Unit Calendar: Objectives, Content & ELD Standards, Assessments, Instruction & Student Activities
Day of Week
|
Psychology
|
World History
|
Physics
|
Day 1
Objectives:
After students listen to a lecture on the overview of the major events and topics we will be studying in this unit and recording front loaded vocabulary SWBT take an open note quiz on the criteria of the final lesson with 100% accuracy. Standards: EA- Apply knowledge of word relationships, such as roots and affixes, to derive meaning from texts in content areas. Assessment: Formative- students will take an open note quiz on the criteria of the final lesson with 100% accuracy. Instructional Strategies: In a co-taught session, teachers establish interest and background knowledge about the upcoming unit with a video. Teachers introduce the ITU and display models of final products. My focus of the lesson is the history portion of the project. Students will be recording front loaded vocabulary in order to prepare for the upcoming unit. Students will listen to a lecture on the overview. Students prepare for presentation on the Manhattan Project that integrates physics, psychology, and history. Differentiation: EL: Process Based: Student is given a fill in the blank document so he can follow through with the presentation as the instructor dispenses information. GATE: Process Based: Process Based: Student is elected as team leader meaning he has greater responsibilities and has to keep detailed notes for his group. |
Day 2
|
Students learn about how Propaganda can be used to influence public thought.
Objective: After listening, asking questions, and taking notes during direct instruction and completing an example with the whole class (teacher-led model), students will be able to work in groups to explain the effectiveness of propaganda posters. Assessments: Formative-Progress Monitoring- During direct instruction and modeling, the teacher will ask comprehension-check questions to a variety of students to ensure that students understand the content, directions, and purpose of the assignment. Summative- After completing the assignment, the students will complete a self-evaluation form as a group. This will be used to evaluate groups’ summative understanding of the lesson and provide groups with the opportunity to engage in group processing. In addition, students will be asked to individually complete an exit card. Psychology Content Standard 3: Domains of emotional behavior Students are able to (performance standards): 3.1 Identify biological and environmental influences on the expression and experience of negative emotions, such as fear. ELD Standard: Make oneself be understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors. |
Objective:
After participating in a tea party, and reading about the Nuremberg Laws, students will be able to collaboratively make accurate and complete notes on a graphic organizer about one side effect of the Nazi policy of pursuing racial purity, especially against the European Jews. Standards: 10.8.5 Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians. EA- Read aloud with appropriate pacing, intonation, and expression increasingly complex narrative and expository texts. Assessments: Students will collaboratively make accurate and complete notes on a graphic organizer about one side effect of the Nazi policy of pursuing racial purity, especially against the European Jews. Students will read their tea party roles aloud with appropriate pacing and expression. Instructional Strategies: Students participate in a tea party to become familiar with the biographies of the scientist who fled Europe to later work on the Manhattan Project, to practice fluency, and build community in the classroom. Students conduct their class work of reading and note making collectively in heterogeneous groups to learn from each other and practice social skills. |
Students learn how the Bohr Model operates in a similar fashion as the solar system. They also learn how the atomic model helped in the development of the Atomic Bomb
Content Standard CA 1 i. Students know the experimental basis for the development of the quantum theory of atomic structure and historical importance of the Bohr model. Learning Goal(S)-Objective(S) A. Cognitive- Students are able to explain how the structure of the atom works after they create it and how it is similar to the solar system. B. Psychomotor- Students create models of an a hydrogen atom out of play dough C. Language Development-work in pairs to develop how to explain the workings of the atomic structure.. - B. Formative Assessment-Progress monitoring during the lecture to see if students understand the material by asking questions and seeing how they respond. Progress monitor during the activity to see what ideas they are sharing out. This is an informal assessment. Instructional Strategies A. Anticipatory Set/Into Objective written on the board: Understand the Bohr atomic model and its historical implication on the atomic bomb. 1. Remember last class we were talking about atoms today we will talk about how they are composed and the importance of the atomic model. B. Instruction/Through Some direct instruction on the atomic model structure. C. Guided Practice Through Show illustration of the model and how it functions (simulation form computer) D. Independent Practice Through Students create their own atomic model electrons orbiting the nucleus. E. Closure Talk about how the atomic model helped lead to the creation of the atomic bomb and quantum physics. F. Beyond Students understand how science impacts their daily life. How a simple understanding of how a structure like an atom is composed can lead to the most powerful weapons and clean energy. Differentiation EL 1. Content Learning Profile/Readiness Important Notes are in Red font and labeled TQ in case he has difficulty following there are also various forms of multimedia: pictures to help further understanding. 2. Process/Based on Readiness, Learning Profile or Interest Student works in groups to receive help if they need it from partners that are willing to help. 3. Product Based Student creates things with his hands which allows him to show the work without speaking and in groups can then explain what he made. Gate
. |
Day 3
|
Socratic Seminar on how the brain can be trained to commit acts that are otherwise intolerable.
Objective: After participating in the Socratic seminar, students will be able to express their thinking about the essential questions in written and oral form. Assessments: Formative-Progress Monitoring- During the Socratic seminar, students will express their ideas and questions about the unit. The teacher will use students’ comments and questions to assess their progress toward the learning goal. Summative- After the Socratic seminar, the students will complete their journal entries, which will be used as informal, summative assessments. Content Standards: Psychology Development: Content Standard 2: Theories of lifespan development Students are able to (performance standards): 2.1 Discuss theories of cognitive development. 2.2 Discuss theories of moral development. 2.3 Discuss theories of social development Emotion: Content Standard 1: Perspectives on emotion Students are able to (performance standards): 1.1 Explain the biological and cognitive components of emotion. 1.2 Discuss psychological research on basic human emotions. 1.3 Differentiate among theories of emotional experience. ELD Standard:Make oneself be understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors. |
Objective: After reading “FDR Approves an Atomic Bomb” in pre-assigned groups SWBAT draw billboards representing arguments for and against building the Atomic bomb describe the argument their billboard represents in an activity known as Lines of Communication.
Standard: 10.8.4- Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower). EA- Make oneself be understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors. Assessment: Formative- Students draw billboards representing arguments for and against building the Atomic bomb. Students then make themselves understood by using consistent standard English to describe the argument their billboard represents in an activity known as Lines of Communication. Instructional Strategies: Teacher will assign: reading, listing arguments for and against the creation of the atomic bomb, and the creation of billboards to represent those arguments in pre-assigned groups of three. Once the billboards are created, students will form two lines facing each other and explain their billboards and arguments to each other, rotating in order to exchange billboard information with various students. The opportunity to repeat the argument on their billboards will be helpful for ELLs, Cody will appreciate being sociable, and students will have the opportunity to learn from each other. |
Students take a Quiz on Newton's Laws and the Atomic model. Students also use a simulation program to understand how neutrons, protons, and electrons can impact the charge and mass of an atom.
CA h.* Students know Newton’s laws are not exact but provide very good approxima -tions unless an object is moving close to the speed of light or is small enough that quantum effects are important. Learning Goal(S)-Objective(S) A. Cognitive- Students understand how the atom’s charge and mass can change and also understand how something so small is not effected by Newton’s Laws. B. Psychomotor- Students use a simulation program to see how this occurs. Assessment(s) A. Diagnostic Assessment(S) - B. Formative Assessment-Progress monitoring during the lecture to see if students understand the material by asking questions and seeing how they respond. Progress monitor during the activity to see what ideas they are sharing out. This is an informal assessment. Instructional Strategies 10. Instructional Strategies Tuesday: Objective Students are able to illustrate why Newton’s Laws do not apply to an atomic bomb. Instructional Strategies
Beyond: Tell students how they can use this information in their presentations that they will start tomorrow. Explanation of Differentiation For English Language Learners Explanation of Differentiation For English Language Learners Content Learning Profile/Readiness Important Notes are in Red font and labeled TQ in case he has difficulty following there are also various forms of multimedia: pictures to help further understanding. Process/Based on Readiness, Learning Profile or Interest Student works in groups to receive help if they need it from partners that are willing to help. Product Based Student interacts with a computer simulation program which allows him to show the work without speaking and in groups can then explain what he made. Explanation of Differentiation for Students with Special Needs Learning Profile/Interest Based Student will be engaged in the activity through the use of technology Process/Based on Readiness, Learning Profile or Interest Product Based Student will receive extra attention during the beginning of the activity to make sure they are on the right start and understand how to use the program. Differentiation EL
Gate
|
Day 4
Objective: After studying notes they have taken during this unit SWBAT prepare a 20 minute lesson to inform middle school students of a portion of the history, psychology, or physics they learned in this unit.
Standards: Social Science 10.8.4 and 10.8.5, Psychology , Physics
EA- Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.
Assessment: Students use their decoding skills to independently read their notes and content materials to create a 20 minute lesson to inform middle school students of a portion of the history, psychology, or physics they learned in this unit.
Instructional Strategies: Teacher will give students class time to collaboratively create a multimedia presentation. Students practice synthesizing information, working collaboratively, and graphic design.
Standards: Social Science 10.8.4 and 10.8.5, Psychology , Physics
EA- Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.
Assessment: Students use their decoding skills to independently read their notes and content materials to create a 20 minute lesson to inform middle school students of a portion of the history, psychology, or physics they learned in this unit.
Instructional Strategies: Teacher will give students class time to collaboratively create a multimedia presentation. Students practice synthesizing information, working collaboratively, and graphic design.
Day 5
Objective: After preparing presentations and practicing their presentations SWBAT contribute to their classmates presentations through at least three pieces of constructive criticism.
Standard: Social Science 10.8.4 and 10.8.5, Psychology , Physics
EA- Prepare and deliver brief oral presentations/reports on historical investigations, a problem and solution, or a cause and effect.
Assessment: After students deliver brief oral presentations, they will contribute to their classmates presentations through at least three pieces of constructive criticism.
Instructional Strategies: Teacher offers students class time to give and receive constructive criticism on the quality of their presentation. Students practice working collaboratively, giving and receiving constructive criticism, and public speaking skills.
Differentiation:
EL: Process based: Student works in heterogeneous groups to help him get prepared for the presentation.
Standard: Social Science 10.8.4 and 10.8.5, Psychology , Physics
EA- Prepare and deliver brief oral presentations/reports on historical investigations, a problem and solution, or a cause and effect.
Assessment: After students deliver brief oral presentations, they will contribute to their classmates presentations through at least three pieces of constructive criticism.
Instructional Strategies: Teacher offers students class time to give and receive constructive criticism on the quality of their presentation. Students practice working collaboratively, giving and receiving constructive criticism, and public speaking skills.
Differentiation:
EL: Process based: Student works in heterogeneous groups to help him get prepared for the presentation.
Day 6
Objective: After preparing, practicing, and reviewing their presentations SWBAT teach a clear, concise, and engaging lesson to a class of 7th grade students about the Manhattan project.
Standard: Social Science 10.8.4 and10.8.5, Psychology, Physics
EA- Prepare and deliver brief oral presentations/reports on historical investigations, a problem and solution, or a cause and effect.
Assessment: Students teach a clear, concise, and engaging lesson to a class of 7th grade students about the Manhattan project.
Instructional Strategies: Teacher will escort students to a middle school and observe students presenting to middle school students. Presenting to students, teachers, and administrators offer the students an authentic audience. Presenting the material requires high-order thinking of the material and serves as a summative assessment for the unit.
Differentiation:
EL: Product Based-Student is allowed to use outline notes.
Standard: Social Science 10.8.4 and10.8.5, Psychology, Physics
EA- Prepare and deliver brief oral presentations/reports on historical investigations, a problem and solution, or a cause and effect.
Assessment: Students teach a clear, concise, and engaging lesson to a class of 7th grade students about the Manhattan project.
Instructional Strategies: Teacher will escort students to a middle school and observe students presenting to middle school students. Presenting to students, teachers, and administrators offer the students an authentic audience. Presenting the material requires high-order thinking of the material and serves as a summative assessment for the unit.
Differentiation:
EL: Product Based-Student is allowed to use outline notes.