Accelerating language, literacy and content learning for emergent bilinguals with limited home language literacy Science UNIT 2 Contents 1. Interdisciplinary Overview 2. Unit Plan 3. Weekly Lesson Outline 4. Sample Lesson Plans 5. Sample Student Materials (with public domain images) Unit 2: RESOURCES Interdisciplinary Overview ELA Unit 2 Overview Bridges to Academic Success Draft to NYCDOE, June 2013 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 classes1, 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. Math Unit 2 will be incorporated into this overview at a later date. ELA Unit 2 Overview Bridges to Academic Success 1 Draft to NYCDOE, June 2013 Unit 2 Across the Subjects2 ELA ESSENTIAL QUESTION How do people in stories get what they want? CONTENT SOCIAL STUDIES SCIENCE How did people long ago get what they wanted and needed? What do organisms need to survive where they live? 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 CASE STUDY 1 Why Anansi Has Thin Legs Week 4/5 CASE STUDY 2 Adult Literacy story Salt & Gold Trade Exchange of Goods Salt & Gold Trade Exchange of Ideas and Culture Week 5 INFORMATION PARAGRAPHS Week 6 CREATIVE PROJECT Narrative Compare & Contrast Digitized Fictional Narrative Cause & Effect Trade Dialogues A Character Who Wants Something 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 West African folktale CENTRAL CONCEPTS My Name is Selina Mabiletsa Claim-Evidence Claim-Evidence Claim-Evidence Letter to a Character Letter to a Trader about Effects of Trade Letter to a Friend about Skin Color internal-external wants-needs resource traits problem resolution theme/ lesson geography wants-needs resource value trade contact wealth goods diffusion Math Unit 2 will be incorporated into this overview at a later date. ELA Unit 2 Overview Bridges to Academic Success climate wants-needs resource scarcity-abundance environment structure-function behavior survive adaptation balance 2 Draft to NYCDOE, June 2013 Science Unit 2 Plan Resources INTERDISCIPLINARY THEME ESSENTIAL QUESTION How do organisms survive where they live? Lab: Human Skin Color 1 CREATIVE PROJECT Information Describe Cause and Effect TEXT STRUCTURE FOCUS APPROXIMATE DATES November 19 - January 21 35 Lessons = 7 Weeks NUMBER OF LESSONS 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 2013 1 1. DESIRED RESULTS ESTABLISHED GOALS 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 How do organisms survive where they live? and fauna and prevailing climate. A biome’s relative position between the equator and poles influences its climate and resources. The desert and tundra WEEKLY FOCUS QUESTIONS (FQ) Why are some places hot and other places are cold? are two harsh environments, to which organisms must adapt. Organisms cooperate and compete for resources. All organisms respond to their environment to survive. Organisms have developed adaptations to survive in their environment, which increase chances of survival and How do organisms survive in the desert? How do organisms survive in the tundra? How did skin color help our ancestors survive in their environments? reproduction. Adaptations can be structural or behavioral. 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 2013 2 2. ASSESSMENTS - Evidence of student learning 2 End of Week Formative Assessments See Weekly Lesson Outline for Weekly assessments and outcomes. End of Unit Performance Tasks Week 6 Creative Projects & Presentations Lab: Human Skin Color Week 7 Claim-Evidence: Oral and Written Response to the Essential Question Letter to a Friend in your country about adaptations Interim Unit 2 Exam3 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 3 The weekly assessment is also included in the Lesson Outline for each Week, along with student outcomes.. All unit exams will be developed in subsequent revisions to the curriculum. Science Unit 2 Plan Bridges to Academic Success Draft to NYCDOE, June 2013 3 WEEK 6: Creative Project Description4 ROLE 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. AUDIENCE Through Powerpoint presentations and posters students will share their findings with their classmates and the larger school community. FORMAT5 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. TASK 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 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. PRESENTATION 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 5 The outcomes and rubrics to use in assessment of the Week 6 project are indicated in Week 6 of the Weekly Lesson Outline. Model projects will be provided for some of the projects in 2013-2014. 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 2013 4 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 1 Engage & Build Background Influence of poles and equator on climate EQ: How do organisms survive where they live? FQ: Why are some places hot and other places are cold? 2 Experience to Oral Language to Print Case Study #1: Desert Biome 3 Presentations & Writing: Case Study #1: Desert Biome 4 Experience to Oral Language to Print Case Study #2: Tundra Biome 5 Presentations & Writing Case Study #2: Tundra Biome 6 Creative Projects & Presentations Human Skin Lab 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? FQ: How do organisms survive in the desert? FQ: How do organisms survive in the tundra? Science Unit 2 Plan Bridges to Academic Success Draft to NYCDOE, June 2013 5 4. TEXTS 6: Reading the World & Reading the Word7 CENTRAL TEXTS: Integrated Into Lessons Non-Print: Images, Video, Music Print: Human Adaptations to Desert: Tuareg Week 1 LEA8 Text- Environment: Desert and Tundra Videos http://www.youtube.com/watch?v=yNwQeLFk74o Week 2/3 LEA Text- Desert Adaptations (people and animals) Week 4/5 LEA Text- Tundra Adaptations (people and animals) Images http://www.vanishingculturesphotography.com/p453343259/h342F2 3D3#h38a360f0 Animals and Their Adaptations http://www.youtube.com/watch?v=xggIl_VXNHc&feature=fvwrel Discover Deserts Desert Animal Adaptations Top and Bottom of the World Human Adaptation to Tundra: Inuit Videos Boy Among Polar Bears (BBC) http://www.youtube.com/watch?v=9xLS_H2B6hg (dog sled) Polar Animal Adaptations http://www.youtube.com/watch?v=Rx5QOSqP3E&list=SPCFCB8BE44E15443E (building igloo) http://www.youtube.com/watch?v=g7NjYR-y_pI(whale hunting) Images http://www.nytimes.com/slideshow/2009/12/07/travel/20091207greenland-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, 1987. 8 See Teacher’s Guide for full description of LEA. Science Unit 2 Plan Bridges to Academic Success Draft to NYCDOE, June 2013 6 Animal Adaptation Diagrams http://cgz.e2bn.net/e2bn/leas/c99/schools/cgz/accounts/staff/rch ambers/GeoBytes/Key%20Stage%203/Year%209/Natural%20Environ ments/Pictures.NatEnvironments/Camel%20Adaptations.gif (camel) http://www.exploringnature.org/graphics/in_habitat/adaptations_b ear_polar.jpg (polar bear) http://images3.wikia.nocookie.net/__cb20100711191950/wikiwalrus/i mages/3/3e/Walrusdiagram.gif (walrus) SUPPLEMENTARY TEXTS: Optional Non-Print: Images, Video, Music Print Biome Websites for Kids Investigate Weather and Seasons Weather and Climate http://www.mbgnet.net (biomes) http://www.bbc.co.uk/nature/adaptations (animal and plant adaptations) Camel Adaptations http://www.youtube.com/watch?v=H9nyYar_6mM Polar Bear and Penguin Adaptations http://www.youtube.com/watch?v=3Zal17VMBcU 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 2013 7 Unit 2 Science1 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 2013 1 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 2013 2 Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND Non-Print Discover Desert Top and Bottom of the World TEXT Central: Print Week 1 LEA2 Text- Environment: Desert and Tundra Supplementary Weather and Climate Investigate Weather and Seasons The Science of Living Things: What is a *These are beginner reader trade books. Students may work only with images, or you may include text reading as well. Biome? VOCABULARY Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the ‘Word Study’ book. General Academic Words Tier 2 Everyday Words Tier 1 Each word is logged in ‘General Academic Vocabulary’ section of vocabulary binder. Each word is in Weekly glossary to be put into subject section of vocabulary binder. Nouns: region, location, temperature, precipitation Nouns: place, rain, wind, air, soil, plants, ice, snow, sand survive Adjectives: scarce, abundant Adjectives: wet, dry, cold, hot, light, dark, around climate Signal Words: because, so environment desert-tundra earth sun-poles-equator Students will include a diagram and label these things. 2 See Teacher’s Guide for full description of LEA. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 3 Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND Lesson 1 Objectives Lesson Summary CO: Define ‘survive.’ LO: Define using ‘____ is ______’ and translate the essential question. 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 4 5 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 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 biome location, sun and climate. LO: Explain cause and effect using ‘Deserts receive a lot/ little sun because ____________________’ Science Unit 2 Outline ‘Survive’ Concept Map and Translate Essential Question Students will revisit the ‘resource’ and ‘organism’ concept maps from Unit 1. Through images that show people and animals surviving and not 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. 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. Bridges to Academic Success Draft to NYCDOE, June 2013 4 Week 1 Assessments Learning Log- Desert and Tundra Observation checklist Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 5 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. 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. 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. 3 4 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 6 Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #1: Desert Biome TEXT Non-Print Videos and Images of Tuareg (links in Unit Plan) Print: Central Desert Animal Adaptations Print Supplementary Animals and Their Adaptations Living in the Desert Explore the Desert VOCABULARY Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the ‘Word Study’ book. General Academic Words Tier 2 Everyday Words Tier 1 Each word is logged in ‘General Academic Vocabulary’ section of vocabulary binder. Each word is in Weekly glossary to be put into subject section of vocabulary binder. There are no new tier 2 words this week. Nouns: arm, leg, ear, nose, hand, fur, skin, claws, wing, fin, tail, feet, tusks, hump, horns, eyes, teeth Review these concepts in student binders from unit 1: culture5 veil, robe, sandals, tent, camel structure-function Verbs: is, has, use, need, help, hide, run, walk, swim, fly, eat, escape, drink, sleep, catch, kill, protect, reproduce new this unit: adaptation structural, behavioral 5 Adjectives: fast, slow, hard, soft, big, small, sharp, flat, pointy, long, short, wet, dry, light, dark, thick, thin Review from Unit 1 ELA and Social Studies. Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 7 Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT Lesson 6 Objectives Lesson Summary CO: Identify aspects of culture that enable the Tuareg to survive in the desert. LO: Describe using ‘The Tuareg survive in the desert because they use ______ to________.’ 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 Case Study #1: Desert Biome 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 _____________.’ 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. Students will begin a concept map for ‘adaptation.’ 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 & Respond8 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. Students will spend more time in Weeks 2-3 Social Studies on Tuareg adaptations. 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. 6 7 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 8 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 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. 10 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 9 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. about how humans survive in the desert as well as how animals survive in the desert. The class will generate claims 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. 12 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. 12 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 10 Week 3: PRESENTATIONS & WRITING Case Study #1: Desert Biome TEXT Non-Print Videos and Images of Tuareg (links in Unit Plan) Print: Central Desert Animal Adaptations Print: Supplementary Animals and Their Adaptations Living in the Desert Explore the Desert VOCABULARY Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the ‘Word Study’ book. General Academic Words Tier 2 Each word is logged in ‘General Academic Vocabulary’ section of vocabulary binder. Nouns: claim, evidence, cause, effect There are no new tier 3 words this week, but students will review from week 1 and 2. Verbs: support, summarize 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. Signal Words: For example, in addition Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 11 Week 3: GROUP PRESENTATIONS & WRITING Lesson 11 Objectives Lesson Summary CO: Support a claim about desert adaptations using details from text and images. LO: Find information in text to support the claim. 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 Case Study #1: Desert Biome CO: Summarize human and animal adaptations to the desert. LO: Orally summarize using key words and signal words for cause and effect. Week 2 Assessment Feedback & Groups Prepare Presentations After reviewing their Week 2 assessments and outcomes, the teacher will facilitate a class discussion to generate claims as a class for the weekly 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 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) 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. 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. 13 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 12 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 Writing14 & 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 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. 14 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 13 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. In Unit 2 Social Studies, students will NOT study the Inuit as they did in 2012-2013. 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. 15 16 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 14 Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #2: Tundra Biome TEXT Non-Print Videos and Images of Inuit (links in Unit Plan) Print: Central Polar Animal Adaptations Print Supplementary Animals and Their Adaptations Living in the Arctic Explore the Tundra VOCABULARY Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the ‘Word Study’ book. compete General Academic Words Tier 2 Each word is logged in ‘General Academic Vocabulary’ section of vocabulary binder. Each word is in Weekly glossary to be put into subject section of vocabulary binder. There are no new tier 2 words this week. Nouns: blubber, whale, dogsled, igloo, gloves, coat, boots, boat, polar bear, walrus, fish cooperate Verbs: hunt, build, travel, make predator-prey Science Unit 2 Outline Everyday Words Tier 1 Adjectives: freezing, alone, together Bridges to Academic Success Draft to NYCDOE, June 2013 15 Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Lesson 16 Objectives Lesson Summary CO: Identify aspects of culture that enable the Inuit to survive in the tundra. LO: Describe using ‘The Inuit survive in the tundra because they use ______ to________.’ 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 _____________.’ 17 18 Case Study #2: Tundra Biome 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 _____________.’ 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. 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 & Respond18 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 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. 17 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 16 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. 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. LO: Describe using ‘The ________ survive in the tundra because they ______________.’ 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 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. 20 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 17 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. 22 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. 22 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 18 Week 5: PRESENTATIONS & WRITING Case Study #2: Tundra Biome TEXT Non-Print Videos and Images of Inuit (links in Unit Plan) Print: Central Polar Animal Adaptations Print :Supplementary Animals and Their Adaptations Living in the Arctic Explore the Tundra VOCABULARY Central Concepts Tier 3/ Tier 2 Each concept gets full notebook page in the ‘Word Study’ book. General Academic Words Tier 2 Each word is logged in ‘General Academic Vocabulary’ section of vocabulary binder. Everyday Words Tier 1 Each word is in Weekly glossary to be put into subject section of vocabulary binder. Review from Week 3 There are no new tier 3 words this week, but students will review from week 1 and 2. Nouns: claim, evidence, cause, effect There are no new tier 1 words this week, but students will review the many from last week. Verbs: support, summarize Signal Words: For example, in addition Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 19 Week 5: PRESENTATIONS & WRITING Lesson 21 Case Study #2: Tundra Biome Objectives Lesson Summary CO: Support a claim about tundra adaptations using details from text and images. LO: Find information in text to support the claim. 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. Week 4 Assessment Feedback & Groups Prepare Presentations After reviewing their Week 4 assessments and outcomes, the teacher will facilitate a class discussion to generate claims as a class for the weekly 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 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) 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 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. 23 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 20 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 2013 21 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 2013 22 Week 6: CREATIVE PROJECTS & PRESENTATIONS TEXT Print: Central Non-Print Skin Color Lab documents (included in student sample materials) Each concept gets full notebook page in the ‘Word Study’ book. 24 All the Colors We Are Everyday Words Tier 1 Each word is logged in ‘General Academic Vocabulary’ section of vocabulary binder. Each word is in Weekly glossary to be put into subject section of vocabulary binder. Nouns: origin Nouns: skin, shade/ tone Verbs: absorb, block Verbs: change, feel. move Adjectives: diverse, beneficial, harmful Adjectives: light, medium, dark, lighter than, darker than (colors), more, less, near, far 24 latitude-longitude melanin Text on skin color theory is embedded in Skin Color Lab documents VOCABULARY General Academic Words Tier 2 Central Concepts Tier 3/ Tier 2 ancestors Print Supplementary 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 2013 23 Week 6: CREATIVE PROJECTS & PRESENTATIONS Lesson 26 Objectives Lesson Summary25 CO: List your ancestors as far back as you know. LO: Define and give examples of own ancestors using ‘My mother’s mother was_________. She was from_________.’ 27 CO: Identify and label lines of latitude on a map. 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.’ Pre Lab Activity: Maps Students learn about longitude and latitude on maps and identify the latitude of family origin. 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.’ 28 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.’ 29 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: 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. 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. 25 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 24 ________________. If you have a lot of melanin, then your body ________________________.’ 30 CO: Review content on latitude, origin, melanin, and Vitamin D and folate. LO: Write a paragraph that defines and describes these ideas. Week 6 Assessments Lab introduction Science Unit 2 Outline 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 Outcomes Bridges to Academic Success Draft to NYCDOE, June 2013 25 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 2013 26 TEXT Non-Print Images on diversity of skin tone in the world (tbd) Print: Central Jablonky text (included in student materials, but needs to be adapted) Print Supplementary 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 Everyday Words Tier 1 Each word is logged in ‘General Academic Vocabulary’ section of vocabulary binder. Each word is in Weekly glossary to be put into subject section of vocabulary binder. Nouns: lab, experiment, data, table, graph There are no new tier 1 words this week. Verbs: analyze, draw conclusions Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 27 Week 7: CLAIM-EVIDENCE RESPONSE TO THE ESSENTIAL QUESTION27 Lesson Objectives Lesson Summary 31 CO: Create graphs that show skin color and latitude of origin. Lab: Graphing Data Results & Interpreting Results 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 ______________.’ 32 CO: Interpret maps that show historical migration. 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. LO: Explain the effects that the historical movement of people can have on skin color variation in different places. 33 CO: Present on the relationship between skin color and latitude. LO: Present orally to the class. 34 CO: Reflect on learning about skin color. LO: Write a letter to a friend explaining what you learned. 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. 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. 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. 27 Science Unit 2 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 28 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 2013 29 Science Unit 2 Sample Lesson Plans1 Week 2, Lessons 6-10 1 Lesson Plan template was adapted from Echevarria, Vogt, & Short. 2013. Making Content Comprehensible for English Learners: The SIOP Model Science Unit 2 Lesson Plan Bridges to Academic Success Draft to NYCDOE, June 2013 1 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 http://www.youtube.com/watch?v=yNwQeLFk74o Images http://www.vanishingculturesphotography.com/p453343259/h342F23D3#h38a360f0 http://www.youtube.com/watch?v=xggIl_VXNHc&feature=fvwrel 2. 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 REVIEW: VOCAB. individual/partners/group 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 Lesson Plan Bridges to Academic Success Draft to NYCDOE, June 2013 2 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 Science Unit 2 Lesson Plan 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 Bridges to Academic Success Draft to NYCDOE, June 2013 3 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 Science Unit 2 Lesson Plan 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. 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.’) Bridges to Academic Success Draft to NYCDOE, June 2013 4 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: VOCABULARY (new words in bold, review not bold) Content: Identify animal adaptations to the desert and classify as structural or behavioral. Language: Describe using ‘ ________ survive in the desert because they have __________ to __________________.‘ 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 Adjectives: sharp, flat, big, small, long, short, dark, light, wide, narrow, fast, slow MATERIALS: 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 Lesson Plan Bridges to Academic Success Draft to NYCDOE, June 2013 5 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 REVIEW: VOCAB. individual/partners/group 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 Lesson Plan Bridges to Academic Success Draft to NYCDOE, June 2013 6 Model 4. INTERACT Review of lesson with input from students Ask students to share what they have learned today Assess individual learning Connect to EQ or FQ Science Unit 2 Lesson Plan I DO: Review the procedure from yesterday. WE DO: Do one example together. 15 minutes 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 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 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. Bridges to Academic Success Draft to NYCDOE, June 2013 7 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 Science Unit 2 Lesson Plan 8 minutes REVIEW: VOCAB. individual/partners/group 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 Bridges to Academic Success Draft to NYCDOE, June 2013 8 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 PartnerRead-Retell5 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 Lesson Plan Bridges to Academic Success Draft to NYCDOE, June 2013 9 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 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 Science Unit 2 Lesson Plan 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 _____________.’ 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. Bridges to Academic Success Draft to NYCDOE, June 2013 10 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 Science Unit 2 Lesson Plan 10 minutes REVIEW: VOCAB. individual/partners/group 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. Bridges to Academic Success Draft to NYCDOE, June 2013 11 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 Science Unit 2 Lesson Plan 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. Bridges to Academic Success Draft to NYCDOE, June 2013 12 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: VOCABULARY (new words in bold, review not bold) Content: Answer questions about desert adaptations. Tier 3 adaptation Language: Discuss answers with partner and respond to questions in writing. 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 Lesson Plan Bridges to Academic Success Draft to NYCDOE, June 2013 13 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 REVIEW: VOCAB individual/partners/group or PRACTICE LANGUAGE NEW: BUILD BACKGROUND LEA text: Partners read LEA text for fluency practice. 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 Science Unit 2 Lesson Plan 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. Bridges to Academic Success Draft to NYCDOE, June 2013 14 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 Science Unit 2 Lesson Plan 10 minutes whole class/group /individual Individual Assessment: Students have 20 minutes to answer the questions, using a word bank (include in student materials). Bridges to Academic Success Draft to NYCDOE, June 2013 15 Science Unit 2 Sample Student Materials1 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 1 Lesson # Student Material 2 Desert Environment 3 Tundra Environment 4 Sort and Match: Desert & Tundra 4 Compare -Contrast 5 World Maps 25-30 Samples from Skin Color Lab Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 2 Lesson 2- Desert Environment:______________________ see think symbol: symbol: Plants: Location: wonder symbol: Climate: Animals: Resources: Other: How do animals survive there? Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 3 Lesson 3- Tundra Environment:______________________ see think symbol: symbol: Plants: Location: wonder symbol: Climate: Animals: Resources: Other: How do animals survive there? Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 4 location climate Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 5 TUNDRA resources DESERT Lesson 4- Desert and Tundra Environments (sort & match) 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 6 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 7 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 8 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 9 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 10 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 11 Lesson 4- Compare and Contrast: Desert and Tundra Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 12 Lesson 5 World Map: Biomes http://commons.wikimedia.org/wiki/File%3ABiomes.jpg 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 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 13 World Map: Temperature http://commons.wikimedia.org/wiki/File%3AEarth_Climate.gif By User:PZmaps derivative by Stanqo (File:MeanMonthlyP.gif and File:MonthlyMeanT.gif) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 14 World Map: Political http://commons.wikimedia.org/wiki/File%3APolitical_Map_of_the_World.jpg By CIA - The World Factbook [Public domain], via Wikimedia Commons Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 15 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 16 Select documents from the Skin Color Lab (see footnote on page 1 of sample student materials) Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 17 Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 18 Skin Color Chart http://commons.wikimedia.org/wiki/File%3AFelix_von_Luschan_Skin_Color_chart.svg By en:User:Cburnett [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/)], via Wikimedia Commons Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 19 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 20 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 21 Example: Mexico – latitude: North 20° Find the latitude and longitude of: longitude: West 100° 1. Mali – latitude:______ longitude: 5. Kenya – latitude: longitude: 2. Japan – latitude: _____ longitude: 6. Russia – latitude: longitude: 3. Namibia – latitude: 7. Spain – latitude: longitude: 8. China – latitude: longitude: 4. Australia – latitude: Science Unit 2 Student Materials longitude: longitude: Bridges to Academic Success Draft to NYCDOE, June 2013 22 On the map below trace the route your teacher’s ancestors moved. Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 23 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 24 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 25 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 emailing the Project Manager, Jennifer A. Martin ([email protected]). Suggested citation: Massey, Douglas S., and Jennifer A. Martin. 2003. The NIS Skin Color Scale. Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 26 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 27 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 28 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 29 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 30 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 31 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 32 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 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 33 Map of skin color variation Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 34 Questions for Map of Vitamin D and Skin Color Map 1. Name four countries where there is not sufficient sunlight for light colored skin to produce vitamin D. 2. Name four countries where there is not sufficient sunlight for medium colored skin to produce vitamin D. 3. Name four countries where there is not sufficient sunlight for dark colored skin to produce vitamin D. 4. Name three countries that have the darkest skin color. 5. Name three countries that have medium color skin. 6. Name three countries that have light colored skin. Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 35 Results from Nina Jablonski’s research 1. People who live between the equator and 40 degrees latitude benefit from dark melanin and protection from the sun. Make \\\\\ lines through this part of the map Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 36 2. People who live between the equator and 30 degrees and the poles benefit from light melanin and maximum sun absorption. Make ////// lines through this part of the map Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 37 3. If you look at these two maps, there are places where they overlap. These are places where it is beneficial to be both light and dark skinned. These are places where it is beneficial to be able to change your skin seasonally mark this overlap with XXXX on the map below. Science Unit 2 Student Materials Bridges to Academic Success Draft to NYCDOE, June 2013 38
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