experience, and formative assessment probe to allow me and the students to assess everyone s comprehension of the content of gravity and its affect on motion. Integration of Assessment: In this experience, multiple type of integrated assessment will be used to make sure students understand this abstract concept. The first of assessment present in this activity is the utilization of a new form of assessment. It is a formative assessment probe, in which a scenario is presented and the student must analyze the details and explain the correct result of the scenario using the information gained today. The second type of assessment used is the assessment chart. This type of chart assesses four aspects of the student learning today: 1) attendance, 2) engagement, 3) objectives achievement, and 4) performance. This allows me to still be mobile and available in the classroom during my student s experience, but allow me to evaluate their effort more fairly and correctly.

38 Name Period Date Understanding Gravity Purpose To explore the impact of gravitational force on motion and weight of an object Materials Pencil 5-ounce (150-ml) paper cup 40 to 50 pennies 12-inch (30-cm) piece of string handheld spring scale Procedure 1. Use the pencil to make two holes across from each other just beneath the rim of the cup. Place the coins in the cup. 2. Loop the string through the holes, then tie the ends of the string between the holes. 3. Hold the scale and adjust it so that it reads zero. 4. While holding the scale, attach the cup so that the cup hangs freely. Observe the reading on the scale. Data Initial Weight of Cup : Initial Force Reading: Weight Added Force Reading Observation Notes

39

40 Reflection What did you observe through adding weights to the cup? What happens when you pull the cup up in the air quickly, with a quick acceleration? Can you think of a real world connection to show why this knowledge is important? Explain your thinking.

41 EDS 479 Lesson Plan Coversheet (include one for each lesson plan) Meeting Required Improvement Required Improvement Suggested Performance Achieved Lesson Title: Real World Connections Learning Objectives: 1. Students will develop connections of forces and motion to real world situations. 2. Students will reinforce specific terms and concepts of forces and motion through connection and analysis to realistic scenario. Standard: SC SC Prior Knowledge Required for Success (continue on reverse side if necessary): a. Students should have a strong understanding of standards content Balanced/Unbalanced Forces, Friction, and Newton s Laws. List of Resources (continue on reverse side if necessary): Poster Board for drawing and analysis Notes from Observations and Experiences Textbook Hardcopies of All Curriculum Materials (continue on reverse side if necessary): Handout of Instructions Formative Assessment Strategies (continue on reverse side if necessary): Assessment Chart Assessing Performance, Attendance, Engagement, Objective Achievement Activity Description and Narrative o Activity Introduction o Descriptions of Various Activities (both student and teacher) o Description of Transitions o Closure of Activity o Integration of Assessment

42 Lesson 9 Narrative Overflow Descriptions: Activity Introduction: This activity will be introduced as a large review project, collaborating all the skills and knowledge that they have gained throughout this unit. The day will open with a class discussion with me explaining to the class the procedures, expectations outlined in the rubric, the purpose of the activity. Description of Various Activities (both student and teacher): The initial transition of the activity will be to get all the students thinking about the topic of discussion for the day. This will be accomplished the details of discussion outlined in the explanation of the introduction. The next important transition would be to maintain the thinking needed to engage a new activity with new materials and perform required tasks. The final transition of the lesson will be to the closure of the activity and the shift of the lesson through reflection and discussion on the activity they had completed. This will ensure a smooth transition to make them feel prepared for the summative assessment the next class meeting Description of Transitions: As the teacher, I will be present throughout the class, be available for questions, assisting students at difficult points of the activity, and assessing each student by the assessment chart to provide feedback on the reflection of their involvement and success of the lab experience. The students will be involved with a partner investigating and collecting materials and pictures for their poster. The students will analyze their collected information and reflect/form conclusion on their experience. Closure of Activity: A well developed closure for the ending this class with be a very important aspect to allow students to be able to transition the next day and be prepared for the summative assessment they will be taking. Closure will be achieved in an open discussion, summarizing the experience, and short presentation of the poster by walking around the room and observing all the posters. This will allow me and the students to assess everyone s comprehension of the content of gravity and its affect on motion. Integration of Assessment: I utilized multiple forms of assessment in this activity. The first integrated type of assessment present in this activity is the utilization of an assessment chart to assess four aspects of the student learning today: 1) attendance, 2) engagement, 3) objectives achievement, and 4) performance. This allows me to still be mobile and available in the classroom during my student s experience, but allow me to evaluate their effort more fairly and correctly. The second form of assessment is a rubric outlining specifics on scoring different aspects of the activity.

43 Name Period Date Objective: Connections Project - Students will develop connections of forces and motion to real world situations. - Students will reinforce specific terms and concepts of forces and motion through connection and analysis to realistic scenario. Directions: Students are to select a real-world situation or experience (i.e. rollercoaster, car, walking, running, sledding, etc). Present a sketch of the scenario and then provide labels and a paragraph explanation of the connection to the content we covered in this unit. Please refer to the rubric for specific criteria. Materials: Poster board Art media Textbook Internet Reflection: Did you find connections to all content in your situation? How do you feel at the close of this unit about the material?

44 Rubric for Connections Project Section Points Value 30 pts 24 pts 15 pts Sketch of Picture 10 pts Labeling terms in sketch 10 pts Paragraph Explanation of Sketch 10 pts - Realistic situation - Effort visible in detail of sketch - Color - No Visible Eraser Marks All scientific terms and discussed content included in drawing: - Speed - Velocity - Acceleration - Inertia - Force (Balanced / Unbalanced) - Gravity - Friction Well written paragraph including: - Explanation of situation - Explanation of terms - Reflection on how the content helps understanding of the world - Good sentence structure - Realistic situation - Some effort visible in quality of drawing - No Color - Some Visible Eraser Marks Some scientific terms and discussed content included in drawing from list. 5 terms/concepts included. Fairly well written paragraph including: - Some explanation of situation - Some explanation of terms - Some reflection on how the content helps understanding of the world - Fair sentence structure - Not a realistic situation - Little effort visible in quality of drawing - No Color - Visible Eraser Marks Little scientific terms and discussed content included in drawing from list. 3 terms/concepts included. Poor written paragraph including: - Little explanation of situation - Little explanation of terms - No Reflection on how the content helps understanding of the world - Poor sentence structure

45 EDS 479 Lesson Plan Coversheet (include one for each lesson plan) Meeting Required Improvement Required Improvement Suggested Performance Achieved Lesson Title: Summative Assessment Learners Check Learning Objectives: 1. Students can identify friction at work in various situations of motion and explain the motion 2. Students can identify unbalanced and balanced forces at work in various situations of motion and explain 3. Students can describe multiple terms pertaining to motion (speed, velocity, acceleration, and force) Standard: SC SC SC Prior Knowledge Required for Success (continue on reverse side if necessary): a. Students should have a strong understanding of standards content Balanced/Unbalanced Forces, Friction, and Newton s Laws. List of Resources (continue on reverse side if necessary): Assessment Handout Hardcopies of All Curriculum Materials (continue on reverse side if necessary): Assessment Sheet Formative Assessment Strategies (continue on reverse side if necessary): Assessment Chart Attention to Exam, Time on Assessment Activity Description and Narrative o Activity Introduction o Descriptions of Various Activities (both student and teacher) o Description of Transitions o Closure of Activity o Integration of Assessment

46 Lesson 10 Narrative Overflow Descriptions: Activity Introduction: This activity is actually a full summative assessment class session. The students have been preparing for this assessment for two weeks (10-day unit plan). I hope that through the particular structuring of my lessons, I lessoned the possibility of test anxiety for the students, and prepared them full for this important learning tool. This is also the end of the unit, so a summative assessment is necessary to assess students comprehension of the material outlined by the Kentucky State Standards. Description of Various Activities (both student and teacher): I will be calmly waiting for a student to need me, and they will be hard at work. I will not be there to dictate every move in the room, but to be a motivator and supporter to their work and learning. Description of Transitions: There are two transitions taking place to structure the entire day. The beginning of class I will talk to the class about how much they have accomplished and what this test means for them and how they feel about it. This is to ease some of the students who are experiencing test anxiety from this type of assessment. The second transition is at the end of class for preparing them for the next unit that will begin the next class period. Closure of Activity: Closure of this activity is simply in congratulating my class and all students for their hard work, making their work feel appreciated and then allowing them to draw or read books until the end of class, or showing them something interesting as a quick demonstration. Integration of Assessment: The reason for this manner of assessment is that through my observation currently with Berea Community School, this is the primary unit ending assessment for the middle grades science classes. I am following this class as a model for the structure for my unit.

47 Name Period Date Learner s Check Multiple Choice Questions 2.5 points each (total 15 points) Directions: Read each question carefully to understand what the question is asking. Circle the letter of your answer choice. 1. Which term describes the observation of an object continuing in a straight path of motion? a. Acceleration b. Inertia c. Force d. Velocity 2. When a force is being applied to an object and there is not motion exhibited, what kind of force is present? a. Friction b. Speed c. Balanced force d. Mass 3. The weakness of what particular force allows a hockey puck to travel further across ice than on dirt? a. Gravity b. Acceleration c. Mass d. Friction 4. What measurement tells us the force of gravity on an object? a. Weight b. Friction c. Acceleration d. Gravity

48 5. When a force is being applied to an object and it puts the object motion, what kind of force is present? a. Force b. Unbalanced force c. Weight d. Distance 6. When an object in motion in a specific direction has a change in position over a certain amount of time, what is this measurement known as? a. Acceleration b. Velocity c. Speed d. Gravity

49 Open Response 15 points (7.5 points per part) Directions: Read the entire question and answer all parts thoroughly. Please number and organize parts for grading. It is important to be able to apply knowledge of concepts to real world scenarios to learn more about the world around us. Construct an example scenario to exhibit 1) a balanced force and 2) unbalanced forces. Explain each scenario completely, and include as many other details as possible.

50 Student Name Wilson Objective 1 Objective 2 Objective 3 Objective 4 Student Name Kevin Objective 1 Objective 2 Objective 3 Objective 4 Richard Sammi Evaline Katie Jefferson Blake Jackson Maria Rey Annesia Telissa Tanner Lizzie Ellie Sandy Bethanie Taylor Kylie Jaden Hannah Dean Charity Ross Heather Brittany Quadrants: 1. Achieving Objective 2. Attendance 3. Preparedness 4. Engagement N Not P Progress H Has E Excels ASSESSMENT CHART

51 CONTENT: -Program of Studies: 22

52 - AH-5-SA-S-DT2: Students will use the elements of drama in creating and performing dramatic works independently and with others - AH-5-SA-S-VA2: Students will use the elements of art and principles of design in creating artworks independently and with others - AH-5-HA-S-VA1: Students will associate artworks they experience or create with specific cultures (Native American, Appalachian, West African); describe how the art of these cultures reflects the culture - AH-5-PCA-U-3: Students will understand that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. - EL-5-SLO-S-1: Students will create oral presentations that: a.) are appropriate for the purpose (e.g., to inform, persuade, entertain), audience, context and occasion b.) support judgment with sound evidence and appropriate details c.) maintain a consistent focus d.) exhibit a logical structure appropriate to audience, context and purpose e.) organize ideas in a coherent, meaningful way including an introduction and a conclusion f.) choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, figurative language) - EL-5-SLO-S-3: Students will use visual aids, media and tools of technology to support oral communication. - EL-5-SLO-S-6: Students will ask and respond to questions as a way to enrich class discussions. -EL-5-DIU-U-1: Students will understand that reading a wide range of print and non-print texts builds an understanding of texts, of themselves, and of different cultures. -EL-5-DIU-S-2: Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, classification, logical/sequential) to aid in comprehension. 23

53 - EL-5-DIU-S-7: Students will make text-based inferences; make and check predictions. - EL-5-DIU-S-9: Students will demonstrate understanding of informational passages/texts: a. locate key ideas, information, facts or details; b. use information to state and support central/main idea. - EL-5-DIU-S-1: Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts - EL-5-DCS-U-1: Students will understand that reading is a process that includes: applying a variety of strategies to comprehend, interpret and evaluate texts; showing evidence of responsible interpretations of texts and examining texts critically. - EL-5-DCS-S-3: Students will form and support judgments/opinions about central ideas. - EL-5-DCS-S-6: Students will evaluate the accuracy of information presented in texts. - EL-5-WC-S-1: Students will write to learn by applying strategies effectively (e.g., learning logs, grammar notebooks) - SS : Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). - SS : Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives. - SS : Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today. - SS-5-CS-S-1: Students will demonstrate an understanding of culture and cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups 24

54 - SS-5-CS-U-1: Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society s culture, individuals learn the relationships, structures, patterns and processes to be members of the society. - SS-5-HP-S-1: Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources) - SS-5-HP-U-4: Students will understand that geography, culture, and economics have a significant impact on historical perspectives and events. - WR : In Personal Expressive/Literary Writing, -Students will communicate main idea through use of literary elements appropriate to the genre: -Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate. - WR-E-3.6.0: Correctness: Students will communicate clearly by incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources) -Academic Expectations: - 1.1: Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools : Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes : Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes : Students make sense of ideas and communicate ideas with the visual arts : Students make sense of the variety of materials they read : Students make sense of the various things they observe : Students make sense of the various messages to which they listen. 25

55 - 2.16: Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups : Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective : Students create works of art and make presentations to convey a point of view. - Important Vocabulary: - Hypothesis - Globalization - Gender roles - Archeology - Interpretation - Artifact - Inference - Stereotypes - Culture ASSESSMENTS: Assessments will include running anecdotal records, conferences with individual students about their work and progress, scoring by both teacher and student according to rubric guidelines, as well as observation. Please see each lesson plan to determine which assessments are used when. Growth will be measured over the entire unit. DAILY LESSON PLANS: See following pages. REFLECTION: Leave space here for reflection after the unit is taught. What worked/didn t work? What do I need to change/note for the next time I teach this unit? Is this worthwhile to teach again? BIBLIOGRAPHY of RESOURCES: See resources section following lesson plans. 26

56 Lesson Plan: Day 1 Unit Title: Mexico: Ancient Aztecs to Contemporary Culture Lesson Title: Introduction to Mexico: Who Context: This lesson begins a research based unit on the country of Mexico. This lesson should be taught only after students have had some experience working cooperatively in small groups and researching on their own. In this lesson in particular, students will work toward becoming more independent thinkers and making their own conclusions. -Core Content: - SS-5-CS-S-1: Students will demonstrate an understanding of culture and cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups - SS-5-CS-U-1: Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society s culture, individuals learn the relationships, structures, patterns and processes to be members of the society. - SS-5-HP-S-1: Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources) -Academic Expectations: : Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups : Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. -Vocabulary: - Culture - Interpretation - Hypothesis - Artifact Objectives - Lesson Goals: - Students will understand the process of interpreting and examining artifacts and text. - Students will understand the purpose of interpreting and examining artifacts and text. 27

57 - Students will understand the process of interpreting a rubric. - Students will understand the purpose of interpreting a rubric. - Behavioral Objectives: - Students will make inferences about the country of Mexico. - Students will communicate their hypotheses/inferences in a method of their choosing to their peers. - Students will engage in discussion about inferences about the country of Mexico. - Students will interpret a rubric. Assessment Pre-assessment - Question: What do you already know about Mexico? Formative: Are students able to draw their own conclusions/interpretations about Mexico? Resources - Artifact from Mexico (I have a Mayan stone carved and painted to go on a necklace; can be any artifact that would be obscure to children) - World - book for read aloud (select one from resources) - Paper - Markers/crayons - chart paper - Rubric for Open House displays Procedure Introduction/Set: Artifact hypothesis 1.) Gather whole group together (5 minutes) - Call students to large rug - I have something to share with you but I m not going to tell you what it is, only where it is from. Note: artifact can be hidden in a shoebox, bag, or anything you can find to heighten mystery - Pointing at world map What country borders the United States of America to the south? - This artifact comes all the way from Mexico. bring out artifact and hold up for students to see 2.) Present Mexican artifact (15 minutes) - Show off Mexican artifact and allow students to touch it, examine it, and pass it around - entertain questions but do not provide answers - record questions on white board or chart paper 28

58 - prod students thinking by suggesting they think about what the artifact is used for, who would use it, etc. - Note if students make any connections to artifacts that they use in their own lives 3.) Transition to read aloud (5 minutes) - While students are still gathered on the carpet, refocus their attention on the next activity, a read aloud - Re - bag/re - box artifact while asking for any last questions/comments/observations - Record last observations/questions 3.) Read aloud (20 minutes) - Brief introduction to the Aztecs the Aztecs were a group of people that lived in Mexico long ago - What did you already know about the Mexico? Where have you heard about this country before? - When I read this story I want you to think about what you are learning about Mexico from this - Read aloud short text/story about Mexico 4.) Open Ended questions discussion (10 minutes) - I want you to think assumptions can you make about the country of Mexico based on what we read and the artifact? - Remember our open ended questions we have already learned? Can anyone tell me what they are? - The Five W s: Who, What, Where, When, Why, and then How - So, WHO are we learning about today? - Do you think we can answer any of the rest of these questions about Mexico? What about some of the questions you had about the artifact I brought in? This is what is we are going to work on doing next. 5.) Group Work: Formulation of hypotheses (20 minutes) - Working in pairs you are going to act as historians. One of the jobs of historians is to examine evidence like artifacts and texts and use the evidence they find to create a hypothesis about what they are learning. Your job is to come up with as many inferences or hypotheses about Mexico from the artifact you examined and the book that I read aloud to you. - One of my hypotheses about Mexico might be that it is very hot and dry, like a desert. The setting in the story makes me think this. - After you think of your hypotheses, think of a way that you want to present it to the rest of the class. - Provide options for sharing posters, artwork, poem, page of writing, etc. 29

59 - Walk around and engage in conversation with students as they work; pay particular attention to their thinking; ask questions that will help explain their findings and why and how they are reaching certain conclusions - This would also be a good time for individual conferences with children if needed, even if to discuss other concepts being learned simultaneously with this unit 6.) Hypothesis sharing (20 minutes) - Students will share for a few minutes each - Record anecdotal notes as students share - Make sure students are sharing the evidence to support their hypotheses - Why do you think that? What makes you say that? Where did that idea come from? - Record hypotheses on chart paper - Occasionally ask if other groups (respectfully) agree or disagree with the hypotheses being shared - To summarize and conclude, ask students what ideas were similar and where the groups disagreed 7.) Introduction to Open House activity (20 minutes) - After students have finished sharing, introduce Open House activity to be worked on and completed throughout the rest of the week - We started out this week practicing being historians learning about Mexico. This week, we are going to do more of this. We are going to collect information about Mexico through text, film, and artifacts. We are going to do what historians do, create hypotheses, use evidence to back up our ideas, and present our information to an audience. - Pass out rubric for Open House displays - Review rubric with students ask for questions; Make sure that students understand what is expected and how it will be graded. You will refer back to the rubric throughout the week so complete understanding at this time is not necessary. - Any last questions? 8.) Conclusions (5 minutes) - Today we focused on the WHO question. We know who we are we going to learn about during this unit. Tomorrow we are going to focus on the WHY question. We want to figure out why it is important to learn about Mexico. Why should we care? Modifications: Students with any special need that inhibits their ability to communicate with the rest of their peers may be worked with individually and exempt from sharing. Students that need more time to develop their ideas and communicate them may be given extra time to work. Those who have trouble with auditory learning should be given a copy of the read aloud so that they can follow along. 30

60 Closure/Summary: See conclusion Transition: See conclusion Reflection: Leave space here for reflection after the lesson. What worked/didn t work? What do I need to change/note for the next time I teach this lesson? Does the class need a few moments during the next class for more discussion/a conclusion? Does this lesson need to go somewhere else next? 31

61 Lesson Plan: Day 2 Unit Title: Mexico: Ancient Aztecs to Contemporary Culture Lesson Title: Introduction to Mexico: Why Context : -Academic Expectations: -2.20: Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. -Vocabulary: - Inference - Archeology Objectives Lesson Goals: - Students will understand the purpose of making interpretations and inferences in historical inquiry. - Students will understand the process of making interpretations and inferences in historical inquiry. - Students will understand the purpose of learning about other cultures. Behavioral Objectives: - Students will examine various primary and secondary sources. - Students will draw conclusions and make interpretations regarding life in ancient Mexico. - Students will engage in discussion regarding interpretations of life in ancient Mexico. Assessment Pre-Assessment Measure how much students know about Mexico (especially Aztecs) prior to lesson Formative Are students able to make interpretations? - Are students able to able to see importance of learning about other cultures? Resources - Photograph of people performing activity (ex. farming) - Various pictures of relics/scenes from ancient Mexico (Aztecs); one set per group of students *Note: If you can supply students with actual artifacts, this lesson will be more enriched, however, according to your resources, photographs can suffice 32

62 - Individual student research notebooks - Chart paper and markers Procedure: Introduction/Set: Making interpretations activity with photograph 1.) Introduction to making inferences (10 minutes) - bring in photograph of people performing an activity (ex. two people farming) - gather whole group to discuss photograph - What is a photograph of? - What kind of conclusions can we draw, what can we learn, from this photograph? - Remember the important questions, Who, What, Where, When, How and Why (What are they doing? How are they doing it? Why are they doing it? etc.) - Discussion about what we can learn from photographs and artifacts (what people do, why people do what they do, etc.) 2.) Introduce concept of archeological dig (15 minutes) - How many of you know what an archeological dig is? - Explain definition of archeology and process of an archeological dig - Present today s activity: archeological dig through photographs - We just looked at a photograph and made inferences about what was going on in the photograph. - Introduce concept of Aztecs ( Has anyone heard about the Aztecs? ); Today we are going to learn about the Aztecs through archeology. - Each group will receive a set of photographs to look at. These are all from ancient Mexico, from the Aztecs who lived there. (make sure that students realize that photographs and illustrations are not from the actual Aztec era, but photographs of relics or modern day illustrations) - Your goal is to draw conclusions, to make interpretations, about the daily life of the Aztecs by looking at photographs and illustrations. 3.) Brainstorming (15 minutes) - As a whole group, brainstorm the types of things that students may learn from their archeological dig - Record students thinking on chart paper - How do we make these interpretations? - Discuss evidence to support interpretations (ex. in farming picture, clothing and tools lead to an interpretation of what people are doing); elements in the photographs and illustrations lead us to make conclusions about what is happening and why 4.) Why is it important to learn about other cultures? (20 minutes) 33

63 - Ask students their opinions about why it is important to learn about other cultures - You have listed how we can learn about other cultures, now we need to talk about why. - Why do you think that it is important to learn about other cultures? - What can we learn about ourselves/our own society in the process? - Transition into group research 5.) Independent group research (30 minutes) - Give students set (4 or 5) of photographs to look at *Note: photographs/illustrations should include aspects of daily life (economy, food, culture, religion, etc.) - Ask students as a group to record their findings and interpretations in their research notebooks - As a group they will be responsible for sharing their photographs and their interpretations with the rest of the class - During individual research, walk around helping students as necessary and talking about their interpretations (Ask questions such as Why did you draw that conclusion? to track students thinking) 6.) Presentation of findings (20 minutes) - Provide time for individual student groups to present their interpretations and individual pictures - Ask other students to volunteer their thinking on other group s research ( Would you agree or disagree with this interpretation? Why? 7.) Conclusions (10 minutes) - Tomorrow we will begin researching our interpretations - Part of being a historian means that you find evidence to support your interpretations. Each of you will research the conclusions that you drew about Aztec life to see if they were correct or if you need to alter, change, them in some way. - This research will help you design your presentation for the Open House on Friday. Modifications: Students with vision problems may need different sized photographs. Students that are not able to orally communicate ideas in front of the class may be exempt from presenting information to the whole group. These students may be conference with individually. Closure/Summary: Summarize main ideas (Why it is important to learn about other cultures, how you make interpretations). Refer back to chart that recorded students thinking. Any last questions? Ideas? that I need to add to the chart? Transition: Everyone think back to the process of researching that we have done earlier in the year. You will need these skills tomorrow as we begin our research into the Aztecs. 34

64 Reflection. Leave space here for reflection after the lesson. What worked/didn t work? What do I need to change/note for the next time I teach this lesson? Does the class need a few moments during the next class for more discussion/a conclusion? Does this lesson need to go somewhere else next? 35

65 Lesson Plan: Day 3 Unit Title: Mexico: Ancient Aztecs to Contemporary Culture Lesson Title: Introduction to Mexico: How Context: - Core Content: -EL-5-DIU-U-1: Students will understand that reading a wide range of print and non-print texts builds an understanding of texts, of themselves, and of different cultures. -EL-5-DCS-U-1: Students will understand that reading is a process that includes: applying a variety of strategies to comprehend, interpret and evaluate texts; showing evidence of responsible interpretations of texts and examining texts critically. - EL-5-WC-S-1: Students will write to learn by applying strategies effectively (e.g., learning logs, grammar notebooks). -EL-5-DIU-S-7: Students will make text-based inferences; make and check predictions. - Academic Expectations: -1.1: Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools Students make sense of the variety of materials they read. Objectives - Lesson Goals: - Students will understand the purpose of independent research. - Students will understand the process of independent research. - Students will understand the process of developing a plan of action for their research. - Students will understand the purpose of developing a plan of action for their research. - Behavioral Objectives: - Students will engage in independent research. - Students will communicate the information they learn with their peers. - Students will develop a plan of action to help develop their process of research. - Students will refine and develop their research about Mexico. Assessment 36

66 Formative: Are students able to communicate their ideas effectively to their peers? - Are students able to develop helpful plans of action? - Are students able to find the answers to their own questions? Resources - Student s research notebooks - Various research sources in differing forms (computers, encyclopedias, pre-selected text, magazine articles, non-fiction, etc.) Procedure. Introduction/Set: Connection to yesterday s class Whole group: What did we do yesterday? 1.) Review yesterday s class (10 minutes) - What were the assumptions that we made yesterday about Mexico? - Allow groups to briefly recap the inferences they made yesterday in reference to the artifact and the text that you shared. - Today we are going to check those assumptions. 2.) Review of research techniques (10 minutes) - Today s focus question is HOW. We want to know how we learn about other countries, like Mexico. - What are the open-ended questions that we have learned already? - Who, What, Where, When, Why, and How - Briefly discuss research techniques that have been taught previously over the year; skimming articles, reading headlines and captions, searching for key words in text, etc. - Do you have any questions about when you would you use which technique or how to use a particular technique? 3.) Group goals (15 minutes) - Take a minute to list as a group the specific questions that you want to find the answers to. These should be the groups burning questions, the ones they most want to find the answer to - Think of where you might find the answer to these questions. Will you need an atlas? The internet? - Students will work within their groups to determine a plan of action to help them conduct their research more effectively 4.) Independent Research (30 minutes) - Students research independently (within groups) - You should walk around the room and assist if needed - Also walk around and monitor work, asking probing questions ( What surprised you? Why do you think you were surprised? ) 37

67 - Focus on what students are finding out but also how they are researching and researching conclusions ( Is this research up to date?, Where would you find the answer to that question?, What leads you to thinking this? ) - As remaining research time nears five to ten minutes, let students know to finish up whatever they are working on and be ready to briefly present what they have found thus far to the rest of the class 5.) Presentation of Information learned (30 minutes) - Regroup as a class - Were your assumptions about Mexico correct/incorrect? - Determine if there were any patterns in group thinking - Were any inferences based on stereotypes that we may have? - What were the most common misconceptions about Mexico? - What was surprising? Not surprising? - Ask students to share their researching process as well, what problems did they encounter? How did you deal with these problems? What advice do you have for your peers? - Encourage constructive criticism and questions from peers; reiterate the importance of sharing with others to help further their thinking; Someone may have an idea that you did not think of or a perspective that you do not have. - Also encourage sharing of resources (for ex., If you know Billy is researching common dress in Mexico and you happen to find something about it while researching your own topic, share with him. 6.) Tomorrow s plan (15 minutes) - Separate into groups one final time to plan for tomorrow s last bit of research and preparation for Friday s Open House displays - Students need to develop a plan for finalizing research ( What questions do you still have left to answer? ) and how they want to present that research to others (remind them of the rubric; What form do you want your information to take and why? ) 7.) Conclusion (5 minutes) - Summarize the day ( What was the day s focus? ) and mention again the plan for tomorrow - Tomorrow we will be gathering our research together and begin to work on our displays and artist statements for the Open House. We want to use our time wisely, so remember to refer back to the plans that you have developed. Modifications: If students have difficulty reading fine print, allow for modifications to assist with this (ex. copies with magnified print). If students work at a slower pace, allow for time at home to continue with research. If students cannot present 38

68 their ideas to the class verbally, allow for various options (drawings, posters with words, a designate presenter ). Ensure that video resources are subtitled and can be played back. Any audio sources should ideally have transcribed scripts so that non-auditory learners have the options to read and follow along. Closure/Summary: We are one day closer to the Open House. As we get closer, think about Who, Why, and How. Tomorrow as we finish up our research we will be focusing on What. Think about what you have learned so far, what else you have learned, and how you want to share this with others. Transition: See closure/summary Reflection. Leave space here for reflection after the lesson. What worked/didn t work? What do I need to change/note for the next time I teach this lesson? Does the class need a few moments during the next class for more discussion/a conclusion? Does this lesson need to go somewhere else next? 39

69 Lesson Plan: Day 4 Unit Title: Mexico: Ancient Aztecs to Contemporary Culture Lesson Title: Introduction to Mexico: What Context: Objectives: - Core Content: -EL-5-DIU-S-9: Students will demonstrate understanding of informational passages/texts: a. locate key ideas, information, facts or details; b. use information to state and support central/main idea - AH-5-SA-S-VA2: Students will use the elements of art and principles of design in creating artworks independently and with others - WR-E-3.6.0: Correctness: Students will communicate clearly by incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources) - Lesson Goals: - Students will understand the process of synthesizing information. - Students will understand the purpose of synthesizing information. - Students will understand the purpose of using a rubric. - Students will understand the process of using a rubric. - Behavioral Objectives: - Students will prepare individual displays to communicate the historical interpretations that they have. - Students will refer back to rubric to guide work. Assessment Formative: Are students using rubrics to guide their research? - Are students basing their displays on their research? - Are students able to work independently? Resources - Research materials from yesterday s class (See lesson plan 8) - Be prepared for various projects involving different art materials: - Magazines 40

70 - Poster board -Newspapers - Glue - Markers/Crayons/Colored Pencils, etc. - Scissors - Recyclable materials (Bottles, cardboard, tin cans) Procedure: Introduction/Set: We have a lot of work to do today so I will let you all get started right away. 1.) Introduction/Set (2 minutes) - See above 2.) Refer back to Group Plan of Action for the day (5 minutes) - Yesterday each group developed a plan of action to guide your work for today. Please take a few minutes to glance back over these and get ready to begin working where it fits your needs best. You should start by finishing up whatever research you have left and then begin working on your displays for tomorrow. - Remember that as you work you may need to look back over your rubric once or twice to see if you are leaving something out. - Make sure that students do not have any questions or need anything from you. 3.) Concluding Research (15 minutes) - This aspect of the lesson (along with procedure step 4) will differ for each group, some students may not need to finish any leftover research. These students should continue to the next step and begin working on displays. - Note: Let students know that they should not wait on you to verbally instruct them to begin on their displays. They should exercise their independent judgment and own initiative and direct their own actions. However, students should begin working on their displays after 15 minutes of research time to ensure that they have enough time to complete their displays by the end of the day. 4.) Work on displays and artist statements (60 minutes) - See note above - Again, ask probing questions to see what direction students are taking on their displays ( Why did you choose to do this for your display? ) - Toward the end of this allotted time, get the entire group s attention - Ask students what they think their artist statements should include and how long they think they should be - Arrive at a group consensus and tell students to make sure to include these with their displays 41

71 5.) Organize displays and artist statements within room (20 minutes) - Students should select a portion of the room to display their creations and artist statements - Make sure that students have the materials and space that they need in order to hang/organize/set up their displays - Give students a notification when they have 5 minutes remaining of this time - After students have arranged their displays they should help to put away materials 6.) What is expected tomorrow? (10 minutes) - Students should have materials put away and should be seated - Alright, tomorrow is our Open House. This day is for you to show all of your hard work. You know what you are going to be doing. Is there anything else that we need to talk about? - What about dress? What do you think is appropriate clothing for hosts of an Open House? (Suggest khakis, polos, dresses, neat clothing) - What advice do you all have for your peers? How can we be ready to go tomorrow and less nervous? 7.) Conclusions (5 minutes) - Take any last questions - Make sure that materials are put up and room is neat and presentable Modifications: If students are having trouble with setting up displays within the time limit, allow them to take them home. Caveat: Make sure that they understand that they need to bring their finished displays back tomorrow. The choice in what format the student can opt to convey information should limit the difficulties that students have. (For example, those who struggle with reading or writing can create something artistic). Closure/Summary: See procedure step 7 Transition: See procedure step 6 Reflection. Leave space here for reflection after the lesson. What worked/didn t work? What do I need to change/note for the next time I teach this lesson? Does the class need a few moments during the next class for more discussion/a conclusion? Does this lesson need to go somewhere else next? 42

72 Lesson Plan: Day 5 Unit Title: Mexico: Ancient Aztecs to Contemporary Culture Lesson Title: Introduction to Mexico: When Context -Program of Studies: - EL-5-SLO-S-1: Students will create oral presentations that a.) are appropriate for the purpose (e.g., to inform, persuade, entertain),audience, context and occasion b.) support judgment with sound evidence and appropriate details c.) maintain a consistent focus d.) exhibit a logical structure appropriate to audience, context and purpose e.) organize ideas in a coherent, meaningful way including an introduction and a conclusion f.) choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, figurative language) - EL-5-SLO-S-3: Students will use visual aids, media and tools of technology to support oral communication - AH-5-PCA-U-3: Students will understand that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. -Academic Expectations: : Students make sense of ideas and communicate ideas with the visual arts : Students create works of art and make presentations to convey a point of view : Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. Objectives: - Lesson Goals: - Students will understand the purpose of sharing historical information with an audience. - Students will understand the process of sharing historical information with an audience. - Students will understand the purpose of using evidence to support historical claims. - Students will understand the process of using evidence to support historical claims. - Behavioral Objectives: 43

73 -Students will describe the process they used to create their historical displays to an audience of their peers and parents. - Students will engage in conversation with their audience to describe the interpretations they have made during their research. Students will support their own historical claims and interpretations with evidence they have found during research. Assessment: - Formative: Are students able to communicate ideas through their displays and oral presentations? -Do students provide evidence to support interpretations/claims/displays? - Summative: Students self grade according to rubrics -Students displays and oral presentations are graded by teacher according to rubric guidelines Resources - Student displays - Snacks for visitors (optional) - copies of 2 rubrics, enough for each student (Research and Displays; Open House) Procedure. Introduction/Set: Gather whole group (use whatever method you normally use) Well, today s the day you have been planning for! Our guests will be here in a little while so I will give you some time to prepare yourselves to show off your hard work. 1.) Introduction (5 minutes) - See above 2.) Prepare for Open House (15 minutes) - Offer students time to finalize displays and quickly glance over what they want to say during the Open House - Students should make any last (minor) changes at this point. - Walk around and ensure that students do not need any last minute materials or have any last questions for you. - As a group briefly go over rubric once again - What are you trying to give to your audience today? / What do you want them to remember? - Why are you sharing this information with them? - Wish students luck; This is your time to share all your hard work and your creativity. 3.) Welcome visitors (5 minutes) - Visitors should be coming in at this time - As a class, students should greet guests as a whole 44

74 - Students should be active and verbal in the welcome, this is their Open House - If students are nervous, gently prompt them; What do we want to tell our guests today about the Open House? What should they do? - Visitors will roam around the room as they wish, looking at displays, asking questions, and listening to students discuss their displays 3.) Open House (60 minutes) - Students will present information in the form of their displays and verbal communication to visitors (including parents, peers, parents of peers, and yourself) - You will walk around to individual displays at this time grading according to rubric requirements (See rubric) - Ensure that students are discussing the following: A.) Process they used to create their displays (Is it paper-mâché? Is it watercolor?, etc.) B.) What their historical interpretation is. C.) Why they chose to communicate their historical interpretation in this way. D.) Evidence to support historical claims. - If students are not dealing with each of these questions, remind them of the rubric guidelines and ask gentle probing questions ( What does your display mean? ) - Specifically notice the way students are interacting with visitors, especially those they are not familiar with or related to; Are they detailed in their explanations? Do they provide information to their audience readily or must they constantly probed? - Remind students and visitors that they have 10 minutes left when necessary. - Remind students and visitors that they have 5 minutes left when necessary. 4.) Wrap up and goodbyes (10 minutes) - Students should finish up conversations and take last questions. - Goodbyes to students families - Students should also be very verbal in this aspect of the lesson; prompt respectful and enthusiastic goodbyes and thank you's" 5.) Self Grading (10 minutes) - Students should return to their seats - Pass out 2 rubrics -Students will grade themselves based on the rubrics they have been given - Self grading will cover two categories: A.) Research and Creative Display B.) Presentation during Open House - We have looked over the rubric all week. You all know what was expected of you. You all also know how well you were at doing each part of this unit. 45

75 Your job right now is to give yourself a score for each on each of these rubrics based on the criteria and how well you know you did. Remember what you learned about historical inquiry! Make sure you write comments as evidence to justify the scores you chose for yourself. 6.) Individual conferences regarding work (To be conducted next week whenever time permits) - Meet with each student to discuss the scores that you gave them on each rubric and how that fits/does not fit with the scores that they gave themselves - If both scores do not match, ask probing questions to see if you can reach a consensus; I see that we have differing scores on this. Why did you give yourself this score here? 7.) Conclusion (10 minutes) - Who, What, When, Where, Why, How - Who have we learned about? - Why did we learn about them? - What did we learn about them? - How did we present the information? - Where did we present the information? In what context? 8.) Transition (5 minutes) - See below Modifications: If students are not capable of presenting ideas orally, allow for an optional method of communicating their ideas, such as having a longer written artist statement. Closure/Summary: See above (step 7 in procedure) Transition: Where do we go from here? - Connection to next week s focus - Next week we will continue looking at Mexico. This week we have made some interpretations about the general state of things in this country. Next week we are going to focus more on how Mexico and the United States interact with each other. What open-ended question does this relate to (the answer is why, specifically why should we learn about this country? )? Reflection. Leave space here for reflection after the lesson. What worked/didn t work? What do I need to change/note for the next time I teach this lesson? Does the class need a few moments during the next class for more discussion/a conclusion? Does this lesson need to go somewhere else next? 46

76 Lesson Plan: Day 6 Unit Title: Mexico: Ancient Aztecs to Contemporary Culture Lesson Title: Globalization: Where was my shirt? Context : This lesson plan begins week two of the two week unit. Students have already spent one week learning about general life in Mexico. Students will draw on what they already know about Mexico and expand their thinking about the country. Students will also spend this week comparing life in modern Mexico to their own lives in the United States. This lesson will provide students with the opportunity to engage in respectful discussion regarding a topic. -Core Content: -EL-5-SLO-S-6: Students will ask and respond to questions as a way to enrich class discussions - WR : In Personal Expressive/Literary Writing, students will communicate main idea through use of literary elements appropriate to the genre: - Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate. -Vocabulary: - Globalization Objectives: Lesson Goals: - Students will understand the definition of globalization. - Students will understand the process of globalization. Behavioral Objectives: - Students will identify different examples of globalization. - Students will engage in discussion regarding the pros and cons of globalization. - Students will draw conclusions based on what they learn from globalization. Assessment: Pre-assessment Are students able to think of and list examples of globalization? Formative Are students able to voice their ideas/opinions and defend their positions? 47

77 - Are students able to come to a conclusion based on this issue? - Are students able to create a poem based on the topic of globalization? Resources: - Various items made in Mexico - Chart paper or a whiteboard and markers - Stories about globalization (see resources) Procedure: Introduction/Set: - Everyone look at the label on your shirt. Where was it made? 1.) Introduce concept of globalization. (20 minutes) - Ask students introduction question. ( Where was your shirt made? ) - Have students look around at materials in the room and find out where were made. - What is this process of spreading goods, technology, etc. called? - Provide definition of globalization. - Give an example of what globalization is (ex. technology created in China, used in United States or t-shirts made in Mexico worn in the United States) - Give students the opportunity to look at goods made in Mexico 2.) Brainstorm ideas about globalization. (20 minutes) - Have students list examples of globalization in the United States and in Mexico. - Record ideas on chart paper or the whiteboard - What types of things can move from place to place? (Ideas, technology, clothing trends, etc.) - Give cultural examples 3.) Discussion globalization. Pros/Cons. (20 minutes) - Have students think for a moment about possible positive and negative consequences of globalization. Have them record them on paper. - What are some good things that can come about because of globalization? - What are some examples of bad things that can arise from globalization? - Have students share ideas aloud. - Read aloud stories about globalization (see resources) - What can we decide on as a group about globalization? Is it all bad? All good? - How does globalization affect us/societies? - Students will draw conclusions based upon their opinions about globalization 48

78 4.) Globalization poems ( 30 minutes). - Students will create poems about globalization - Students will write from the perspective of an item made in another country and track its movement to another location in order to record the process of globalization - Poem should be positive or negative based on their conclusions about globalization - If necessary, poem can be assigned as homework 5.) Sharing (20 minutes) - Allow time for students to share their poems if they desire 6.) Closure/Summary (10 minutes) - How does this view of Mexico and its impact in the world relate to what we did last week? Modifications: Students with hearing disabilities may need special equipment to hear the movie or a print off of the dialogue so that they can read at their own pace. Students that cannot participate in active discussion may need paper to record their ideas through writing or artistic expression. Be sure to include books of several reading levels to accommodate various reading abilities. Closure/Summary: See above Transition: Tomorrow we will be learning more about how our country can impact the economy of Mexico. Reflection. Leave space here for reflection after the lesson. What worked/didn t work? What do I need to change/note for the next time I teach this lesson? Does the class need a few moments during the next class for more discussion/a conclusion? Does this lesson need to go somewhere else next? 49

79 Lesson Plan: Day 7 Unit Title: Mexico: Ancient Aztecs to Contemporary Culture Lesson Title: Factories on the Border Context: Objectives: -Core Content: - SS : Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today. - SS-5-HP-U-4: Students will understand that geography, culture, and economics have a significant impact on historical perspectives and events. - EL-5-DIU-S-1: Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts - Lesson Goals: - Students will understand the purpose of researching about a country other than their own. - Students will understand the process of researching about a county other than their own. - Students will understand how and why global economies are linked together. - Students will learn the characteristics of factory workers and the impact it has on Mexico/U.S. - Behavioral Objectives: - Students will engage in research of a country other than their own. - Students will make comparisons between their research today to research they have done earlier in the unit. - Students will form conclusions about their research by comparing and synthesizing research they have done throughout the unit. Assessment: 50

80 Pre-assessment Do students know anything about the U.S./Mexico border? Formative Are students able to successfully research about factories on the border? Are students able to pick up on the trends involving factory workers (ex. That they are mostly young women, etc.)? Are students able to compare their research from earlier in the unit to what they learn in this lesson? Resources: - Video clips from Morristown in the air and the sun - Narratives regarding life in Mexico in the border towns (see resources) - Worksheet with question prompts (see resources) - Composition notebooks for students to record diary entries Procedure: 1.) Discuss previous class. (5 minutes) - Tie lessons together Yesterday we talked about globalization and how our country can have an impact on other countries. - Can anyone remember what on what we decided was important to learn about other countries and our impact on them? 2.) Introduce today s lesson. (5 minutes) - We have already begun to learn about Mexico. Today we will begin learning about how the United States and Mexico interact with one another along the border. 3.) Introduce day s activity. (15 minutes) - Description of border - Any guesses as to how many miles long the border is? - Show map of Mexico/U.S. border - What U.S. states and states of Mexico are along the border? - Introduce concept of factories on the border. - We will be learning about one aspect of the Mexican and U.S. economy. There are factories that are built on either side of the border. - Briefly provide details about factories. - Instructions: Research individually. - Hand out worksheets. You will be looking for the answers to these questions. - Assignment: After you finish you will write three or four diary entries as if you were from the perspective of a factory worker that would describe your daily life. 51

81 4.) Individual research. (50 minutes) - Allow students to begin research individually; assist as necessary - Students will read on their own and watch video clips on their own taking notes. - Walk around, supervising and acting as a resource. - What would you eat? What would you wear? What do you do each day? 5.) Show connection to previous research. (20 minutes) - Let s think back to the research we did earlier in the unit over individual areas in Mexico. - Can you make any comparisons to what you learned about factories on the border? 6.) Synthesizing Activity (25 minutes) - Students will write 3 or 4 diary entries (these can be one page or so in length, however, no page limit) that detail their life as a factory worker on the border that takes into account the information that they learned during their research. Modifications: Students with hearing disabilities may need special equipment to hear the movie or a print off of the dialogue so that they can read at their own pace. Subtitles can also be a help, or video can be replayed if necessary. Be sure to include books of several reading levels to accommodate various reading abilities. Students that do not have the ability to self-direct may need directions of what to read or watch next or an aid to help with research. Closure/Summary: Explain that students may take diary entries home and finish as homework if necessary. Next day, provide a little time at the beginning of lesson for students to share diary entries. Transition: Next day, students will share diary entries. - Yesterday we learned about factories workers on the border. Today we are going to learn more about these workers and find out what happens when someone crosses the border to work. Reflection: Leave space here for reflection after the lesson. What worked/didn t work? What do I need to change/note for the next time I teach this lesson? Does the class need a few moments during the next class for more discussion/a conclusion? Does this lesson need to go somewhere else next? 52

82 Region Research Assignment Your assignment is to choose a region of Mexico from the list I have given you. You will research this particular region of Mexico and create a brief presentation to share what you learned with the rest of the class. Your research should focus on the following topics: 1.) Health Care: - What is medical care like in the region? - What diseases are present in the region? - How many hospitals are in the region? - What are the life expectancy, birth, and child death rates in the region? 2.) Gender Roles: - What careers do men and women have in the region? - What chores do men and women do? - What gender has the most power within the region? 3.) Economic Structure: - What jobs do you see the most in the region? - Does the region have any natural resources present? - What is the GDP (gross national product) of the region? - Which gender contributes the most to the economy? Include within your presentation a map depicting where your region is located and pictures from the region itself. Regions to choose from include Chiapas, Guerrero, Oaxaca, Michoacán, Guanajuato, Jalisco, Puebla, Baja, Sonora, and Tijuana. 53

83 Lesson Plan: Day 8 Unit Title: Mexico: Ancient Aztecs to Contemporary Culture Lesson Title: Undocumented Workers Context -Core Content: - SS : Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives. Objectives: - SS :Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). - AH-5-SA-S-DT2: Students will use the elements of drama in creating and performing dramatic works independently and with others. - EL-5-DIU-S-2: Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, classification, logical/sequential) to aid in comprehension. - Lesson Goals: - Students will understand the process of reading U.S. legislation. - Students will understand the purpose of reading U.S. legislation. - Students will understand the definition of discrimination. - Students understand the definition of undocumented workers. - Students understand the issues regarding illegal immigration and undocumented workers. - Behavioral Objectives: - Students will identify the important elements in a document of U.S. legislation. - Students will engage in discussion regarding U.S. legislation. - Students will draw conclusions based on elements of U.S. legislation. - Students will defend their opinions/positions on the legislation. Assessment: Pre-assessment Are students able to give information about repercussions of illegal immigration/undocumented workers crossing the border? 54

84 Formative Has student s ability to communicate and defend their positions/ideas/opinions improved over the course of the unit? Summative Are students able to list various methods of discrimination? Are students able to voice their ideas/opinions and defend their positions? Are students able to create and act out a skit based on the Arizona state law? Resources: - Condensed version of Arizona SB 1070 (see resources) for each student - Whiteboard or chart paper and markers Procedure: Activate Prior Knowledge: -References prior research that was done the day before and earlier in the unit; students required to recall information. - Measures prior knowledge about the repercussions of and issues surrounding illegal immigration and the influx of undocumented workers. 1.) Introduction/Set (15 minutes) -Provide time for students to read diary entries 2.) Transition (2 minutes) - Well, since you are all factory workers that have written about your daily life, let s keep pretending you work in Mexico. - You don t make enough money so you decide to cross the border and work in the U.S. - What happens to you? 3.)Brainstorm ideas (10 minutes) - Worker has crossed into the U.S. to work - What happens; does anything? - Brainstorm ideas on chart paper - Make anecdotal records of students prior knowledge about immigration laws and rules about crossing the border 4.)Introduce Arizona State Bill 1070 (10 minutes) - If our government has an issue, how do we solve it? - Arizona created a state law that deals with the issue of undocumented workers. -aka Support Our Law Enforcement and Safe Neighborhood Act What does this name make you think of? / What does it make you think about the law? -Hand out copies of the state law 55

85 5.)Interpretation of legislation (25 minutes) - Guided discussion going through state law as a class, picking out important aspects (will require lots of explanation from teacher to help explain legislative jargon). Record on board. - What does this law say that Mexican workers have to do? - According to this law, what would happen to a factory worker that crossed the border to work in the U.S.? 3.) Introduce and begin activity. (30 minutes) - What would this law look like in action? - Instructions for activity: Students will be separated into three or four groups. - Task is to create a skit that show how this law would look like if it were acted out. 4.) Act out skits. (15 minutes) - Groups take turn acting out skits. - Look for specific references to the Arizona state bill; Do students understand what this legislation means for Mexican-Americans or anyone that looks as though they may be of Mexican descent? 5.) Discussion. (20 minutes) - Aim of conversation is to determine as a class whether the Arizona state bill is discriminatory. - Is it okay for the police officers to stop people based only on their skin color? - Is this a law that you would create? - What did your skits show about the law? Positive? Negative? - Vote as a group on whether law is positive or negative and how (or if) it discriminates against Mexicans. - Hand out copies of worksheet with crayon cartoon (see resources) - Does this make sense with what we have discussed? - How so or how not? - What does this cartoon make you feel/think? 6.) Closure/Summary (5 minutes). - See below. Modifications: Work with student groups to ensure that students with disabilities are included within the skit somehow. Students that have bad vision may need larger copies of the bill. Closure/Summary: - So, we have decided (sum up and restate class s decision) about the state law. - Brainstorm other ways that people are discriminated against. Tie into tomorrow s lesson (see transition below). Transition: 56

86 - Restate brainstormed list. We ve decided that you can discriminate against someone based on their. - Tomorrow we will learn about issues that come up based upon someone s gender. - Provide brief definition of gender if necessary. Reflection: Leave space here for reflection after the lesson. What worked/didn t work? What do I need to change/note for the next time I teach this lesson? Does the class need a few moments during the next class for more discussion/a conclusion? Does this lesson need to go somewhere else next? 57

87 Arizona State Bill 1070 B. FOR ANY LAWFUL CONTACT MADE BY A LAW ENFORCEMENT OFFICIAL OR AGENCY 21 OF THIS STATE OR A COUNTY, CITY, TOWN OR OTHER POLITICAL SUBDIVISION OF THIS 22 STATE WHERE REASONABLE SUSPICION EXISTS THAT THE PERSON IS AN ALIEN WHO IS 23 UNLAWFULLY PRESENT IN THE UNITED STATES, A REASONABLE ATTEMPT SHALL BE MADE, 24 WHEN PRACTICABLE, TO DETERMINE THE IMMIGRATION STATUS OF THE PERSON. THE 25 PERSON'S IMMIGRATION STATUS SHALL BE VERIFIED WITH THE FEDERAL GOVERNMENT 26 PURSUANT TO 8 UNITED STATES CODE SECTION 1373(c). E. A LAW ENFORCEMENT OFFICER, WITHOUT A WARRANT, MAY ARREST A PERSON 38 IF THE OFFICER HAS PROBABLE CAUSE TO BELIEVE THAT THE PERSON HAS COMMITTED 39 ANY PUBLIC OFFENSE THAT MAKES THE PERSON REMOVABLE FROM THE UNITED STATES. A. IN ADDITION TO ANY VIOLATION OF FEDERAL LAW, A PERSON IS GUILTY OF 43 TRESPASSING IF THE PERSON IS BOTH: PRESENT ON ANY PUBLIC OR PRIVATE LAND IN THIS STATE IN VIOLATION OF 8 UNITED STATES CODE SECTION 1304(e) OR 1306(a). D. IN ADDITION TO ANY OTHER PENALTY PRESCRIBED BY LAW, THE COURT SHALL 12 ORDER THE PERSON TO PAY JAIL COSTS AND AN ADDITIONAL ASSESSMENT IN THE 13 FOLLOWING AMOUNTS: AT LEAST FIVE HUNDRED DOLLARS FOR A FIRST VIOLATION TWICE THE AMOUNT SPECIFIED IN PARAGRAPH 1 OF THIS SUBSECTION IF THE 16 PERSON WAS PREVIOUSLY SUBJECT TO AN ASSESSMENT PURSUANT TO THIS SUBSECTION. A. It is unlawful for a person to intentionally engage in the 4 smuggling of human beings for profit or commercial purpose. C. IT IS UNLAWFUL FOR A PERSON WHO IS UNLAWFULLY PRESENT IN THE UNITED 15 STATES AND WHO IS AN UNAUTHORIZED ALIEN TO KNOWINGLY APPLY FOR WORK, SOLICIT 16 WORK IN A PUBLIC PLACE OR PERFORM WORK AS AN EMPLOYEE OR INDEPENDENT 17 CONTRACTOR IN THIS STATE. 18 D. A VIOLATION OF THIS SECTION IS A CLASS 1 MISDEMEANOR. 19 E. FOR THE PURPOSES OF THIS SECTION: "SOLICIT" MEANS VERBAL OR NONVERBAL COMMUNICATION BY A GESTURE OR A 21 NOD THAT WOULD INDICATE TO A REASONABLE PERSON THAT A PERSON IS WILLING TO BE 22 EMPLOYED. 58

88 23 2. "UNAUTHORIZED ALIEN" MEANS AN ALIEN WHO DOES NOT HAVE THE LEGAL 24 RIGHT OR AUTHORIZATION UNDER FEDERAL LAW TO WORK IN THE UNITED STATES AS 25 DESCRIBED IN 8 UNITED STATES CODE SECTION 1324a(h)(3). 59

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