Accelerating language, literacy and content learning for emergent bilinguals with limited home language literacy. Science UNIT 2

Transcription

1 Accelerating language, literacy and content learning for emergent bilinguals with limited home language literacy Science UNIT 2

2 Contents 1. Interdisciplinary Overview 2. Unit Plan 3. Weekly Lesson Outline 4. Sample Lesson Plans 5. Sample Student Materials (with public domain images)

3 Unit 2: RESOURCES Interdisciplinary Overview ELA Unit 2 Overview Bridges to Academic Success Draft to NYCDOE, June 2013

4 Interdisciplinary Theme Resources Resources, their availability and distribution, are the essence of economics. Resource is foundational to understanding the living environment, global history, and current events including war, inequality, political violence, and resistance movements. Water, sun, plants, salt, and gold are among the resources that students will encounter in Unit 2, as well as the internal resources that characters in literature call upon to get what they want and need. In Unit 2 across all classes 1, students will examine peoples and animals wants and needs. In ELA, students will analyze the internal resources of characters. In Social Studies, students will compare how people today and people long ago have met wants and needs. Through the Salt and Gold Trade, students will learn about resources, geography s influences on culture, and the effects of contact and trade on the diffusion of both goods and ideas. This case study in Unit 2 also highlights the wealth and complexity of ancient African kingdoms, expanding the historical context for the Transatlantic Slave Trade that students will encounter in Unit 3. In Unit 2 Science, students will study resource scarcity and abundance in the desert and tundra, and how people and animals adapt to survive in these harsh environments. In all classes, the project focuses on wants and needs. In all classes, the unit ends with a focus on argument, as students begin oral and written paragraphs using claim-evidence. The interdisciplinary skill focus of Unit 2 includes partner reading and retelling, interpreting maps and graphs, as well as cause and effect relationships and using evidence to support ideas. 1 Math Unit 2 will be incorporated into this overview at a later date. ELA Unit 2 Overview Bridges to Academic Success Draft to NYCDOE, June 2013

5 ESSENTIAL QUESTION Unit 2 Across the Subjects 2 ELA SOCIAL STUDIES SCIENCE How do people in stories get what they want? How did people long ago get what they wanted and needed? What do organisms need to survive where they live? CONTENT Fictional Narratives The Salt and Gold Trade Biomes & Adaptations Week 1 BACKGROUND Elements of Fiction Wants, Needs, Resources & Trade Climate: Poles & Equator Week 2/3 Week 4/5 Week 5 Week 6 CASE STUDY 1 CASE STUDY 2 INFORMATION PARAGRAPHS CREATIVE PROJECT Why Anansi Has Thin Legs West African folktale My Name is Selina Mabiletsa Adult Literacy story Narrative Compare & Contrast Digitized Fictional Narrative A Character Who Wants Something Salt & Gold Trade Exchange of Goods Salt & Gold Trade Exchange of Ideas and Culture Cause & Effect Trade Dialogues Contact & Exchange across Cultures Desert Resources, Animals & People Tundra Resources, Animals & People Cause & Effect Compare & Contrast Human Skin Lab Skin Color as an Adaptation Week 7 ARGUMENT PARAGRAPHS Claim-Evidence Letter to a Character Claim-Evidence Letter to a Trader about Effects of Trade Claim-Evidence Letter to a Friend about Skin Color CENTRAL CONCEPTS internal-external wants-needs resource traits problem resolution theme/ lesson geography wants-needs resource value trade contact wealth goods diffusion climate wants-needs resource scarcity-abundance environment structure-function behavior survive adaptation balance 2 Math Unit 2 will be incorporated into this overview at a later date. ELA Unit 2 Overview Bridges to Academic Success Draft to NYCDOE, June 2013

6 Science Unit 2 Plan INTERDISCIPLINARY THEME Resources ESSENTIAL QUESTION How do organisms survive where they live? CREATIVE PROJECT TEXT STRUCTURE FOCUS Lab: Human Skin Color 1 Information Describe Cause and Effect APPROXIMATE DATES November 19 - January 21 NUMBER OF LESSONS 35 Lessons = 7 Weeks 1 This lab is being reconsidered in Year 3, and will most likely be replaced in future drafts. However this lab remains in Draft 2 until further revisions. Science Unit 2 Plan Bridges to Academic Success Draft to NYCDOE, June

7 ESTABLISHED GOALS 1. DESIRED RESULTS The yearlong student outcomes for Bridges Science are described in detail in the Bridges Curriculum Introduction, Section 3. This section includes the Science Outcomes for each unit, the NYS Science standards to which they are aligned, as well as the Common Core Standards for Literacy. Section 3 also contains the Interdisciplinary Student Outcomes for all subjects and a list of English language functions and forms taught in the different units across classes. Refer to this document for all unit outcomes. ESSENTIAL UNDERSTANDINGS ESSENTIAL QUESTION (EQ) A biome is a biotic community characterized by dominant flora and fauna and prevailing climate. How do organisms survive where they live? A biome s relative position between the equator and poles influences its climate and resources. The desert and tundra are two harsh environments, to which organisms must adapt. Organisms cooperate and compete for resources. WEEKLY FOCUS QUESTIONS (FQ) Why are some places hot and other places are cold? How do organisms survive in the desert? All organisms respond to their environment to survive. How do organisms survive in the tundra? Organisms have developed adaptations to survive in their environment, which increase chances of survival and reproduction. Adaptations can be structural or behavioral. How did skin color help our ancestors survive in their environments? Human skin color was an ancestral adaptation for survival, related to sunlight and vitamin D. Human adaptations to environments today are behavioral, through culture. Science Unit 2 Plan Bridges to Academic Success Draft to NYCDOE, June

8 End of Week Formative Assessments 2. ASSESSMENTS - Evidence of student learning 2 See Weekly Lesson Outline for Weekly assessments and outcomes. End of Unit Performance Tasks Week 6 Creative Projects & Presentations Week 7 Lab: Human Skin Color Interim Unit 2 Exam 3 Claim-Evidence: Oral and Written Response to the Essential Question Letter to a Friend in your country about adaptations The exam will include all unit vocabulary and skills, to be administered on demand in one class period. Students will receive their corrected exams the following day with all of their outcomes information for the unit. Students will reflect on their outcome results for Unit 2, and file all Unit 2 work before beginning Unit 4 the following day. 2 The weekly assessment is also included in the Lesson Outline for each Week, along with student outcomes.. 3 All unit exams will be developed in subsequent revisions to the curriculum. Science Unit 2 Plan Bridges to Academic Success Draft to NYCDOE, June

9 WEEK 6: Creative Project Description 4 ROLE AUDIENCE FORMAT 5 TASK The Unit 2 project asks students to explore the ancestral adaptation of skin color to environment. Through the project, students will describe how this skin color helped their ancestors survive in their home environments. They will understand the relationship between specific skin colors and relative sun. Through Powerpoint presentations and posters students will share their findings with their classmates and the larger school community. The finished product will include two products: 1. Students will submit a final handwritten draft of their graphs and results 2. Students will work in groups to publish scientific posters. This is the product to be presented in Week 6. In Weeks 2 & 3, students learned about specific structural and behavioral adaptations that help animals survive in the desert. They also described human adaptations to the desert in the form of culture, which is a set of behavioral adaptations. In Weeks 4 & 5, students learned about animal and human adaptations to the tundra. Now students will study theories about structural adaptations of humans to environment that occurred many thousands of years ago. They will apply their understanding of adaptations to human biology by exploring the adaptive nature of skin color, as it relates to these two biomes. They will understand how these extreme biomes have contributed to the many variations that exist in skin color today. DIFFERENTIATION All students will work in groups to publish a scientific paper. All students are also responsible for creating the graphs that correspond to their data. Some students will use sentence stems to write the results section of the lab report. More advanced students will work on writing a more complete lab report TECHNOLOGY PRESENTATION If teachers do not have access to technology, students can write and illustrate lab reports on paper. However, digitizing some aspect of the project is ideal. Students will hold a scientific poster session where half of the class will be poster presenters and the other half will be listeners. The listeners move in small groups around the class to each presenting group asking them questions and giving feedback. When listeners have heard each presentation the two groups switch. 4 The outcomes and rubrics to use in assessment of the Week 6 project are indicated in Week 6 of the Weekly Lesson Outline. 5 Model projects will be provided for some of the projects in If there is no model in the curriculum, the teacher will need to create one. Science Unit 2 Plan Bridges to Academic Success Draft to NYCDOE, June

10 3. LEARNING ACTIVITIES Below is the focus for each week of the unit. See Weekly Lesson Outline for a summary of each lesson in the unit. WEEK PURPOSE FOCUS QUESTION Engage & Build Background Influence of poles and equator on climate Experience to Oral Language to Print Case Study #1: Desert Biome Presentations & Writing: Case Study #1: Desert Biome Experience to Oral Language to Print Case Study #2: Tundra Biome Presentations & Writing Case Study #2: Tundra Biome Creative Projects & Presentations Human Skin Lab EQ: How do organisms survive where they live? FQ: Why are some places hot and other places are cold? FQ: How do organisms survive in the desert? FQ: How do organisms survive in the tundra? FQ: How did skin color help our ancestors survive in their environments? 7 Claim-Evidence Response to Essential Question Letter to a friend about skin color EQ: How do organisms survive where they live? Science Unit 2 Plan Bridges to Academic Success Draft to NYCDOE, June

11 4. TEXTS 6 : Reading the World & Reading the Word 7 CENTRAL TEXTS: Integrated Into Lessons Non-Print: Images, Video, Music Print: Human Adaptations to Desert: Tuareg Videos Images 3D3#h38a360f0 Human Adaptation to Tundra: Inuit Videos Boy Among Polar Bears (BBC) (dog sled) Week 1 LEA 8 Text- Environment: Desert and Tundra Week 2/3 LEA Text- Desert Adaptations (people and animals) Week 4/5 LEA Text- Tundra Adaptations (people and animals) Animals and Their Adaptations Discover Deserts Desert Animal Adaptations Top and Bottom of the World Polar Animal Adaptations (building igloo) hunting) Images greenland-slideshow_index.html (slide show) 6 See Bridges Booklist in Curriculum Introduction for full citations and lexile levels. 7 Freire, Paulo, and Donaldo P. Macedo. Literacy: reading the word & the world Critical studies in education series. South Hadley, Mass.: Bergin & Garvey Publishers, See Teacher s Guide for full description of LEA. Science Unit 2 Plan Bridges to Academic Success Draft to NYCDOE, June

12 Animal Adaptation Diagrams ambers/geobytes/key%20stage%203/year%209/natural%20environ ments/pictures.natenvironments/camel%20adaptations.gif (camel) ear_polar.jpg (polar bear) cb /wikiwalrus/i mages/3/3e/walrusdiagram.gif (walrus) SUPPLEMENTARY TEXTS: Optional Non-Print: Images, Video, Music Biome Websites for Kids (biomes) (animal and plant adaptations) Camel Adaptations Polar Bear and Penguin Adaptations Print Investigate Weather and Seasons Weather and Climate The Science of Living Things: What is a Biome? Fur, Feathers, Scales, and Skin Living in the Desert Explore the Desert Living in the Arctic Explore the Tundra National Geographic Kids: Polar Bears All the Colors We Are Science Unit 2 Plan Bridges to Academic Success Draft to NYCDOE, June

13 Unit 2 Science 1 Weekly Lesson Outline 7 Weeks= 35 Lessons 1 See note about the Unit 2 lab in Draft 2, and plans for future revisions upon expert review. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

14 Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND FOCUS QUESTION (EQ) How do organisms survive where they live? (FQ) Why are some places hot and other places are cold? OVERVIEW Students will begin the unit with an introduction to the concept of survive and a translation of and response to the essential question. For the rest of the week, students will use images, maps, video and short pieces of text to analyze the environments of the desert and tundra biomes. They will describe each biome in terms of location, climate and resources availability, with an introduction to the terms scarce and abundant. Finally, students will make inferences about why deserts are sunny (and almost always hot) and why tundras are almost always cold. Here they will be introduced to the effect of the sun on a location s climate. They will see the relationship between the equator and the poles, and the fact that we can use a place s relative position on earth to infer its climate. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

15 Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND TEXT Non-Print Central: Print Supplementary Discover Desert Top and Bottom of the World *These are beginner reader trade books. Students may work only with images, or you may include text reading as well. Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the Word Study book. environment desert-tundra survive climate earth sun-poles-equator Students will include a diagram and label these things. Week 1 LEA 2 Text- Environment: Desert and Tundra VOCABULARY General Academic Words Tier 2 Each word is logged in General Academic Vocabulary section of vocabulary binder. Nouns: region, location, temperature, precipitation Adjectives: scarce, abundant Signal Words: because, so Weather and Climate Investigate Weather and Seasons The Science of Living Things: What is a Biome? Everyday Words Tier 1 Each word is in Weekly glossary to be put into subject section of vocabulary binder. Nouns: place, rain, wind, air, soil, plants, ice, snow, sand Adjectives: wet, dry, cold, hot, light, dark, around 2 See Teacher s Guide for full description of LEA. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

16 Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND Lesson Objectives Lesson Summary CO: Define survive. Survive Concept Map and Translate Essential Question 1 Students will revisit the resource and organism concept maps from Unit LO: Define using is and 1. Through images that show people and animals surviving and not translate the essential question. surviving, students will create a concept map for survive. Students will be introduced to the unit essential question and they will translate and respond to it. 2 CO: Investigate characteristics of the desert biome. LO: Describe qualities of the desert, make inferences about how organisms survive there, and ask questions. 3 CO: Investigate characteristics of the tundra biome. LO: Describe qualities of the tundra, make inferences about how organisms survive there, and ask questions. CO: Locate deserts and tundra on a world 4 map and infer why (most) deserts are hot and tundra is cold. LO: Justify opinions about using I think because. CO: Explain the relationship between a 5 biome location, sun and climate. LO: Explain cause and effect using Deserts receive a lot/ little sun because Desert & See-Think-Wonder Students will be introduced to the focus question. They will use the text Discover Deserts to read pictures of the desert, using see-think-wonder in groups. Students will identify resources, and classify as scarce or abundant. Tundra & See-Think-Wonder Students will repeat yesterday s activity for the tundra using the text The Top and Bottom of the World. Students will identify resources, and classify as scarce or abundant. Desert and Tundra and Environment Concept Map Students will use a semantic map (included in student materials) to write key words about the desert and tundra. Students will create a concept map for environment the teacher will facilitate an LEA text for the desert and tundra environments. Review & Assess After reading the LEA text in partners for fluency, students will use maps to make claims about why most (not all) deserts are hot and why tundra is cold. They will watch a short video clip (included in text list) about the sun and its relationship to the equator and poles. Following oral review of this week s content and language, students will complete a short learning log. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

17 Week 1 Assessments Learning Log- Desert and Tundra Observation checklist Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

18 Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #1: Desert Biome FOCUS QUESTION How do organisms survive in the desert? OVERVIEW After reviewing the Week 1 assessment and outcomes feedback, students will begin Week 2 by responding to the focus question about how organisms survive in the desert. Students will review the definition of organism as all living things, using their concept maps from Unit 1. Students will begin the week with images and video of the Tuareg people in the Sahara desert to identify human adaptations, in the form of culture, to the desert. 3 They will use the human examples to begin a concept map of adaptations to which they will add more information and examples over the next few weeks. Students will spend the rest of the week learning about animal adaptations to the desert, and classify adaptations as either structural or behavioral. Students will begin to identify animal adaptations through images and video and then move into print for the last three lessons of the week. Students will engage with parts of the text Desert Animal Adaptations both through read aloud and partner read-retell-respond. 4 In the final lesson of the week, students will answer teacher- and student-generated questions both orally and in writing as the Week 2 assessment. 3 In Unit 2 Social Studies, students begin to study the Tuareg people and the Sahara desert in the context of the salt and gold trade. 4 This is a Bridges power method described in detail in the Teacher s Guide. Students will use this routine for reading across all classes, so it is important that Bridges teachers synchronize this routine for reading in team meetings. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

19 Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #1: Desert Biome TEXT Non-Print Print: Central Print Supplementary Videos and Images of Tuareg (links in Unit Plan) Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the Word Study book. Review these concepts in student binders from unit 1: new this unit: culture 5 structure-function adaptation structural, behavioral Desert Animal Adaptations VOCABULARY General Academic Words Tier 2 Each word is logged in General Academic Vocabulary section of vocabulary binder. There are no new tier 2 words this week. Animals and Their Adaptations Living in the Desert Explore the Desert Everyday Words Tier 1 Each word is in Weekly glossary to be put into subject section of vocabulary binder. Nouns: arm, leg, ear, nose, hand, fur, skin, claws, wing, fin, tail, feet, tusks, hump, horns, eyes, teeth veil, robe, sandals, tent, camel Verbs: is, has, use, need, help, hide, run, walk, swim, fly, eat, escape, drink, sleep, catch, kill, protect, reproduce Adjectives: fast, slow, hard, soft, big, small, sharp, flat, pointy, long, short, wet, dry, light, dark, thick, thin 5 Review from Unit 1 ELA and Social Studies. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

20 Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #1: Desert Biome Lesson Objectives Lesson Summary CO: Identify aspects of culture that enable the 6 Tuareg to survive in the desert. LO: Describe using The Tuareg survive in the desert because they use to. Week 1 Assessment Feedback & Before Reading: Human Adaptations 6 After reviewing the Week 1 assessment and feedback, students will be introduced to the focus question and review the desert environment and resources. They will look at images of the Tuareg who live in the desert and describe how people survive there. concept map for adaptation. Students will begin a 7 CO: Identify animal adaptations to the desert and classify as structural or behavioral. LO: Describe using The survive in the desert because they. Justify using This is a structural/ behavioral adaptation because. 7 8 CO: Identify animal adaptations to the desert and classify as structural or behavioral. LO: Describe using The survive in the desert because they. Justify using This is a structural/ behavioral adaptation because. Before Reading: Animal Adaptations to the Desert Students will review their concept maps for adaptation and list the Tuareg adaptations to the desert. Students will receive and review their tier 1 glossary with words they will need to describe animal adaptations to the desert. Through video and images, students will identify animal adaptations to the desert and classify them as structural and behavioral. Students will add to their definition of adaptations. The teacher will create an LEA text with the class about people and animal adaptations to the desert. This will be typed and used for fluency reading for the rest of the week. During Reading #1: Read Aloud & Retell & Respond 8 The text for the week will be Desert Animal Adaptations (teacher selects pages). Before the read aloud, students will use the Tier 1 glossary and vocabulary notebooks to label pictures in the text. 9 Students will be reminded of the focus question and what they are reading for. The teacher will draw student attention to the focus question and point out the features of informational text (table of contents, pictures, captions, headings) and think aloud about how these help comprehension. 6 Students will spend more time in Weeks 2-3 Social Studies on Tuareg adaptations. 7 This content and language objectives repeat for three days because they are complex. Students need several opportunities to practice this content and language. 8 Partner Read-Retell is a Bridges power method and described in detail in the Teacher s Guide. 9 Labeling is the first annotation step in Bridges. Over the year student annotations will develop, with the goal of annotating paragraphs by the end of the year. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

21 Students will then follow the teacher read aloud and model, and will process text using partner listen-retell-respond. This is the first time students will work with this routine, so it will need to be modeled effectively. Added to the retell will be respond which includes questions from the teacher. 10 Here additional vocabulary can be taught. 9 CO: Identify animal adaptations to the desert and classify as structural or behavioral. LO: Describe using The survive in the desert because they. During Read #2: Partner Read-Retell-Respond Students will reread the same text, now using the same reading routine with a partner. Pairs will retell what is happening and generate new questions. Student questions will be included in tomorrow s review and assessment. Justify using This is a structural/ behavioral adaptation because. 10 CO: Review and explain human and animal adaptations to the desert. LO: Answer questions orally and in writing about desert adaptations. After Reading: Answer Text Questions Orally (review) & In Writing (assess) Students will work in groups or whole class (using hot seat) to answer the questions orally. 11 Questions have come both from the teacher (included in sample student materials) and students in their partner work from yesterday. Students will then write their responses to the questions independently, which will count as the weekly written assessment. Week 2 Assessments Oral work during Partner Read-Retell-Respond Text questions Observation Checklist 10 Students are learning this routine in all subjects in Week 2, so it will be important for teachers to synchronize their routine with each other in the team meeting. 11 If working as a whole class on oral questions and responses, you can use the Hot Seat activity, where students take on the role of desert animals. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

22 Week 3: PRESENTATIONS & WRITING Case Study #1: Desert Biome FOCUS QUESTION How do organisms survive in the desert? OVERVIEW After reviewing the Week 2 assessments, students will continue with desert adaptations in Week 3. They will begin the week by preparing a short presentation in groups that responds to the focus question. The class will generate claims about how humans survive in the desert as well as how animals survive in the desert. Half of the groups will be assigned the task of finding evidence to support the claim about human survival, and the other groups will need to find evidence from the text that supports the claim about animal survival. Following a teacher model, groups will create a collaborative poster that shows the claim, as well as key words and images as evidence (included in student materials). Students will present these to the class the following day. For the rest of the week, students will summarize desert adaptations using a cause and effect graphic organizer (included in student materials). Following a teacher model, students will enter key words and use the key words and cause and effect signal words (because, so) to summarize the content. Groups will first create an oral summary, then work together to write a collaborative written summary on chart paper Students work collaboratively on the summary posters across classes in Unit 2 because this is a new skill. The responsibility for written summaries will be gradually released to students over the year. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

23 Week 3: PRESENTATIONS & WRITING Case Study #1: Desert Biome TEXT Non-Print Print: Central Print: Supplementary Videos and Images of Tuareg (links in Unit Plan) Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the Word Study book. There are no new tier 3 words this week, but students will review from week 1 and 2. Desert Animal Adaptations VOCABULARY General Academic Words Tier 2 Each word is logged in General Academic Vocabulary section of vocabulary binder. Nouns: claim, evidence, cause, effect Verbs: support, summarize Signal Words: For example, in addition Animals and Their Adaptations Living in the Desert Explore the Desert Everyday Words Tier 1 Each word is in Weekly glossary to be put into subject section of vocabulary binder. There are no new tier 1 words this week, but students will review the many from last week. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

24 Week 3: GROUP PRESENTATIONS & WRITING Case Study #1: Desert Biome Lesson Objectives Lesson Summary CO: Support a claim about desert Week 2 Assessment Feedback & Groups Prepare Presentations 11 adaptations using details from text and After reviewing their Week 2 assessments and outcomes, the teacher will images. facilitate a class discussion to generate claims as a class for the weekly LO: Find information in text to support the focus question. Half of the class will be assigned human adaptations and half will be assigned animal adaptations. Each group will need to find two claim. sentences from the text (or images) that support the claim to present tomorrow. They will present their evidence as a collaborative poster with illustrations and labels for the adaptations. (included in student materials) 12 CO: Support a claim about desert adaptations using details from text and images. LO: Orally present the claim and evidence using For example. In addition This is important because 13 CO: Identify key words related to desert causes and effects of desert adaptations. LO: Skim text for key words and list in a cause and effect graphic organizer. 14 CO: Summarize human and animal adaptations to the desert. LO: Orally summarize using key words and signal words for cause and effect. Groups Present Groups will use the warm-up to practice and then each group will present. The audience will repeat back the group s claim and the evidence they presented. The teacher will challenge students to evaluate the evidence as supporting the claim or not. Writing: Graphic Organizer with Key Words Students will use a cause and effect graphic organizer 13 (included in student materials) to show connections between the desert and human and animal adaptations to this environment. Following a teacher model, students will complete their organizer with key words from the past several lessons. Writing: Signal Words & Oral Summary The teacher will model how to summarize (not retell every detail) the causes and effects, and using signal words such as but, so, because. Groups will do the same using keywords from their maps. Each group member will orally summarize the causes (environment) and effects (adaptations) for the desert. 13 Students are working with cause and effect organizers in Social Studies Unit 2 as well, as they summarize the causes and effects of the gold and salt trade in Africa. The Tuareg are highlighted in that unit. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

25 15 CO: Summarize human and animal adaptations to the desert. LO: Summarize in a written paragraph using key words and signal words for cause and effect. Collaborative Writing 14 & LEA Text Following a teacher model of how to write the summary, groups will do the same for desert adaptations. They must include all key words and use signal words. Each student reads the summary in the group when complete. Choose a strong model to show in the following lesson. Type this paragraph, editing as needed to make it a strong model, and use this as an LEA text to be read for fluency next week. Week 3 Assessments Group Presentation Group Summary Observation checklist 14 Since Week 3 is the first time students summarize a text, the writing is collaborative. Responsibility will be released to students over the year. This last lesson will usually be a hot seat activity, as a final conversation with the character, but the writing requires a third day because it is new. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

26 Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #2: Tundra Biome FOCUS QUESTION How do organisms survive in the tundra? OVERVIEW After reviewing the Week 3 assessment and outcomes feedback, students will begin Week 4 with the focus question and response about how organisms survive in the tundra. Students will review their Week 1 notes and LEA text about the tundra environment, as well as their concept map for adaptations. Before identifying human adaptations to the tundra, students will review the Tuareg adaptations to the desert in the form of culture. From there, students will analyze images and video of the Inuit in the Arctic Tundra to identify human adaptations, in the form of culture, to the tundra. 15 This list will begin the LEA for the week. Before studying animal adaptations to the tundra, students will review animal adaptations to the desert and make some predictions about the tundra. Students will spend the rest of the week learning about animal adaptations to the tundra, and classifying adaptations as either structural or behavioral, as they did with the desert. Students will begin to identify animal adaptations through images and video and then move into print for the last three lessons of the week. Students will engage with parts of the text Polar Animal Adaptations both through read aloud and partner read-retellrespond. 16 In the final lesson of the week, students will answer teacher and student generated questions both orally and in writing as the Week 4 assessment. 15 In Unit 2 Social Studies, students will NOT study the Inuit as they did in This is a Bridges power method described in detail in the Teacher s Guide. Students will use this routine for reading across all classes, so it is important that Bridges teachers synchronize this routine for reading in team meetings. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

27 Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #2: Tundra Biome TEXT Non-Print Print: Central Print Supplementary Videos and Images of Inuit (links in Unit Plan) Polar Animal Adaptations Animals and Their Adaptations VOCABULARY Living in the Arctic Explore the Tundra Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the Word Study book. compete cooperate predator-prey General Academic Words Tier 2 Each word is logged in General Academic Vocabulary section of vocabulary binder. There are no new tier 2 words this week. Everyday Words Tier 1 Each word is in Weekly glossary to be put into subject section of vocabulary binder. Nouns: blubber, whale, dogsled, igloo, gloves, coat, boots, boat, polar bear, walrus, fish Verbs: hunt, build, travel, make Adjectives: freezing, alone, together Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

28 Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #2: Tundra Biome Lesson Objectives Lesson Summary CO: Identify aspects of culture that enable 16 the Inuit to survive in the tundra. LO: Describe using The Inuit survive in the tundra because they use to. Week 3 Assessment Feedback & Before Reading: Human Adaptations to the Tundra After reviewing the Week 3 assessment and feedback, students will be introduced to the focus question and review the tundra environment and resources. They will look at images and video of the Inuit who live in the tundra and describe how people survive there. The class will begin an LEA text to describe human adaptations to tundra. 17 CO: Identify animal adaptations to the desert and classify as structural or behavioral. LO: Describe using The survive in the tundra because they. Justify using This is a structural/ behavioral adaptation because CO: Identify animal adaptations to the tundra and classify as structural or behavioral. LO: Describe using The survive in the tundra because they. Justify using This is a structural/ behavioral adaptation because. Before Reading: Animal Adaptations to the Tundra Students will review and list the Inuit adaptations to tundra using the LEA chart. Students will receive and review their tier 1 glossary with words they will need to describe animal adaptations to tundra. Through video and images today, students will identify animal adaptations to the tundra and classify them as structural and behavioral. The teacher will add tundra animal adaptations to the LEA text. This will be typed and used for fluency reading for the rest of the week. During Reading #1: Read Aloud & Retell & Respond 18 The text for the week will be Polar Animal Adaptations (teacher selects pages). Before the read aloud, students will use the Tier 1 glossary and vocabulary notebooks to label all pictures in the text. 19 Students will be reminded of the focus question and what they are reading for. The teacher will draw student attention to the focus question and point out the features of informational text (table of contents, pictures, captions, headings) and think aloud about how these help comprehension. Students will then follow the teacher read aloud and model, and will process text 17 This content and language objectives repeat for three days because they are complex. Students need several opportunities to practice this content and language. 18 Partner Read-Retell is a Bridges power method and described in detail in the Teacher s Guide. 19 Labeling is the first annotation step in Bridges. Over the year student annotations will develop, with the goal of annotating paragraphs by the end of the year. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

29 using partner Listen-Retell-Respond. Added to the retell will be respond which includes questions from the teacher. 20 Here additional vocabulary can be taught. 19 CO: Identify animal adaptations to the tundra and classify as structural or behavioral. LO: Describe using The survive in the tundra because they. During Read #2: Partner Read-Retell-Respond Students will reread the same text, now using the same reading routine with a partner. Pairs will retell what is happening and generate new questions. Student questions will be included in tomorrow s review and assessment. Justify using This is a structural/ behavioral adaptation because. 20 CO: Review and explain human and animal adaptations to the tundra. LO: Answer questions orally and in writing about tundra adaptations. After Reading: Answer Text Questions Orally (review) & In Writing (assess) Students will work in groups or whole class (using hot seat) to answer the questions orally. 21 Questions have come both from the teacher (included in sample student materials) and students in their partner work from yesterday. Students will then write their responses to the questions independently, which will count as the weekly written assessment. Week 4 Assessments Oral work during Partner Read-Retell-Respond Text questions Observation Checklist 20 Students are learning this routine in all subjects in Week 2, so it will be important for teachers to synchronize their routine with each other in the team meeting. 21 If working as a whole class on oral questions and responses, you can use the Hot Seat activity. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

30 Week 5: PRESENTATIONS & WRITING Case Study #2: Tundra Biome FOCUS QUESTION How do organisms survive in the tundra? OVERVIEW After reviewing the Week 4 assessments, students will continue with tundra adaptations in Week 5. They will begin the week by preparing a short presentation in groups that responds to the focus question, just as they did with the desert focus question. Students will review the desert posters from Week 3, before doing the same with tundra. The class will generate claims about how humans survive in the tundra as well as how animals survive. Half of the groups will be assigned the task of finding evidence to support the claim about human survival, and the other groups will need to find evidence from the text that supports the claim about animal survival. Following a teacher review, groups will create a collaborative poster that shows the claim, as well as key words and images as evidence (included in student materials). Students will present these to the class the following day, just as they did in Week 3 for desert adaptations. For the rest of the week, students will summarize tundra adaptations using a cause and effect graphic organizer (included in student materials). Following a teacher model, students will enter key words and use the key words and cause and effect signal words (because, so and adding since, as a result) to summarize the content. Groups will first create an oral summary, then work together to create a collaborative written summary on chart paper Students work collaboratively on the summary posters across classes in Unit 2 because this is a new skill. The responsibility for written summaries will be gradually released to students over the year. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

31 Week 5: PRESENTATIONS & WRITING Case Study #2: Tundra Biome TEXT Non-Print Print: Central Print :Supplementary Videos and Images of Inuit (links in Unit Plan) Polar Animal Adaptations Animals and Their Adaptations VOCABULARY Living in the Arctic Explore the Tundra Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the Word Study book. There are no new tier 3 words this week, but students will review from week 1 and 2. General Academic Words Tier 2 Each word is logged in General Academic Vocabulary section of vocabulary binder. Review from Week 3 Nouns: claim, evidence, cause, effect Verbs: support, summarize Signal Words: For example, in addition Everyday Words Tier 1 Each word is in Weekly glossary to be put into subject section of vocabulary binder. There are no new tier 1 words this week, but students will review the many from last week. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

32 Week 5: PRESENTATIONS & WRITING Case Study #2: Tundra Biome Lesson Objectives Lesson Summary CO: Support a claim about tundra Week 4 Assessment Feedback & Groups Prepare Presentations 21 adaptations using details from text and After reviewing their Week 4 assessments and outcomes, the teacher will images. facilitate a class discussion to generate claims as a class for the weekly LO: Find information in text to support focus question. Half of the class will be assigned human adaptations and half will be assigned animal adaptations. Each group will need to find two the claim. sentences from the text (or images) that support the claim to present tomorrow. They will present their evidence as a collaborative poster with illustrations and labels for the adaptations. (included in student materials) 22 CO: Support a claim about tundra adaptations using details from text and images. LO: Orally present the claim and evidence using For example. In addition. This is important because. 23 CO: Identify key words related to causes and effects of tundra adaptations. LO: Skim text for key words and list in a cause and effect graphic organizer. 24 CO: Summarize human and animal adaptations to the tundra. LO: Orally summarize using key words and signal words for cause and effect. Groups Present Groups will use the warm-up to practice and then each group will present. The audience needs to say back the group s claim and the evidence they presented. The teacher will challenge students to evaluate the evidence as supporting the claim or not. Writing: Graphic Organizer with Key Words Students will use a cause and effect graphic organizer 23 (included in student materials) to show connections between the tundra and human and animal adaptations to this environment. Following a teacher model, students will complete their organizer with key words from the past several lessons. Writing: Signal Words & Oral Summary The teacher will model how to summarize (not retell every detail) the causes and effects, and using signal words such as but, so, because. Groups will do the same using keywords from their maps. Each group member will orally summarize the causes (environment) and effects (adaptations) for the 23 Students are working with cause and effect organizers in Social Studies Unit 2 as well, as they summarize the causes and effects of the gold and salt trade in Africa. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

33 tundra. 25 CO: Summarize human and animal adaptations to the tundra. LO: Summarize in a written paragraph using key words and signal words for cause and effect. Collaborative Writing & LEA Text Following a teacher model of how to write the summary, groups will do the same for desert adaptations. They must include all key words and use signal words. Each student reads the summary in the group when complete. Choose a strong model to show in the following lesson. Type this paragraph, editing as needed to make it a strong model, and use this as an LEA text to be read for fluency next week. An extension activity for students with higher language and literacy levels will be to compare and contrast the desert and tundra environments as well as human and animal adaptations. They would complete a Venn Diagram to compare and contrast using key words, and the summary would include a paragraph for similarities and one for differences. (included in student materials) Week 5 Assessments Group Presentation Group Summary Observation checklist Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

34 Week 6: CREATIVE PROJECTS & PRESENTATIONS FOCUS QUESTION How did skin color help our ancestors survive in their environments? OVERVIEW After reviewing the assessment and outcomes from Week 5, students will zoom in on human ancestral adaptations using a biological lens. In Weeks 2 & 3 students identified Tuareg adaptations to the desert in the form of culture. Then in Weeks 4 & 5, they identified Inuit adaptations to the tundra in the form of culture as well. In Week 6, students will study skin color as a human adaptation to environment using the Skin Color Lab. While skin color is often a highly charged issue in the classroom, students will assume the role of scientists this week as they observe infer and ask questions about human skin color across the globe. Students will analyze their own skin color using a chart and connect skin color to latitude on a map and ancestral homelands. They will learn about scientific theory on skin color, and assertions that skin color is an adaptation to environment in relation to geographic location. Students will learn about melanin, UV rays, folate, and vitamin D absorption and their relationship to skin color and adaptations While culture is always a behavioral adaptation, fluid and changing, skin color was a structural adaptation that occurred many thousands of years ago to populations in given areas. Students must understand skin color as a biological and structural adaptation that happened a very long time ago, to help our ancestors survive in their environments. It is critical that students understand the distinction between the always-changing shifts of human cultural adaptations, and the biological adaptation of skin color. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

35 Week 6: CREATIVE PROJECTS & PRESENTATIONS TEXT Non-Print Print: Central Print Supplementary Skin Color Lab documents (included in student sample materials) Text on skin color theory is embedded in Skin Color Lab documents All the Colors We Are Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the Word Study book. ancestors 24 latitude-longitude melanin VOCABULARY General Academic Words Tier 2 Each word is logged in General Academic Vocabulary section of vocabulary binder. Nouns: origin Verbs: absorb, block Adjectives: diverse, beneficial, harmful Everyday Words Tier 1 Each word is in Weekly glossary to be put into subject section of vocabulary binder. Nouns: skin, shade/ tone Verbs: change, feel. move Adjectives: light, medium, dark, lighter than, darker than (colors), more, less, near, far 24 Students will have been introduced to the concept of ethnic group in Week 2 Social Studies as they examine different ethnic groups in Africa. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

36 Week 6: CREATIVE PROJECTS & PRESENTATIONS Lesson Objectives Lesson Summary 25 CO: List your ancestors as far back as you 26 know. LO: Define and give examples of own ancestors using My mother s mother was. She was from. Week 5 Assessment Feedback & Pre Lab Activity The lesson will begin with student reflecting on what is believed or said about skin color where they are from. 26 Students will study a teacher model of tracing family lines to ancestors on a family tree, and share what they know about where their ancestors are from. Students will create a concept map for ancestor CO: Identify and label lines of latitude on a map. LO: Describe lines of latitude relative to the equator using degrees is a little north, far north of the equator so there is a little/ a lot of sun. CO: Identify amount of melanin and describe how it protects humans. LO: Describe using has a lot/ a little melanin, so he/she has a lot / a little protection form the sun. CO: Identify how melanin affects the body s absorption of important vitamins. LO: Explain cause and effect using if/ then statements using, Vitamin D is important for Pre Lab Activity: Maps Students learn about longitude and latitude on maps and identify the latitude of family origin. Pre Lab Activity: Latitude and Melanin Students will learn about the function of melanin, and the connection between latitude and melanin. They will match their skin tone to a numbered hand on a graph. Pre Lab Activity: Relationship Between Melanin, Vitamin D, and Folate Using an organizing table, students will learn about the importance of folate and Vitamin D and how amount of melanin affects the body s absorption of these. 25 The Skin Lab was added in June 2013, and is not yet complete. Some of the documents need to be adjusted for Bridges students, and the sequence of activities needs to be finalized. This revision will be done in the next iteration of Unit 2 Science. 26 Skin color can be a highly charged issue, and depending on student contexts and experiences, they may have a range of feelings attached to their own skin color. It is important to discuss this as the first activity, and to make sure that students understand they are studying skin color as scientists to answer the question about how it helped our ancestors survive. You are considering human skin color as a structural adaptation from a very long time ago, and not discussing different skin tones as good or bad because that is not scientific discussion. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

37 30. If you have a lot of melanin, then your body. CO: Review content on latitude, origin, melanin, and Vitamin D and folate. LO: Write a paragraph that defines and describes these ideas. Lab : Introduction & Hypothesis After a whole class review of this week s pre lab ideas, each group will write their lab introduction and hypothesis. This will count as the assessment for the week, since it incorporates all content for the week. Week 6 Assessments Lab introduction Week 6 Outcomes Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

38 Week 7: CLAIM-EVIDENCE RESPONSE TO THE ESSENTIAL QUESTION FOCUS QUESTION (EQ) How do organisms survive where they live? OVERVIEW In this final week, students will complete the skin lab by graphing their data, presenting to the class, and discussing how human migration throughout history might explain the variation in skin tone that we see in environments today. Students will write a reflection letter to a friend in their country, explaining what they learned and how this might have changed their understanding of skin color. Students will end the unit in the final lesson, which asks students to step back and consider the unit essential question again. The class will co-construct a claim evidence paragraph about how all organisms survive through adaptations. Each group will describe a picture from the animals and people studied in the unit, as evidence to support the claim. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

39 TEXT Non-Print Print: Central Print Supplementary Images on diversity of skin tone in the world (tbd) Jablonky text (included in student materials, but needs to be adapted) All the Colors we Are VOCABULARY Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the Word Study book. hypothesis General Academic Words Tier 2 Each word is logged in General Academic Vocabulary section of vocabulary binder. Nouns: lab, experiment, data, table, graph Verbs: analyze, draw conclusions Everyday Words Tier 1 Each word is in Weekly glossary to be put into subject section of vocabulary binder. There are no new tier 1 words this week. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

40 Week 7: CLAIM-EVIDENCE RESPONSE TO THE ESSENTIAL QUESTION 27 Lesson Objectives Lesson Summary CO: Create graphs that show skin color and Lab: Graphing Data Results & Interpreting Results 31 latitude of origin. In groups, students will graph their skin color data (included in student materials) and discuss what the results show. LO: Discuss the results with a partner using This shows CO: Interpret maps that show historical migration. LO: Explain the effects that the historical movement of people can have on skin color variation in different places. CO: Present on the relationship between skin color and latitude. LO: Present orally to the class. Lab: Drawing Conclusions Students will connect back to their hypothesis and state if their data supported or sis not supported their hypothesis and possible reasons why. Presentations Each group will present their graphs, along with their results and conclusions orally. The class will discuss the findings and how their understanding about skin color has changed (or not) through this project. 34 CO: Reflect on learning about skin color. LO: Write a letter to a friend explaining what you learned. Letter to a Friend Students will write a letter to a friend, in home language or English, explaining what they learned about skin color and how their thinking has changed/ not changed with this project. 27 Because of the number of lessons required for the skin color lab, students will only use only use one lesson to step back and look at the unit essential question about adaptations. This lesson is essential because every week until now, students have been responding to a weekly focus question, which is specific. Responding the unit essential question requires students to now generalize from the specific examples in order to make a broader claim about adaptations across organisms. Moving from the specific to the general involves pattern recognition, which is foundational to critical thinking. Students will spend time with these skills in Week 7 of ELA and Social Studies. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

41 35 CO: Identify what all organisms need to survive in their environment. LO: Make a claim about adaptations and construct a paragraph with evidence to support the claim. Claim Evidence: Talking and Writing As a class, you will return to the essential question. You will show various pictures that show adaptations and ask students to state what is common about all of these. This is to generate a claim like, Organisms have adaptations to survive in their environments. Each group will write an evidence statement or two connected to a picture. After your review and corrections, students will copy their sentences onto big strips of paper. You will combine all strips into a paragraph with the claim, evidence strips from groups, and generate a conclusion sentence together. Read the paragraph chorally. Week 6 Assessments Lab Presentation Lab Reflection: Letter Writing Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June

42 Science Unit 2 Sample Lesson Plans 1 Week 2, Lessons Lesson Plan template was adapted from Echevarria, Vogt, & Short Making Content Comprehensible for English Learners: The SIOP Model Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

43 WEEK: 2 LESSON #: 6 FOCUS: Before Reading-Human Adaptations to the Desert UNIT ESSENTIAL QUESTION: How do organisms survive where they live? WEEKLY FOCUS QUESTION: How do organisms survive in the desert? DAILY OBJECTIVES: VOCABULARY (new words in bold, review not bold) Content: Identify aspects of culture that enable the Tuareg to survive in the desert. Language: Describe using The Tuareg survive in the desert because they. Tier 3 culture Tier 2 Nouns: transportation Tier 1 Nouns: robes, turban, sandals, camels, sun, tent, milk, well Verbs: travel, build, wear, make, drink, take, use Adjectives: hot, sandy, windy, dry MATERIALS: 1. Tuareg Images and Video Videos Images Picture of Tuareg and Inuit to project (from links above) 3. Tier 1 Glossary- People (There are two this week one for people and other for animals) 4. Sentence frames in big font (included in student materials) 1. WARM UP Motivate, review yesterday s learning, prepare for today s learning 10 minutes individual/partners/group REVIEW: VOCAB. or PRACTICE LANGUAGE NEW: BUILD BACKGROUND Review Week 1 Assessment Feedback Revisit Unit 1 Concept Map for Culture: In your group, make a list of five parts of culture (ex. Food). Share and chart as a class. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

44 2. CONNECT Show, read and explain today s objectives & link past to present learning Explain or have students predict how today s lesson supports the EQ or Focus question 3. PRESENT and MODEL Present new content and language frames (if used) Demonstrate how to perform the task that students need to do in step 4 (*focus on modeling disciplinary thinking) 1 minute whole class Introduce the weekly focus question about the desert. Using a projected image, elicit from students what they learned about the desert environment last week. Read and explain the content and language objectives for today. Explain that today you are looking at how people survive in the desert and for the rest of the week, you will study animals in the desert. 15 minutes whole class Present: Go back to the culture list that is now on a chart. Read this list chorally. Remind students that all people have these parts of culture, but they look different depending on where you go in the world. Show picture of Tuareg and Inuit. Ask students why they think there are differences, and hear some of their responses. Explain that there are different reasons why cultures are different, but one big difference is the environment, which includes land, climate and resources. Tell students that today they will study a group of people who are living in the desert for thousands of years. They are called the Tuareg and they live in the Sahara desert. Remind them that they are studying the Tuareg in Social Studies because they are very important in the salt and gold trade. The Tuareg have developed a special way of living, or culture, that has allowed them to survive in a harsh environment for thousands of years. Hear student ideas before watching video and looking at images. Say There are not many people who live in the desert. What makes it difficult to survive in the desert? What do people do in their culture to survive? Before you do some writing, we will watch a two-minute video that introduces you to the Tuareg people and gives you an idea of how they survive in the desert. (Watch and then make a list of what students see.) Hand out the tier 1 glossary for the Tuareg and read words chorally. Introduce and Name Task: Say, Today you will use a picture and partner sentence to understand how the Tuareg survive in the desert. You will look at the picture and identify what is difficult about the desert and what people do to survive. You will use the sentence frame: Life is difficult In the desert because. But the Tuareg survive because they. Model I DO: Watch me, When I look at this picture, I see X. I also see that the Tuareg do Y. So my sentence is, Life is difficult in Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

45 the desert because X. But the Tuareg survive because they Y. WE DO: Try another example with students, elicit their ideas to make a sentence. 4. INTERACT Students interact with activities and each other to meet objectives This is bulk of the class & where most learning happens Encourage students to use new vocabulary and language frames 5. REVIEW and ASSESSMENT Review of lesson with input from students Ask students to share what they have learned today Assess individual learning Connect to EQ or FQ 25 minutes individual/partners/group YOU DO: Students work in groups with their image and sentence frame. They have 10 minutes to talk and write a sentence. All students must practice reading the sentence. Groups present: As the teacher projects each image, groups come and present their sentence. 10 minutes whole class/group/individual Review: List the ways that Tuareg people survive in the desert. (Tomorrow s class will begin with a concept map for adaptation. ) Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

46 WEEK: 2 LESSON #: 7 FOCUS: Before Reading: Animal Adaptations to the Desert UNIT ESSENTIAL QUESTION: How do organisms survive where they live? WEEKLY FOCUS QUESTION: How do organisms survive in the desert? DAILY OBJECTIVES: Content: Identify animal adaptations to the desert and classify as structural or behavioral. Language: Describe using survive in the desert because they have to. VOCABULARY (new words in bold, review not bold) Tier 3 culture, adaptation Tier 2 Nouns: transportation Tier 1 For people: Nouns: robes, turban, sandals, camels, sun, tent, milk, well Verbs: travel, build, wear, make, drink, take, use Adjectives: hot, sandy, windy, dry For animals (some of these words are review from Unit 1) This glossary will be a reference for the rest of the year that students keep in binders. They will add additional body parts next week with tundra people and animals. Nouns: legs, ears, nose, skin, claws, beak, feet, hands, hump, horns, eyes, eyelashes, tail, tongue, skin, fur, fat Verbs: has, help, keep cool, keep warm, hide, run, walk, fly, eat, escape, drink, sleep, catch, kill, protect, reproduce MATERIALS: Adjectives: sharp, flat, big, small, long, short, dark, light, wide, narrow, fast, slow 1. Sentence Cut Ups 1 envelope per table (included in student materials) 2. Pictures of desert animal diagrams (included in student materials) 3. Tier 1 Glossary- Animals (There are two this week: one for people and other for animals) 4. Sentence frames in big font (included in student materials) Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

47 1. WARM UP Motivate, review yesterday s learning, prepare for today s learning 2. CONNECT Show, read and explain today s objectives & link past to present learning Explain or have student s predict how today s lesson supports the EQ or Focus question 3. PRESENT and MODEL Present new content and language frames (if used) Demonstrate how to perform the task that students need to do in step 4 (*focus on modeling disciplinary thinking) 10 minutes individual/partners/group REVIEW: VOCAB. or PRACTICE LANGUAGE NEW: BUILD BACKGROUND Sentence Cut-Ups: Reconstruct three sentences about how the Tuareg survive in the desert (included in student materials). Each table gets one envelope of words. They need to rearrange into three sentences on the table. Share sentences as a class. 1 minute whole class Review the weekly focus question about the desert. Read and explain the content and language objectives for today. Explain that yesterday we looked at how people survive in the desert and for the rest of the week, we will study animals in the desert. 20 minutes whole class Present: Instruct students to write, in big letters, the word adaptation in the middle of a page in their word study notebook. Begin to create a concept map for adaptation starting with the Tuareg. The first part of the explanation should include things people do to survive in their environment. Draw and label an example using the Tuareg, as well as adaptations they have to New York. The word culture should be on this map, because this is a big part of how humans adapt to environment. Make a list of what is difficult about living in the desert, which is the same as what makes life for humans difficult. This list should include little water, little food, very hot, and a lot of sand. An added problem for animals is that there are other animals that can eat them! Hand out the tier 1 glossary for animals, and read words chorally. Tell students that as they think about what animals need to survive, they need to think about how their bodies help them: get food, get water, travel in the sand, stay cool and escape other animals. 2 Introduce and Name Task: Explain that today you will do for desert animals exactly what you did for desert people. Add that they should be thinking about how human and animal adaptations are similar and different. 2 Students define predator in a later lesson. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

48 Model I DO: Review the procedure from yesterday. WE DO: Do one example together. 4. INTERACT Students interact with activities and each other to meet objectives This is bulk of the class & where most learning happens Encourage students to use new vocabulary and language frames 15 minutes individual/partners/group YOU DO: Students work in groups with their image and sentence frame. They have 10 minutes to talk and write a sentence. All students must practice reading the sentence. Groups present: As the teacher projects each image, groups come and present their sentence. Student sentences may not be correct, but they need to explain their reasoning. When students read tomorrow, they will use the text to confirm or reject their inferences. 5. REVIEW and ASSESSMENT Review of lesson with input from students Ask students to share what they have learned today Assess individual learning Connect to EQ or FQ 15 minutes whole class/group/individual Add to adaptation concept map: Use information from animals to expand understanding of adaptation. Students show draw, label and explain a desert animal body structure as an adaptation to the desert. Return to the focus question and students respond by explaining adaptations. Facilitate an LEA chart with everything students know about adaptations so far, including how humans and animals survive in the desert. Type this for fluency reading for the rest of the week. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

49 WEEK: 2 LESSON #: 8 FOCUS: Read Aloud Desert Animal Adaptations UNIT ESSENTIAL QUESTION: How do organisms survive where they live? WEEKLY FOCUS QUESTION: How do organisms survive in the desert? DAILY OBJECTIVES: Content: Identify animal adaptations to the desert and classify as structural or behavioral. Language: Describe using The survive in the desert because they. Justify using This is a structural/ behavioral adaptation because. VOCABULARY (new words in bold, review not bold) Tier 3 adaptation Tier 2 Adjectives: structural, behavioral Tier 1 Nouns: legs, ears, nose, skin, claws, beak, feet, hands, hump, horns, eyes, eyelashes, tail, tongue, skin, fur, fat Verbs: has, help, keep cool, keep warm, hide, run, walk, fly, eat, escape, drink, sleep, catch, kill, protect, reproduce Adjectives: sharp, flat, big, small, long, short, dark, light, wide, narrow, fast, slow MATERIALS: *Students should be paired with a home language partner. 1. LEA adaptations chart and typed text for students 2. Chart with adaptation concept map 3. Structural and behavioral on word cards at each table 4. Copies of text for each student Desert Animal Adaptations (select pages) 5. Chart for Listen/Read-Retell-Respond modeling 1. WARM UP Motivate, review yesterday s learning, prepare for today s learning 2. CONNECT Show, read and explain today s 8 minutes individual/partners/group REVIEW: VOCAB. or PRACTICE LANGUAGE NEW: BUILD BACKGROUND LEA text: Partners read LEA text for fluency practice. Have one student read aloud, as you follow on chart and reinforce pronunciation and attention to punctuation. 1 minute whole class Review the weekly focus question about the desert. Read and Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

50 objectives & link past to present learning Explain or have student s predict how today s lesson supports the EQ or Focus question 3. PRESENT and MODEL Present new content and language frames (if used) Demonstrate how to perform the task that students need to do in step 4 (*focus on modeling disciplinary thinking) explain the content and language objectives for today. Explain that today we are going to read about animal adaptations and see if our sentences yesterday were accurate or not. 15 minutes whole class Present: Review tier 1 glossary and the animal adaptations that students noted yesterday from the pictures. Briefly review the human adaptations by the Tuareg. Ask students what the difference is between those two types of adaptations. Elicit a description and then label the human adaptations they learned about as behavioral and define as something you do, an action. Name the ones they identified yesterday as structural and elicit from students what structure means. 3 Have students repeat each word chorally three times, and add to their concept maps. Describe a few adaptations, for animals or humans, and ask the class to chorally call out behavioral adaptation or structural adaptation. Explain that today they will read about animal adaptations and identify adaptations as either behavioral or structural. Introduce and Name Task: Say, Today we are going to read about animal adaptations in the desert. 4 We are going to use Partner- Read-Retell 5 to talk about what we read so we can understand. Good readers talk in their heads and with each other as they read. Model (you will need two strong students to help you model) I DO: Say, I m looking at this book and the title says, the picture shows. I can look in the beginning in the table of contents and I see. I know this is about. The pictures inside show. I m going to begin to read the text, and the partners here will listen and follow. When I stop, they are going to retell or tell each other what they read, as much as they can (show this). You can do this in home language or English. WE DO: Say, Now we will try together, I need two more volunteers. (Continue reading text and pause for retell. You will also need to show how to annotate new words in home language.) 3 This will be review from Unit 1, where students studied plant and human body structures and functions. 4 You will need to pre-select the pages you will read. It is recommended that you read the pages for the animals students did the image activity with yesterday. This way they can use the text to confirm or reject their predictions about the adaptations. 5 This routine is introduced in all subjects during Week 2, Lesson 8. It will be important for the team to synchronize the routine across the classes, and to discuss how best to do this in team meeting. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

51 Ask students to identify the adaptation as behavioral or structural and define using the frame: This is a structural/behavioral adaptation because. 4. INTERACT Students interact with activities and each other to meet objectives This is bulk of the class & where most learning happens Encourage students to use new vocabulary and language frames 15 minutes individual/partners/group YOU DO: Continue with the routine. As you pause, and after partners retell, ask a few students to retell back to the whole class. Ask text-based questions to push comprehension of important points. For each animal, ask students to identify the adaptation as behavioral or structural and define using the frame: This is a structural/behavioral adaptation because. 5. REVIEW and ASSESSMENT Review of lesson with input from students Ask students to share what they have learned today Assess individual learning Connect to EQ or FQ 10 minutes whole class/group/individual Review: Connect back to the focus questions, and ask students to add more about animal adaptations, using the terms behavioral and structural. Add to the LEA chart, and type the revised version for tomorrow s fluency practice. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

52 WEEK: 2 LESSON #: 9 FOCUS: Partner Read- Desert Animal Adaptations UNIT ESSENTIAL QUESTION: How do organisms survive where they live? WEEKLY FOCUS QUESTION: How do organisms survive in the desert? DAILY OBJECTIVES: VOCABULARY (new words in bold, review not bold) Content: Identify animal adaptations to the desert and classify as structural or behavioral. Language: Describe using The survive in the desert because they. Justify using This is a structural/ behavioral adaptation because. Tier 3 adaptation Tier 2 Adjectives: structural, behavioral Tier 1 Nouns: legs, ears, nose, skin, claws, beak, feet, hands, hump, horns, eyes, eyelashes, tail, tongue, skin, fur, fat Verbs: has, help, keep cool, keep warm, hide, run, walk, fly, eat, escape, drink, sleep, catch, kill, protect, reproduce Adjectives: sharp, flat, big, small, long, short, dark, light, wide, narrow, fast, slow MATERIALS: 1. LEA adaptations chart and typed text for students 2. Copies of text for each student Desert Animal Adaptations (select pages) 3. Chart for Listen/Read-Retell-Respond modeling 4. Index cards/strips of paper, for partners to write 1-2 questions from text 1. WARM UP Motivate, review yesterday s learning, prepare for today s learning 2. CONNECT Show, read and explain today s objectives & link past to present learning Explain or have 10 minutes individual/partners/group REVIEW: VOCAB. or PRACTICE LANGUAGE NEW: BUILD BACKGROUND LEA Revised Text: Partners read LEA text for fluency practice. Text Question: Answer 1 teacher question about yesterday s text. Share. 1 minute whole class Elicit from students what they learned yesterday. Review the focus question. Tell students that today they will read the text in partners and continue with read-retell-respond. Read and explain the content and language objectives for today. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

53 student s predict how today s lesson supports the EQ or Focus question 3. PRESENT and MODEL Present new content and language frames (if used) Demonstrate how to perform the task that students need to do in step 4 (*focus on modeling disciplinary thinking) 15 minutes whole class Introduce and Name Task: Say, You are going to continue with partner reading routine. (Elicit from students the steps and why we use them.) Today you are going to add one more thing, you will respond with a question, something you want to know, something you wonder about (act out). Model I DO: Say, I m going to read the first section of text from yesterday (read aloud and stop to retell). Hmmm I have a question, and something that I wonder is. (Say and write your question.) Good readers ask questions all the time, before they read, during reading and after. WE DO: Read the second chunk from yesterday, and ask a student to retell and then say what they are wondering. (Add student question to your chart.) 4. INTERACT Students interact with activities and each other to meet objectives This is bulk of the class & where most learning happens Encourage students to use new vocabulary and language frames 5. REVIEW and ASSESSMENT Review of lesson with input from students Ask students to share what they have learned today Assess individual learning Connect to EQ or FQ 25 minutes individual/partners/group YOU DO: Groups continue and you circulate to listen and observe, as well as to prompt their talk. Listen for student questions in the respond part of routine. Partners write 1-2 questions: Give students a few minutes to write 1-2 questions they had while reading. 10 minutes whole class/group/individual Review: Students share what they learned from text today, while you chart. You share what you observed in their partner work. Point out good models. Hear a few of their questions as well before collecting strips. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

54 WEEK: 2 LESSON #: 10 FOCUS: After Reading- Text Questions & Assessment UNIT ESSENTIAL QUESTION: How do organisms survive where they live? WEEKLY FOCUS QUESTION: How do organisms survive in the desert? DAILY OBJECTIVES: Content: Answer questions about desert adaptations. Language: Discuss answers with partner and respond to questions in writing. VOCABULARY (new words in bold, review not bold) Tier 3 adaptation Tier 2 Adjectives: structural, behavioral Tier 1 Nouns: legs, ears, nose, skin, claws, beak, feet, hands, hump, horns, eyes, eyelashes, tail, tongue, skin, fur, fat Verbs: has, help, keep cool, keep warm, hide, run, walk, fly, eat, escape, drink, sleep, catch, kill, protect, reproduce Adjectives: sharp, flat, big, small, long, short, dark, light, wide, narrow, fast, slow MATERIALS: 1. LEA adaptations chart and typed text for students 2. Copies of text for each student Desert Animal Adaptations (select pages) 3. Chart for Listen/Read-Retell-Respond modeling 4. Questions on Big Strips- (Teacher questions are in student materials. You will need to add strips from your pool of student questions. You should choose no more than eight questions for students to sort, answer orally in groups then in writing for the individual assessment.) 6 5. Typed questions on paper- One for each student 6. T chart- In the Text and In my Head questions 6 All teachers will be modeling question types in Week 2, Lesson 10. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

55 1. WARM UP Motivate, review yesterday s learning, prepare for today s learning 10 minutes individual/partners/group REVIEW: VOCAB or PRACTICE LANGUAGE NEW: BUILD BACKGROUND LEA text: Partners read LEA text for fluency practice. 2. CONNECT Show, read and explain today s objectives & link past to present learning Explain or have student s predict how today s lesson supports the EQ or Focus question 3. PRESENT and MODEL Present new content and language frames (if used) Demonstrate how to perform the task that students need to do in step 4 (*focus on modeling disciplinary thinking) 1 minute whole class Review the focus question and elicit some answers to the question. Tell students that today they will sort the questions they must answer into two groups. Read and explain the content and language objectives for today. Make clear that they will answer questions orally for half the period and write for the other half. The oral practice will help them with their assessment. 15 minutes whole class Introduce and Name Task: Say, We are going read our questions and try to answer them. But first we have to know where to look for answers. We will sort questions into two groups. Is the answer in the text or in my head? Good readers know where to look for answers to their questions to help them understand the text. Model I DO: Say, Here is a question (read question). I m thinking hmmmm is this something I read in the text or is this a question that I can answer from the text? I remember reading a sentence about this (scan text to find) so I know this is an in the text question. I m going to put it on this side, because I will find my answer right in the text. WE DO: Show another question and ask students to decide where it goes and explain why. 4. INTERACT Students interact with activities and each other to meet objectives This is bulk of the class & where most learning happens Encourage students to use new vocabulary and language frames 25 minutes individual/partners/group YOU DO: Give each group one question and two minutes to decide if its in the text or in my head. Groups come up, read and put on correct side, and justify their answer. Answer questions orally: Once questions are sorted, partners read and answer questions together. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

56 5. REVIEW and ASSESSMENT Review of lesson with input from students Ask students to share what they have learned today Assess individual learning Connect to EQ or FQ 10 minutes whole class/group /individual Individual Assessment: Students have 20 minutes to answer the questions, using a word bank (include in student materials). Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Lesson Plan

57 Science Unit 2 Sample Student Materials 1 1 The skin color lab and most of the documents were created by Stephanie Lane, former Bridges Science teacher at International Community High School and co-developer of the Bridges Science curriculum. These documents are a draft and will need to be adapted for Bridges, if the skin color lab remains in the next draft. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

58 Lesson # Student Material 2 Desert Environment 3 Tundra Environment 4 Sort and Match: Desert & Tundra 4 Compare -Contrast 5 World Maps Samples from Skin Color Lab Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

59 Lesson 2- Desert Environment: see think wonder symbol: symbol: symbol: Plants: Location: Animals: Climate: Other: Resources: How do animals survive there? Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

60 Lesson 3- Tundra Environment: see think wonder symbol: symbol: symbol: Plants: Location: Animals: Climate: Other: Resources: How do animals survive there? Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

61 DESERT TUNDRA Lesson 4- Desert and Tundra Environments (sort & match) resources location climate Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

62 Directions: In your group, decide if each paragraph is about resources, location or climate. Underline key words you used as clues. Deserts are on most continents in the world. Deserts are in North and South America, Asia, Africa and Australia. There are no deserts in Europe or Antarctica. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

63 Most deserts are hot, but some deserts are cold. All deserts are dry, because it rains very little. Many plants and animals cannot survive in the desert because of the hot and dry conditions. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

64 Deserts have a lot of sun. Sun is abundant. Deserts have very little rain, so water is scarce. Many plants and trees cannot grow in the desert because there is very little water. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

65 Tundra is on three continents. Asia, Europe and North America have tundra in the north. However, there is no tundra in Africa, South America, or Australia. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

66 Tundra is very cold. In the winter, the temperature is usually below zero. In the summer, the temperature is also cold. It is never hot on the tundra. There is snow and ice for most of the year on the tundra. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

67 Tundra has a lot of snow, ice, and wind. Snow, ice, and wind are abundant. Sunlight is scarce in the winter, but in the summer, there is a lot of sun. Most plants and trees cannot grow on tundra because it is so cold and windy, and because there is little sun. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

68 Lesson 4- Compare and Contrast: Desert and Tundra Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

69 Lesson 5 World Map: Biomes By Vegetation-no-legend.svg: *Vegetation-no-legend.pt.JPG: Sten Porse derivative work: S4uri3r (talk) derivative work: The High Fin Sperm Whale (Vegetation-no-legend.svg) [CC-BY-SA-3.0 ( via Wikimedia Commons Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

70 World Map: Temperature By User:PZmaps derivative by Stanqo (File:MeanMonthlyP.gif and File:MonthlyMeanT.gif) [CC-BY-SA-3.0 ( via Wikimedia Commons Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

71 World Map: Political By CIA - The World Factbook [Public domain], via Wikimedia Commons Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

72 Map Analysis: Discussion Questions 1. Draw the equator in red on each map. 2. Put an X on the North Pole and South Pole in blue on each map. 3. Look at each map. What do you notice? o I notice that on the biome map o I notice that on the temperature map o I notice that on the political map 4. Look at the 3 maps together: DESERTS o Circle the deserts on the biome map. o Circle the deserts on the temperature map. o Circle the deserts on the political map. o What do you notice? 5. Look at the 3 maps together: TUNDRA o Circle the tundra on the biome map. o Circle the tundra on the temperature map. o Circle the tundra on the political map. o What do you notice? 6. Why do you think most deserts are hot? o I think most deserts are hot because 7. Why do you think tundra is cold? o I think tundra is cold because Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

73 Select documents from the Skin Color Lab (see footnote on page 1 of sample student materials) Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

74 Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

75 Skin Color Chart By en:user:cburnett [GFDL ( or CC-BY-SA-3.0 ( via Wikimedia Commons Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

76 Latitude and Longitude The latitude lines are the horizontal lines. The latitude line in the center of the Earth at 0 latitude is the Equator. Highlight the equator in RED. Highlight the latitudes lines in the North (Northern Hemisphere) in GREEN. Highlight the latitude lines in the South (Southern Hemisphere) in YELLOW. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

77 The longitude lines are the vertical lines. The longitude line in the center of the Earth at 0 longitude is the Prime Meridian. Highlight the Prime Meridian in RED. Highlight the longitude lines in the West (Western Hemisphere) in BLUE. Highlight the longitude lines in the East (Eastern Hemisphere) in ORANGE. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

78 Example: Mexico latitude: North 20 longitude: West 100 Find the latitude and longitude of: 1. Mali latitude: longitude: 5. Kenya latitude: longitude: 2. Japan latitude: longitude: 6. Russia latitude: longitude: 3. Namibia latitude: longitude: 7. Spain latitude: longitude: 4. Australia latitude: longitude: 8. China latitude: longitude: Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

79 On the map below trace the route your teacher s ancestors moved. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

80 What was your family s route to the Untied States? Trace your family s route on the map too in a different color. Ancestor Country immigrated from Country immigrated to Approximate date or relation to you Measuring a person s skin color is a very sensitive subject because of the discrimination faced by many people of color. For our purposes we as scientists we are doing this to try to understand the following 1. The relationship between a person s skin color (relative melanin production) and their geographical latitude. 2. If there is greater diversity in the production of melanin between people of the same ethnic or country background or within a group of people. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

81 Therefore we need the following information Self evaluation of skin color Latitude of origin: Country or ethnic group you identify with You do not need to write your name. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

82 Jablonski, N.G. and Chaplin, G. (2010) Human skin pigmentation as an adaptation to UV radiation. Rewrite the title here PERMISSION PENDING: Users of the NIS Skin Color Scale are requested to kindly notify the NIS Project staff by ing the Project Manager, Jennifer A. Martin Suggested citation: Massey, Douglas S., and Jennifer A. Martin The NIS Skin Color Scale. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

83 Humans have lots of different skin colors because different colors help people survive in different environments. Jablonski believes there is a relationship between skin color and UV radiation from the sun. Jablonski believes that people living close to the equator have dark skin because it helps protect them from the negative effects of UV radiation. In arctic areas there is not a lot of UV radiation. People here have light skin so they can use the sunlight to build vitamins Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

84 Questions 1. What is melanin? 2. How is melanin different in different people? 3. How is dark skin helpful in places close to the equator? 4. Why is light skin helpful to people who live in the north? Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

85 Folate Humans need folate to make DNA. Folate can be destroyed by natural sunlight. When pregnant women do not have enough of the folate vitamin their babies can be born with malformations in their brains and spine Skins with abundant melanin are protected from folate destruction. Dark skin prevents the UV radiation from going in the skin Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

86 Questions about Folate 1. Why do humans need folate? 2. What is the relationship between folate and UV radiation? 3. What happens to babies born to women who don t have enough folate? 4. How does dark skin protect us from follate destruction? Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

87 Vitamin D Humans need Vitamin D for normal growth, calcium absorption and skeletal development Vitamin D is made using the UV radiation When pregnant women do not have enough vitamin D the children have bone deformities Skins with abundant melanin make Vitamin D synthesis difficult because it requires more time in the sun to build the vitamin. Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

88 Questions about Vitamin D 1. Why do humans need Vitamin D? 2. What is the relationship between vitamin d and UV radiation? 3. What happens to babies born to women who don t have a lot of vitamin D? 4. Why does dark skin make vitamin d synthesis difficult? Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

89 Vitamin D, Skin Color and the World Map are places where there is not enough sunlight for any skin color to produce Vitamin D are places where there is not enough sunlight for medium color skin to produce Vitamin D are places where there is not enough sunlight for dark color skin to produce Vitamin D Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials

90 Map of skin color variation Science Unit 2 Bridges to Academic Success Draft to NYCDOE, June Student Materials