Unit Planner: Forensic Anthropology Physical Science Monday, June 12, 2017, 9:50AM
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1 Unit Planner: Forensic Anthropology Physical Science Monday, June 12, 2017, 9:50AM State: New York > > Grade 9 > Science > Physical Science (GL) > Week 8 - Week 12 Alcock, Marie NYS: CCLS:English Language Arts 6-12 NYS: 8th Grade Reading: Informational Text Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. 10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. Writing 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. 2c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. 2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2e. Establish and maintain a formal style. 2f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1b. Form and use verbs in the active and passive voice.
2 1d. Recognize and correct inappropriate shifts in verb voice and mood.* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when 2a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. 2c.Spell correctly. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. 4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 5. Demonstrate understanding of word relationships and nuances in word meanings. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5a. Interpret figures of speech (e.g. verbal irony, puns) in context. 5b. Use the relationship between particular words to better understand each of the words. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. New York State P-12 Learning Standards (New York State Education Department, used with permission) Big Ideas / Enduring Understandings Unpacking informational texts lead to a greater understanding of a complex topic or scenario. Science can help us solve mysteries in the real world. Essential Questions How can students use the features of informational text to deepen their understanding of forensic science? How can scientific observations and information give voice to the dead? Content A. Reading: Word work/ figurative and literal language Connection between word choice and meaning Text structure (headings, sub-headings, graphics, tables, charts, etc.), use of bullets and semi-colons for listings. Captions Decoding strategies Academic / Domain specific vocabulary Process for drawing conclusions from text B. Writing: Connecting words and phrases (i.e., transitions) Skills A1. Analyze and make meaning of figurative language. A2. Determine the meaning of words and phrases as used in a text. A3. Gain a working knowledge of domain specific vocabulary in context. A4. Read and decode complex informational text. A5. Determine a central idea and analyze its development. A6. Identify clues in the text that lead to inferring information. A7. Describe connections between word choice and impact on meaning and tone. A8. Support conclusions with relevant words and phrases. A9. Explain the process for drawing a conclusion in forensic science from a given text.
3 Conveying ideas, concepts, and information Conventions of standards English grammar usage, spelling, punctuation and spelling C. Listening / Speaking: Connecting words and phrases (i.e., transitions) Conveying ideas, concepts, and information D. Domain/Subject Specific: The process of evidence collection and observation Properties of matter (physical and chemical), as well as elements and compounds Units of measurement Human anatomy Gaining information from a decedent Scientific process Relevant vs irrelevant information B1. Cite textual evidence to support written responses. B2. Develop a topic with relevant well-chosen facts. B3. Clarify the relationships among ideas and concepts using transitions. B4. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories. B5. Edit for capitalization, punctuation and spelling in B6. Revise varied transitions to create cohesion B7. Revise for clarity between the relationships among ideas and concepts, B8. Revise for precise language and B9. Revise for domain-specific vocabulary to inform or explain about the topic. B10. Synthesize relevant facts, definitions, details and information. B11. Establish and maintain a formal style. B12. Provide a substantive concluding statement. C1. Explain the process for drawing a conclusion in forensic science from a given text. C2. Stating and recognizing inferences and conclusions that are drawn D1. Identify the various roles of a forensic anthropologist, as identified in the passages and videos that were utilized in class. D2. Describe the process of evidence collection and observation D3. Identify the tools used in investigations D4. Explain why investigators need to understand human anatomy D5. Explain how investigators use relatives to solve crimes D6. Describe the scientific process D7. Show how the scientific process is used by forensic scientists D8. Sort between relevant and irrelevant information from both prompts and videos. Key Terms / Vocabulary Vocabulary: Vocabulary: characters, setting, imply, sequence, relevant, literal meaning, figurative meaning, decipher Domain Specific: forensic anthropology, evidence, alibi, motive, crime, clues, accomplice, suspects, forensic scientist, decompose, deductive thinking, hypothesis, decedent Assessments Types of Roles of Forensics Summative: Written: Journal/ Diary Students will identify the various roles of a forensic anthropologist, as identified in the passages and videos that were utilized in class. Vocabulary Test Summative: Test: Common Vocabulary tests will be administered, as well a test that deals with locating the main idea/central topic of a selection and its supporting details. Writing Piece "Giving Faces to the Lost"
4 1) The title, Giving Faces to the Lost, has both literal and figurative meaning. In two paragraphs, explain both the literal and figurative meaning of the phrase using evidence from the chapter Giving Faces to the Lost to support your explanation. Your response should be written for an audience that is familiar with the text and follow the conventions of standard English, including capitalization, punctuation, and spelling. Task 1: CCLS RI 8.1, RI 8.4, RI 8.10, W 8.2, W 8.4, L 8.1, L 8.2 Writing Piece "Dead Men Tell No Tales" 2. There s a common expression in detective stories that Dead Men Tell No Tales. The authors of the texts we read in this unit would disagree. In approximately one page, explain how the dead can tell tales. Use evidence from two unit texts that most strongly supports your explanation of how the dead tell tales. Your response should be written for an audience that is familiar with the texts and follow the conventions of standard English, including capitalization, punctuation, and spelling. Texts you may use to complete your essay are in the reference section. Task 2: CCLS RI 8.1, RI 8.4, RI 8.10, W 8.2, W 8.4, L 8.1, L 8.2 Writing Piece "Puppy Dog Bones" You are a forensic anthropologist. You are taking your dog for a walk, and he breaks free and sprints down the block. When you catch up with him, you find him digging in the dirt. Your dog pulls out what looks like a bone. Upon further investigation, you realize your dog has discovered the remains of a human body. As a forensic anthropologist, you must identify the body. What steps will you take and with whom will you consult? Write an informative/explanatory essay in which you explain the steps you will take and the people you will consult. In your text, be sure to: Explain at least three steps you will take (after calling the police to report the body) and write reasons for these steps. In other words, explain: why will you take these steps and why take them in this order? Explain who you will consult and write your reasons for consulting these people. Use textual evidence from two of the four texts. The texts you should use are ones we ve read previously. Task 3: CCLS RI 8.1, RI 8.4, RI 8.10, W 8.2, W 8.4, L 8.1, L 8.2 Graphic Organizer for Speaking and Writing Formative: Performance: Skill Demonstration The students use graphic organizers to organize and decipher relevant information to assist them in their discussions and writing tasks. An example of this is a four square graphic organizer. Truth Test "Just the Facts..." Summative: Test: Common Students will view videos and read informational texts in order to decipher relevant information, as compared with irrelevant information that might be misleading. Learning Activities List of Lessons: 1. Pre Assessment 2. Demonstrate how to find the main idea in nonfiction paragraphs by locating the supporting details. 3. Determine the central idea of a text and analyze its relationship to supporting details found in the text. 4. What is forensic anthropology? 5. Literal and Figurative Language 6. Giving Faces to the Lost 7. Task 1 draft Resources What is Forensic anthropology? - Prompt ARTICLES "What is Forensic Anthropology?" by R.U. Steinberg "Dead Men Talking: Solving Crime Through Science" by David Kohn "Identifying the Victim" by Angela Libal "Giving Faces to the Lost" by Angel Libal WEBSITES and VIDEOS
5 8. Task 1 final copy 9. Students will cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text by using topic sentences and supporting details in order to draw conclusions. Dead Men Talking 10. Students will apply to evaluate evidence and draw conclusions by using deductive thinking. Deductive Thinking Who Made the Mess 11. Students will be able to make a hypothesis based on evidence and draw conclusions by using deductive thinking which is based on we ll-chosen facts. The Case of the Missing Computer Chip 12. Identifying the Victim 13. Bone Detective, What Do We Tell the Sherriff? SWBAT synthesize relevant facts, definitions, details and information by reading an article and utilizing a synthesizing graphic organizer. 14. Identifying the Victim 15. Lost and Found and Lost 16. Task 2 writing a draft 17. Task 2 revising, editing and final copy 18. Task 3 writing a draft 19. Task 3 revising and editing 20. Task 3 writing the final copy after completing the revision and editing of a draft Forensics Quest - Website Diane France - Interview "Eyes windows Atlas Version 8.2P Rubicon International All rights reserved
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