6th Grade PEAK List
4 Lesson Plans:
1. The Boy in the Striped Pajamas-Literature Unit/Holocaust Unit
a. Holocaust Literature Unit-Dept. of Ed.
2. Survival-Dept. of Ed Unit
3. Elements of Short Stories-Dept. of Ed. Unit
4. Cells-Dept. of Ed. Unit
Additional Resources needed:
Red Hot Root Words Book 2- 7 copies needed (NM-2, NW-1, Newby-1, W-1, NA-2)
Jacobs Ladder Level 3 – 7 copies needed (NM-2, NW-1, Newby-1, W-1, NA-2)
Novels Needed:
The Cay by Theodore Taylor (10 copies for each building)
The Boy in the Striped Pajamas by John Boyne (10 copies for each building)
Dragon Wings by Laurence Yep (10 copies for each building)
The Boy in the Striped Pajamas Lesson plan links
http://www.nate.org.uk/cmsfiles/news/00000427.pdf
http://www.sandtpublications.citymax.com/f/Microsoft_Word_-_Boy_in_the_Striped_Pajamas_-_sample.pdf
CSM ® Unit Matrix; authored by Mrs. Lisa Clouse; Indiana Department of Education ; edited by The Curriculum Project
Holocaust Literature Unit
Basic Thinking
Abstract Thinking
Knowledge
Comprehension
Application
Analysis
Creative Thinking
Critical Thinking
1. History/Background
a. Power groups involved
b. World events of the period
c. Responses to events
1a. Recognize
power entities
(Allies, Nazis,
various world
governments)
involved in WWII
and demonstrate
understanding
through a timeline,
political map.
(LA.7.2.4, LA.7.2.7,
LA.7.3.8)
2a. Explain the
stakes and
potential losses
and gains of each
power entity
involved (Allies &
Nazis) and
demonstrate
understanding
through a t-chart,
small group
discussion.
(LA.7.2.4, LA.7.2.7)
3a. Organize
powers and their
positions into
groups based on
similarities and
demonstrate
understanding
through a character
profile.
(LA.7.3.3)
4a. Analyze positional
arguments of the
various parties as
presented through the
National Holocaust
Museum and historical
documents and
demonstrate proficiency
through a journal entry,
picture graph.
(LA.7.3.2)
5a. Speculate how
things would have
turned out
differently if one
power group did
not exist prior to
WWII and share
ideas using a
campaign speech.
6a. Summarize and
defend positions of
major participants
and demonstrate
understanding
through a role play,
class discussion.
(LA.7.2.4, LA.7.3.8)
2. Effects on societal groups
a. Positives
b. Negatives
c. Changes from the norm
7a. Define societal
groups (political,
military, civilian,
religious, ethnic,
adults, children)
and their standards
and share ideas
through a
character/group
introduction.
(LA.7.2.4, LA.7.2.7)
b. Recognize the
purpose of Nazis
concentration
camp and
demonstrate
understanding
through a picture
graph, information
8a. Summarize
groups, their
standards, and
conflicts and
demonstrate
understanding
through a
character/group
introduction.
(LA.7.3.9, LA.7.3.4,
LA.7.3.3)
9a. Produce a
cumulative chart of
"Rules to Live By"
reflective of the
societal rules of the
WWII period as
reflected in media
of the time.
(LA.7.3.3, LA.7.3.4)
10a. Categorize WWII
and Holocaust groups
based on
similarities/differences
and share ideas
through a fact file, trait
charts.
(LA.7.3.3, LA.7.3.4)
11a. Generate
propaganda
promoting the
standards of a
group and share
ideas through a
poster, radio
commercial.
(LA.7.5.2, LA.7.5.4)
12a. Evaluate
changes in societal
standards since
WWII and share
ideas through a
timeline, venn
diagram.
(LA.7.4.4)
speech.
(LA.7.7.3, LA.7.2.4,
LA.7.2.7)
3. Biases and Prejudices
a. Racial
b. Political/ power
c. Hate actions taken by groups
13a. Describe
period prejudices
within each group
through memoirs,
survivor
testimonials, and
virtual text and
share ideas
through a skit,
report.
(LA.7.4.5, LA.7.4.1)
14a. Give
examples of
prejudices and
biases in
informational texts,
testimonials, and
memoirs, and
share ideas
through a report,
picture graph.
(LA.7.5.2, LA.7.5.5,
LA.7.2.2)
15a. Describe
period prejudices
of various societal
groups and their
impact on their
communities and
share ideas
through a
newspaper article,
explanation.
(LA.7.5.7, LA.7.5.5,
LA.7.7.3, LA.7.7.4,
LA.7.7.5)
16a. Give examples of
prejudicial actions
between groups as
described in historical
memoirs/documentaries
and demonstrate
proficiency through a
journal entry, display.
(LA.7.5.7, LA.7.5.5)
17a. Compose
memorials to WWII
Holocaust victims
in response to
readings, butterfly
memorials, survivor
letter.
(LA.7.5.1, LA.7.5.2)
18a. Critique the
position of a group
of choice, noting
positives and
negatives and
demonstrate
understanding
through a position
statement.
(LA.7.5.2, LA.7.5.5,
LA.7.5.7, LA.7.3.4,
LA.7.3.4, LA.7.3.9)
4. Power
a. Change caused within
society
b. Effects on individual's lives
c. Abuses
d. New understandings
developed
19a. Recount uses
of power during
WWII by America
and other powers,
as reported in
factual text and
memoir literature
and demonstrate
understanding
through a story
map, journal entry.
(LA.7.5.2, LA.7.5.5,
LA.7.4.5)
20a. Describe the
results of power
actions, both
positive and
negative, as
discovered through
media inquiry and
demonstrate
understanding
through a cause
and effect diagram,
magazine article.
(LA.7.4.1, LA.7.3.2)
21a. Show
similarities and
differences
between societal
standards and Nazi
actions and
demonstrate
understanding
through a venn
diagram,
newsletter.
(LA.7.2.7, LA.7.2.4)
22a. Distinguish
contrast behaviors in
new power entities vs
old entities based on an
analysis of historical
documents/actions and
current reports of
political conflict during
WWII and demonstrate
proficiency through an
explanation.
(LA.7.5.4, LA.7.5.2)
23a. Hypothesize
the long term
effects of abusive
power on the
individual or
communities based
on what you have
learned and knew
prior to this unit
and demonstrate
proficiency through
a small group
discussion, trait
charts.
(LA.7.7.4, LA.7.7.3)
24a. Judge the
actions of
Holocaust victims
and perpetrators
based on
standards that
society identified
as acceptable at
the time of the
event and
demonstrate
proficiency through
a position
statement.
(LA.7.3.9, LA.7.3.3,
LA.7.3.4)
5. Change
a. Societal changes as a result
of the Holocaust
b. Political/ World changes as a
result of the Holocaust
25a. List changes
that have occurred
within the World
due to the events
of WWII and the
Holocaust and
demonstrate
understanding
through a t-chart,
group list chart, tchart.
(LA.7.3.2, LA.7.3.9)
b. List changes to
26a. Describe one
change that you
think is most
important in
societal standards
and demonstrate
proficiency through
a persuasive
speech, persuasive
essay.
(LA.7.3.9, LA.7.3.3,
LA.7.3.4, LA.7.5.4,
LA.7.7.9)
27a. Classify
changes that
occurred as a
result of WWII and
that are still evident
today by their
positive and/or
negative effects on
society and share
ideas through a
radio commentary.
28a. Compare and
contrast events in the
concentration camps to
human rights events of
today and demonstrate
understanding through
a venn diagram, t-chart.
(LA.7.2.7, LA.7.3.8)
29a. Imagine and
develop new social
policies intended to
avert events such
as the Holocaust or
American
Internment camps
and demonstrate
understanding
through a small
group discussion.
(LA.7.7.4, LA.7.7.5,
LA.7.7.12)
30a. Interpret the
cumulative
knowledge of the
unit and answer
the following
question: "What is
the most important
thing you have
learned from the
Holocaust Unit and
how will you apply
it to your daily life?"
and demonstrate
the political
entities/policies of
countries that
participated in
WWII and the
Holocaust and
demonstrate
proficiency through
a t-chart, group list
chart.
(LA.7.3.8, LA.7.3.9)
proficiency through
a display,
descriptive essay,
show & tell.
(LA.7.2.7, LA.7.3.4,
LA.7.5.2, LA.7.5.7,
LA.7.7.7)
CSM ® Unit Matrix; Copyright © 1985-2010, by J. Curry and J. Samara; All Rights Reserved
CSM ® Unit Matrix; authored by Mrs. Denise Frazier; Indiana Department of Education ; edited by The Curriculum Project
Survival!
Basic Thinking
Abstract Thinking
Knowledge
Comprehension
Application
Analysis
Creative Thinking
Critical Thinking
1. The Cay
a. importance of setting
b. physical and psychological
growth of Philip
c. prejudice
d. historical fiction/ World War II
e. survival skills
f. dialect
g. hurricanes
1a. Recognize and
locate the setting of
the novel and
demonstrate
understanding by
locating and
labeling on a map.
2a. Describe how
Philip survived his
time on the Cay and
demonstrate
understanding
through a story
map.
(LA.6.3.9)
3a. Summarize how
Phillip grew and
matured by
overcoming his
prejudice and share
ideas through a
small group
discussion.
(LA.6.3.2)
4a. Compare and
contrast Phillip from
the beginning to the
end of the novel
and demonstrate
understanding of
Philip's maturation
through a journal
entry.
(LA.6.5.2)
5a. Hypothesize
how you would
survive on a
deserted island and
demonstrate
proficiency through
design of a board
game.
(LA.6.3.9)
6a. Infer how the
plot would change if
the setting was
different and
demonstrate
understanding
through a comic
strip.
(LA.6.3.3)
2. Hatchet
a. importance of setting
b. maturation of Brian
c. tools for survival
d. flight skills
e. divorce
7a. List tools Brian
used for survival
and demonstrate
understanding of
how he survived by
giving a how-to talk
using one thing that
helped him survive.
8a. Explain how
Brian survived on
his own and
demonstrate
understanding
through a story
map.
(LA.6.3.9)
9a. Summarize how
Brian dealt with the
divorce and his
loneliness while
stranded. Share
ideas on how you
would deal with
divorce and
loneliness through
small group
discussion
(LA.6.3.2)
10a. Compare and
contrast Brian from
the beginning to the
end of the novel
and demonstrate
understanding of
Brian's maturation
through a journal
entry.
(LA.6.5.2)
11a. Hypothesize
how you would
survive in the
wilderness and
demonstrate
proficiency through
design of a board
game.
(LA.6.3.9)
12a. Infer how the
plot would change if
the setting was
different and
demonstrate
understanding
through a comic
strip.
(LA.6.3.3)
3. Island of the Blue Dolphins
a. importance of setting
b. Native Americans
c. sibling relationships (Karana
and Ramo)
d. Aleuts
e. surviving as a young girl
(Karana)
13a. Recall the
setting of the novel
and demonstrate
understanding by
locating and
labeling on a map.
14a. Describe how
Karana survived on
her own and
demonstrate
understanding
through a story
map.
(LA.6.3.9)
15a. Classify how
Karana dealt with
her brother and the
anger of being left
behind on the island
and share ideas on
how you would deal
with being alone
with a sibling on a
deserted island
through small group
discussion.
(LA.6.3.2)
16a. Compare and
contrast Karana
from the beginning
to the end of the
novel and
demonstrate
understanding of
Karana's maturation
through a journal
entry.
(LA.6.5.2)
17a. Hypothesize
how you would
survive on a desert
island and
demonstrate
proficiency through
design of a board
game.
(LA.6.3.9)
18a. Infer how the
plot would change if
the setting was
different and
demonstrate
understanding
through a comic
strip.
(LA.6.3.3)
4. Issues and Problems
a. prejudice
b. loneliness and bravery
c. wild animals as pets
d. priorities of certain cultures
19a. Remember
why Philip was
prejudiced, how
Brian was brave,
and how Karana
dealt with the Aleuts
slaughtering the
wildlife and share
ideas through an
explanation.
20a. Paraphrase
what you think was
the biggest issue or
problem that the
main character in
each novel had to
overcome and
demonstrate
understanding
through a debate
with another
student who read
the same novel.
(LA.6.3.2)
21a. Speculate in
The Cay, how
Timothy's dialect
influenced Philip's
feelings toward
Timothy; in Hatchet,
evaluate how Brian
handled flying
alone; in Island of
the Blue Dolphins
document how
Karana trained a
wild animal as a
pet. Demonstrate
understanding
through a written
explanation/critique
22a. Determine how
Philip became
prejudiced in The
Cay. Isolate the
idea that Brian had,
to help him get
rescued. Determine
what is important to
Native Americans
and the Aleuts in
Island of the Blue
Dolphins. Share
ideas through a
mock interview with
a partner who read
the same book
(LA.6.3.2)
23a. Imagine how
the story would
change if it was told
from another
character's point of
view and
demonstrate
understanding
through a book
jacket.
(LA.6.5.4)
24a. Conclude
whether Phillip fully
overcame his
prejudice; how
Brian was brave
and overcame
loneliness; and how
Karana dealt with
the priorities of
another culture and
share ideas through
a small group
discussion with
others who read the
same novel.
5. Global theme: Survival
25a. Recall how
each main
character survived
and demonstrate
understanding
through a newscast
with a partner.
26a. Explain the
most challenging
obstacle each main
character had to
overcome and
demonstrate
understanding
through an editorial.
27a. Summarize
each story and it's
theme by use of a
flip book.
(LA.6.3.6)
28a. Determine how
survival is a theme
of each story by
persuading readers
to hire the main
character as a tour
guide for the setting
of each book and
demonstrate
proficiency through
a magazine
advertisement.
29a. Speculate how
each character lived
their life after being
rescued and share
ideas through a
timeline.
30a. Judge whether
each story was
believable and
share ideas by
writing a critique of
how the author
developed each
character to make
the fiction story
believable.
(LA.6.3.8)
CSM ® Unit Matrix; Copyright © 1985-2010, by J. Curry and J. Samara; All Rights Reserved
CSM ® Unit Matrix; authored by Nora Glenn; Indiana Department of Education ; edited by The Curriculum Project
Elements of a Short Story
Basic Thinking
Abstract Thinking
Knowledge
Comprehension
Application
Analysis
Creative Thinking
Critical Thinking
1. Character
a. main character - protagonist
b. supporting characters
c. antagonist
1a. List and explain
types of characters
in a short story
using a/an class
word board.
2a. Describe traits
of a main character
vs. a supporting
character using
a/an t-chart.
3a. Classify
members of your
family as main or
supporting
characters,
protagonists or
antagonists and
explain your
choices using a/an
story board.
4a. Compare and
contrast the
protagonist in two
stories recently
read in class using
a/an three column
list.
5a. Adapt a
scenario in your
daily life to be a
compelling short
story using a/an
outline.
6a. Judge how
changing the traits
of a supporting
character might
change the main
character using
a/an rewriting of a
story ending.
2. Setting
a. place
b. time
c. environment
d. social customs
e. mood or atmosphere
7a. Recognize the
five elements of
setting and
demonstrate
understanding
through a game of
charades.
(LA.8.3.4, LA.8.3.9,
LA.8.7.9)
8a. Clarify one
element of setting
and emphasize its
importance through
a second round of
charades.
(LA.8.3.4, LA.8.3.9,
LA.8.7.9)
9a. Organize one of
each element of
setting, combine
them and
demonstrate
understanding
through an
illustrated first page
of a fairy tale "Once
upon a time...".
(LA.8.3.4, LA.8.3.9)
10a. Compare the
elements of setting
and demonstrate
understanding
through a
discussion of
classmates'
illustrated first page
of fairy tales
created in activity 9.
(LA.8.3.3, LA.8.3.9)
11a. Close your
eyes and imagine
being in the fairy
tale from activity 9
and demonstrate
understanding
through a small
group discussion.
(LA.8.3.9, LA.8.3.4)
12a. Decide which
fairy tale you will
most enjoy reading,
justify your choice
and share ideas
through a small
group discussion.
(LA.8.3.9, LA.8.3.4)
3. Conflict
a. external
1. individual vs. other
individuals or groups
2. individual vs. nature
b. internal (choice)
1. individual vs. circumstances
2. individual vs. society
13a. Recall the
definition of conflict
in a short story and
give several
examples using
a/an comic strip.
14a. Explain the
conflict in a short
story recently read
in class and relate it
to a current event
using a/an journal
entry.
15a. Categorize
examples of
conflicts in several
short stories as
internal or external
using a/an t-chart.
16a. Isolate
examples of
conflicts in several
stories, describe the
nature of these
conflicts and share
ideas using a Venn
diagram.
17a. Imagine a
conflict you recently
experienced and
how it would play
out in a short story
and share ideas in
an essay.
18a. Prioritize types
of conflict by how
difficult you
personally find them
to deal with using
a/an journal entry.
4. Plot
a. introduction
b. rising action
c. climax
d. falling action
e. denouement
19a. Recount the
five elements of plot
and demonstrate
understanding
through a recipe,
basketball play or
bell curve.
(LA.8.3.2)
20a. Describe the
five elements of plot
as ingredients,
moves or graphs
and share ideas by
labeling the recipe,
basketball play or
bell curve from
activity 19.
(LA.8.3.2)
21a. Sequence the
combination of
moves, ingredients
or numbers.
(LA.8.3.2)
22a. Distinguish the
transition between
each element of a
plot and
demonstrate
understanding
through a story
summary.
(LA.8.3.2)
23a. Hypothesize
the impact that
subplots have on
the climax of a story
and show
understanding
through a rewritten
subplot and ending
to a story recently
read in class.
(LA.8.3.2)
24a. Evaluate the
effectiveness of the
new subplot and
ending from activity
23 and share your
thoughts in small
group discussions.
(LA.8.3.2)
5. Theme
a. main idea or message
b. timeless/universal ideas
c. stated or implied
25a. Recognize the
theme(s) in a short
story and show
understanding
through an Aesop
fable.
(LA.8.3.5)
26a. Paraphrase
the moral of the
Aesop fable written
for activity 25 and
demonstrate
understanding
through a fortune in
a fortune cookie.
(LA.8.6.1, LA.8.3.5)
27a. Apply the
moral of your fable
from activity 25 to a
current event and
demonstrate
understanding
through a
newspaper article.
(LA.8.3.5, LA.8.7.7)
28a. Determine
reasons for the
creation of short
stories and share
ideas through a
mock authors
interview.
(LA.8.7.9, LA.8.3.5,
LA.8.3.7)
29a. Imagine what
the theme of your
short story might be
and demonstrate
understanding
through a story
map.
(LA.8.3.5, LA.8.3.7,
LA.8.5.1)
30a. Judge whether
the imagined
themes in a chosen
story are fitting and
complete and
demonstrate
proficiency through
story telling.
(LA.8.3.5, LA.8.7.7)
6. Narrative Mode
a. narrative voice
1. stream of consciousness
2. character voice
3. unreliable voice
b. point of view
1. first person
2. third person
a. omniscient vs. limited
narrator
b. subjective vs. objective
narrator
3. innocent eye
31a. Recognize
folklore as the
earliest form of
communication and
short story telling
after studying
Foxfire and share
ideas through
written summary.
(LA.8.7.7, LA.8.3.3,
LA.8.3.4)
32a. Explain the
narrative mode in
which folklore is
gathered, spoken,
passed along,
written, and saved
and demonstrate
understanding
through a
classmate
interview.
(LA.8.3.2, LA.8.3.4,
LA.8.3.5, LA.8.3.7,
LA.8.3.9)
33a. Summarize
information
gathered in the
interview in activity
32 and share ideas
through a
presentation to the
class.
(LA.8.7.7)
34a. Compare the
narrative mode of
your interview
summary,
interviews in
FOXFIRE, and "An
Hour with Abuelo"
and share ideas
through a small
group discussion.
(LA.8.2.9, LA.8.2.3,
LA.8.3.2, LA.8.3.3,
LA.8.3.4, LA.8.3.5,
LA.8.3.7, LA.8.3.9)
35a. Generate
ideas for a short
story by
interviewing the
oldest person you
know and
demonstrate
proficiency through
a video tape and
transcript.
(LA.8.7.8, LA.8.7.9,
LA.8.4.11)
36a. Interpret the
interview from
activity 35 and
demonstrate
proficiency through
an original short
story.
(LA.8.4.7, LA.8.4.8,
LA.8.4.9, LA.8.5.1,
LA.8.6.6, LA.8.6.1)
CSM ® Unit Matrix; Copyright © 1985-2010, by J. Curry and J. Samara; All Rights Reserved
CSM ® Unit Matrix; authored by Mr. J.J. Boylan; Indiana Department of Education ; edited by The Curriculum Project
Cells
Basic Thinking
Abstract Thinking
Knowledge
Comprehension
Application
Analysis
Creative Thinking
Critical Thinking
1. Life
a. requirements for life
1. growth
2. obtain energy
3. use energy
4. react to surroundings
5. get rid of waste
6. reproduce
1a. Recognize the
requirements for life
and demonstrate
understanding
through an
explanation.
2a. Express what it
means to be alive
and demonstrate
understanding
through a class
discussion.
(SC.6.4.5)
3a. Classify living
and non living
things on Earth and
demonstrate
proficiency through
a t-chart.
(SC.6.4.5)
4a. Distinguish
whether or not a
virus is alive and
demonstrate
proficiency through
a debate.
5a. Imagine what
life requirements
would be needed to
survive on a
different planet and
share ideas using a
comic strip.
6a. Decide if one
component of the
requirements for life
can be left out and
demonstrate
understanding
through a
persuasive speech.
2. Parts of a Cell
a. Animals
1. nucleus
2. chromosomes
3. organelles
4. mitochondria
5. cell membrane
6. cytoplasm
b. Plants
1. chloroplasts
2. cell wall
7a. List the parts of
an animal and plant
cell and
demonstrate
understanding
through a class
discussion.
(SC.6.4.6)
b. Recognize the
two major
structures of a plant
cell that make it
different from an
animal cell and
demonstrate
understanding
through a sketch of
an image from
microscope slides.
(SC.6.4.5)
8a. Paraphrase the
function of each cell
part and
demonstrate
understanding
through a job
description.
(SC.6.4.6)
9a. Organize the
parts of a cell and
demonstrate
understanding
through a poster
showing each part
of plant and animal
cells.
10a. Compare the
parts of a basic
plant cell to that of
another common
structure and share
ideas using a
labeled diagram.
(SC.6.4.1)
11a. Generate a
sales pitch for an
assigned cell part in
order to convince
the class to buy
your product and
share ideas using a
radio commercial.
b. Produce a
segment for the
"Food Network"
creating a "Cellular
Stew" or some
other creative form
of multimedia
presentation and
demonstrate
understanding
through a model.
(SC.6.1.4,
SC.6.1.5)
12a. Infer how all of
the parts of cells
work together and
share ideas using a
flow chart.
3. Diffusion
a. osmosis
b. process
13a. Remember the
definition of
diffusion and
demonstrate
understanding
through a model.
14a. Explain the
process of diffusion
and demonstrate
proficiency through
an experiment.
15a. Apply the
process of diffusion
to life in the kitchen
and demonstrate
understanding
through a computer
model.
16a. Compare and
contrast diffusion
and osmosis and
share ideas using a
Venn diagram.
17a. Create and
describe a new tool
that stops the
"skunky" odors and
share ideas through
a blue print.
18a. Verify the
results of the
diffusion process
and share ideas
through an
experiment.
4. Reproduction
a. mitosis
b. meiosis
19a. Recount the
process of mitosis,
a means of cellular
reproduction, and
demonstrate
20a. Clarify the four
major stages of
mitosis and
demonstrate
proficiency through
21a. Summarize the
results of mitosis
and meiosis and
demonstrate
proficiency through
22a. Compare and
contrast the two
processes of
cellular division and
demonstrate
23a. Think of a new
way to have cells
reproduce that does
not involve mitosis
or meiosis and
24a. Conclude what
would happen to life
on Earth if either
mitosis or meiosis
stopped happening
understanding
through a class
discussion.
a finger play.
a movement game. proficiency through
(SC.6.4.12)
a Venn diagram.
share ideas through and demonstrate
a magazine
understanding
advertisement.
through a report.
5. Body Systems
a. skeletal
b. muscular
c. digestive
d. nervous
25a. Recall the
systems of the
human body that
support life and
share ideas using a
list.
(SC.6.7.1)
26a. Explain how
different types of
cells work together
to form a body
system and
demonstrate
understanding
through a mobile.
27a. Classify each
body system and its
main functions and
demonstrate
understanding
through a t-chart.
(SC.6.7.1)
28a. Distinguish
how body systems
are effected by
other body systems
and demonstrate
understanding
through a story
telling.
29a. Imagine a new
body system that
gives humans new
"abilities" and share
ideas through a
comic strip/book.
30a. Decide which
body system is
most important to
human survival,
defend your
position and share
ideas through a
debate.
6. Issues: Cloning
a. ethics
b. technology
c. human
d. organ
e. other animal
31a. Recognize that
cloning is a process
in which cells are
copied artificially
and demonstrate
understanding
through a magazine
article.
32a. Describe how
cloning is used in
the world today and
demonstrate
understanding
through a fact file.
33a. Categorize
living things that
should and should
not be cloned and
share ideas through
a t-chart.
(SC.6.1.8)
34a. Determine the
largest
technological
problem with
cloning a human
being and share
ideas through a
class discussion.
35a. Hypothesize
the effects of
cloning on human
society and share
ideas through a
journal entry.
36a. Judge the
moral, ethical and
scientific
responsibilities
associated with
cloning living
organisms and
share ideas through
a debate.
(SC.6.1.9,
SC.6.1.8)
7. Global Theme: Exploration
a. requires risk
b. confronts "the unknown"
c. may result in "new findings" or
the confirmation of "old findings"
d. requires leadership
37a. Recount that
advances in cellular
science happen and
demonstrate
understanding
through a/an
research and
retelling.
38a. Describe the
evolution of cellular
science and
demonstrate
understanding
through a timeline.
(SC.6.1.1)
39a. Apply
understanding of a
plant cell to help
reduce oil
dependency in the
world and share
ideas using an a
product of your
choosing.
(SC.6.1.9,
SC.6.1.2)
40a. Contrast
advances in cellular
science to those in
other areas of
biology and
demonstrate
understanding
through a small
group discussion.
41a. Imagine uses
for plant cells in
solving global
problems and share
ideas using a
newscast.
42a. Infer what our
understanding of
cells will be in
twenty years and
share ideas using a
radio
announcement.
CSM ® Unit Matrix; Copyright © 1985-2010, by J. Curry and J. Samara; All Rights Reserved
Subject: Science Grade: Sixth
Standard: #4 The Living Environment
Key Concept: All living things are composed of cells, from just one to many
millions, whose details usually are visible only through a
microscope. Different body tissues and organs are made up of
different kinds of cells. The cells in similar tissues and organs
in other animals are similar to those in human beings, but differ
somewhat from those in plants.
Generalization: Cells, the basic units of life, have observable structures and
exhibit similar life processes, including the ability to reproduce
themselves.
Background:
Students have been studying cell structure and function in both animals and
plants. This is the culminating activity for this section of the unit. The
students will be working on projects to demonstrate what they have learned
about plant and animal cells.
This lesson is tiered in product according to learning style.
This lesson is tiered in product according to learning style.
The teacher should determine what is necessary to include in the projects,
such as cell structures, comparisons between plant and animal cells,
functions of cells, so that students have a clear understanding of the
parameters of the project.
Tier I: Visual Learners
Students will demonstrate what they have learned about cells by creating
tables, charts, graphs, diagrams, PowerPoint presentations, or other visual
means of displaying information.
Tier II: Auditory Learners
Students will demonstrate what they have learned about cells by creating
raps, songs, poems, stories, or other auditory forms of disseminating
information.
Tier III: Kinesthetic Learners
Students will demonstrate what they have learned about cells by creating 3D pictures, models, mobiles, games and/or other tactile products.
Assessment:
Teacher observation and student interviews during the investigation will
serve as formative assessments. My suggestion would be to have a series of
rubrics available for each of the possible products. The Product Guides
from The Curriculum ProjectTM are great. You can create your own rubrics
using StandardWriterTM software, also available from The Curriculum
ProjectTM. Assessing the product against the rubric would be summative
assessment. Students should present their work to each other through some
means of sharing in the whole group setting.