6th grade
Bryan Station Middle School
Developed by: John Zeigler, Katie Minke, Mary Taylor, Taskmaster Kim Haggerty
Language Arts/Humanities/Social Studies/Science/Latin
Organizer:
How do biomes affect the people that live within them?
Academic Expectations and Demonstrators
1.13 Students make sense of ideas and communicate ideas with the visual arts.
Integrate the elements and principles of design with varied visual media to communicate ideas.1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.Express information and ideas creatively using technology
Secondary Expectations:
1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
Analyze relationships among economic factors (e.g., political structure, natural resources, population, technology) and the interdependence of nations.2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.
Analyze geographic characteristics to explain human/regional relationships.2.22 Students create works of art and make presentations to convey a point of view.Secondary Expectation 2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.
2.3 Students identify and analyze systems and the ways their components work together or affect each other.Plan, produce, present, and/or perform original and existing individual and group works of art using appropriate elements, concepts, and principles of visual arts and drama.
Investigate and illustrate a system; identify its components and interrelationships with other systems.Secondary Expectation 2.6 Students understand how living and nonliving things change over time and the factors that influence the changes.
Essential Questions
Culminating Performance
Upon completion of our unit of study, the students will be divided into groups. Each group will be assigned a biome. They will design a PowerPoint presentation on their biome covering essential questions. Each group will create a dramatic presentation using a character to explain the information the students have gathered on their biome.
Scoring Guide/Rubric
PowerPoint Presentation
|
Scoring |
4 |
3 |
2 |
1 |
|
Content |
Answers 5 questions specific to biome giving details |
Answers 5 questions in regard to biome with limited detail |
Answers 3-4 questions or does not answer specific to biome |
Answers 1-2 questions |
|
Organization |
Logical order |
Minor lapses in organization |
Evidence of organization |
No pattern of organization is evident |
|
Presentation Format/Mechanics |
Presentation style is focused, efficient with no grammatical or mechanical errors |
Presentation style is focused, efficient with few grammatical or mechanical errors |
Some aspects of presentation are distracting with noticeable grammatical or mechanical errors |
Errors in grammar and mechanics, as well as style, make presentation difficult to understand |
|
Vocal Qualities |
Eye contact maintained. Voice is clear and audible. |
During most of the presentation, looks at audience, voice is clear and audible. |
Few times, looks at audience, voice is muffled and hard to understand. |
No eye contact. Voice makes one strain to hear and understand. |
Dramatic Presentation Rubric
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Voice Projection /Expression |
Voices of characters were always audible and expressive. |
Voices of characters were usually audible to people and showed some expression. |
Voices of characters were sometimes audible and showed little expression. |
Voices of characters were rarely audible, monotoned and not expressive. |
|
Scenery |
Scenery was creative, added interest to the play, and shows climate and characteristics of the biome. |
Scenery was creative and shows climate and characteristics of the biome. |
Scenery did not get in the way of the character. Shows little about climate and characteristics of the biome. |
Scenery got in the way of the character OR distracted the audience. No evidence of climate or characteristics of biomes. |
|
Playwriting |
Play was creative and really held the audience's interest. |
Play was creative and usually held the audience's interest. |
Play had several creative elements, but often did not hold the audience's interest. |
Play needed more creative elements. |
|
Staying in Character |
Characters accurately portrayed the people and culture of the biome throughout the performance. |
Characters accurately portrayed the people and culture of the biome through almost all of the performance. |
Characters tried to portray the people and culture of the biome through some of the performance. |
Characters actions were inappropriate. |
Evaluation Component:
Prior to beginning this unit, students will be asked "How do biomes affect the people that live within them?" Students will be scored:
|
4 |
3 |
2 |
1 |
| If they correctly identify 4 ways biomes affect the people who live within them. | If they correctly identify 3 ways biomes affect the people who live within them. | If they correctly identify 2 ways biomes affect the people who live within them. | If they correctly identify 1-way biomes affect the people who live within them. |
After students complete and present their projects, students will be given the following open-ended response question, "Comparing all the biomes, in which biome would you live and why?"
Knowledge (Core Content)
Writing
|
Purpose/AUDIENCE
Idea Development The writer develops and supports main ideas and deepens the audience’s understanding by using
Organization
|
|
Sentences
Language
Correctness
|
Science
SC-M-2.1.7 Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.
SC-M-3.5.1 A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.
Social Sciences
SS-M-3.1.1 Productive resources (land, labor, capital) are limited and do not satisfy all the wants of individuals, societies, and governments (scarcity).
SS-M-4.3.2 Human populations may change and/or migrate because of factors such as war, famine, disease, economic opportunity, and technology.
Humanities
AH-M-3.1.31 Elements of drama: plot development, rising action, turning point, falling action, suspense, theme, language, empathy, motivation, discovery
AH-M-3.1.32 Elements of production: staging, scenery, props, lighting, sound, costumes, and make-up
AH-M-3.1.41 Create a script that can be used in a dramatic performance. [PE] (2.22)
AH-M-3.1.42 Use the elements of production to create a dramatic work. [PE] (2.22, 2.23)
Knowledge /Content/ Skills
Technology Standards
T3.2.2 Use correct grammar, mechanics and spelling T5.3.4 Evaluate web site results from a searchT6.5.1 Choose appropriate information for purpose and audience
T4.4.2.3 Hyperlinks
T4.4 Locate information using the Internet
Instructional/Assessment Activities
Teachers will begin the unit when school resumes in January. The culminating event will be presented at the Renaissance night, February 20th, 2002. These activities will be presented and completed in the individual 6th grade classes during this time frame.
Lesson Goals
Lesson 1: Social Studies Scavenger Hunts Social Studies Topics Related to Biomes
Objective: Students will become familiar with the topics of economics, culture, conflicts, colonialism, and geography (political, physical).
Description: Over a period of days, students will cover the topics in class. They will be given a scavenger hunt to be done in the lab.
Assessment: The sites will be posted on a web page. Students will locate the information from pre-selected sites and will complete a printed worksheet.
Lesson 2: Science Scavenger Hunt Biomes
Objective: Students will become familiar with biomes.
Description: Students will be given a web scavenger hunt with all the types of biomes found in the world. They will take the data found and discuss in class the information and how it relates to the first essential question.
Assessment: Students will locate the information from pre-selected sites and will complete a printed worksheet.
Lesson 3: Latin Scavenger Hunt
Objective: Students will be placed into groups. They will be given three sites from which they will locate information focusing on one of the five geographic themes.
Description: Students will be given three sites. They will do research on one of the five geographic themes and answer questions on a printed worksheet.
Assessment: Students will locate the information from pre-selected sites and will complete a printed worksheet and a handwritten pamphlet.
Lesson 4: Different Biomes
Objective: Students will learn that there are different biomes and they are located throughout the world.
Description: Class discussions will cover the topics of different biomes and where they are located, different characteristics, similar characteristics, etc.
Assessment: A short quiz on identifying, listing characteristics of biomes will be given.
Lesson 5: Latin Transactive Writing Piece
Objective: Students will learn about an animal that lives within a given biome.
Description: Students will create a transactive piece on an animal from a biome. Students must give the Latin name for the animal, scientific Latin name, and other pertinent data related to the animal.
Assessment: Students will be assessed based on the holistic scoring guide for transactive writing.
Lesson 6: Incorporating Critical Thinking
Objective: Students will analyze and apply information from a given source and will use this information to create a visual representation.
Description: Students will analyze and apply information from the diary account of a given Roman officer from Northern Africa and will create a visual representation.
Assessment: Students visual representation which will show the comprehension and understanding of the given source.
Lesson 7: Language Arts
Objective: Students will study the literature related to the biomes of Africa.
Description: Students will look at a variety of literary samples dealing with Africa. They will look at the characteristics of each sample and will identify the biome from which each sample comes.
Assessment: Students will write their own story. Students will present the story to the class.
Lesson 7: Language Arts
Objective: Students will study the literature related to the biomes of Africa.
Description: Students will look at a variety of literary samples dealing with Africa. They will look at the characteristics of each sample and will identify the biome from which each sample comes.
Assessment: Students will write their own story. Students will present the story to the class.
Lesson 8: Language Arts Costume and Set Design/Playwriting techniques and formats
Objective: Students will begin to understand how to create an accurate dramatic presentation.
Description: Students will look at web sites and visual materials, which they would find with their chosen biomes. They will examine African folktale plays and practice the elements of performance that they have studied.
Assessment: Students will create appropriate costumes and scenery for a play.
Lesson 9: Language Arts Play
Objective: Students will write a play based on the people and culture of their biome.
Description: Students will write a play based on their biome.
Assessment: Culminating event rubric
Lesson 10: Language Arts Descriptive Writing for Bellringers
Objective: Students will create descriptive writing pieces.
Description: Students will write descriptive paragraphs about selected African masks and pinpoint the geographic areas from which the masks came.
Assessment: This activity is part of a required journal writing.
Lesson 11: Language Arts Descriptive Bellringers
Objective: Students will create descriptive writing pieces.
Description: Students must write their reaction to the African proverb.
Assessment: This activity is part of a required journal writing.
Lesson 12: Science Biomes Specific to Africa
Objective: Students will learn about specific biomes in Africa .
Description: Students will discuss the three biomes specific to Africa and relate them to areas of the United States.
Assessment: Participation in the discussion and the notes taken on the discussion.
Lesson 13: Science Diseases and Medicine of the Rainforests
Objective: Students will learn about the diseases and medicines related to the rainforest.
Description: Students will look at the animals, disease and medicines that come from this area.
Assessment: Students will watch a video on rainforests, complete a worksheet of the video and then will participate in a discussion about the diseases and the medicines of the rainforest.
Lesson 14: Science Deforestation
Objective: Students will learn how global warming affects the biomes of Africa and the world.
Description: Students will learn the effects of global warming as it relates to the world, and specifically to the biomes of Africa. (Students will learn that animal and plant extinction occur because of global warming.)
Assessment: KWL
Lesson 15: Science Savannah and Prairie
Objective: Students will learn about the Savannah and the Prairie of Africa and how they relate to the grasslands of Africa.
Description: Students will create a Venn diagram comparing and contrasting the grasslands of the United States to the grasslands of Africa.
Assessment: Venn diagram
Lesson 16: Science Savannah
Objective: Students will study about the endangered animals and the extinction of animals within the Savannah due to poaching.
Description: Students will study about the endangered animals and the extinction of animals within the Savannah due to poaching.
Assessment: Students will be asked to identify the endangered as well as the extinct animals of the Savannah and why they have become endangered or extinct.
Lesson 17: Science Vegetation
Objective:
Description:
Assessment:
Lesson 18: Science Desert
Objective: Students will learn about the deserts of Africa and relate them to the United States.
Description: Students will create a Venn diagram comparing and contrasting the deserts of Africa to the deserts of the United States.
Assessment: Venn diagram
Lesson 19: Science Desert/Weather
Objective: Students will study the influence that the weather and the desert have on each other.
Description: Students will look influence that the weather and the desert have on each other.
Assessment: Discussion/paired with the open-ended response question after the lesson on animals and vegetation.
Lesson 20: Science Plants and Vegetation of the Desert
Objective:
Description: Students will learn how the plants and vegetation have adapted to the desert.
Assessment: Discussion/paired with the open-ended response question after the lesson on animals and vegetation.
Lesson 21: Social Sciences
Objective: Students will be given an overview of Africa.
Description: Students will review physical and political geography of Africa, including landforms and regions.
Assessment: Students will complete a worksheet of the above topics.
Lesson 22: Social Science
Objective: Students will study the physical features of Africa.
Description: Students will use a web-based activity answering questions to answer specific questions about the African continent.
Assessment: Students will hand in a sheet of the answers they found in the web-based activity.
Lesson 23: Social Science
Objective: Students will study the climate and its affects on Africa.
Description: Students will complete a KWL on climate in Africa.
Assessment: KWL
Lesson 24: Social Science
Objective: Students will complete an activity matching African names and locations.
Description: Students will be given a map of African countries and locations. They will then match the locations to the country.
Assessment: Completed activity
Lesson 25: Social Science PowerPoint
Objective: Creating a Power Point
Description: Students will be reviewed on the basics of creating a PowerPoint Presentation. They will then create the presentation.
Assessment: Culminating event/PowerPoint Presentation
Lesson 26: Social Science Scavenger Hunt on Culture
Objective: Students will learn about the cultures of Africa.
Description: Students will use a web-based scavenger hunt on the cultures of the African people.
Assessment: Students will complete the web-based hunt and hand in the answers.
Critical Resources
Technology
Instructional resources
Hardware/Software
LCD projector
Screen or Smart Board
PowerPoint
Inspiration
Web Scavenger Hunt
Handout on creating Multiple PowerPoint Slide Shows (in Pet Project folder and on /trt3
Human Resources
Division of Teaching Responsibilities
Latin:
Berber (Origin of Africa)
Scientific Animals
North Africa/Roman assimilation/benefits
Science:
Animals
Plants
Natural Resources
Climate
Diseases
Inspiration
Social Sciences:
Economic Principles/Natural Resources/Subsistence Farming/Culture & Groupings
Conflicts
Colonialism
Geography
Folk Music
PowerPoint
Language Arts:
Play writing
Performance techniques
Folktales/Short stories
Set Design/Costumes
African Drama
Should time allow, these resources may be used to enhance this unit.
Drum Corps from BT Washington
Native Speakers from School community and City
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