7th Grade
Jessie Clark Middle School
Developed by: Cheryl Brown, Deborah Moore, Kelly Shepard, and Stephanie Yates
Organizer
How does my family heritage affect my life today and in the future?
Primary Academic Expectations and Demonstrators (Italicized demonstrators are for gifted and talented population)
1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.
1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.
5.3 Students organize information to develop or change their understanding of a concept.
Secondary Academic Expectations and Demonstrators
1.2 Students make sense of the variety of materials they read.
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they listen.
1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
2.6 Students understand how living and nonliving things change over time and the factors that influence the changes.
3.7 Students demonstrate the ability to learn on one’s own.
4.1 Students effectively use interpersonal skills.
4.5 Students demonstrate an understanding of, appreciation for, and sensitivity to a multi-cultural and world view
.5.5 Students use problem-solving processes to develop solutions to relatively complex problems.
6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
Essential Questions
Culminating Performance
Using the guiding question as the prompt, students will write a reflective essay and produce and share their researched information through a PowerPoint presentation.
Scoring Guide/Rubric
The rubric for the portfolio reflective piece is the Holistic Scoring Guide established by the Kentucky Department of Education.
Rubric for PowerPoint Presentation
|
CRITERIA |
||||||||
|
CONTENT: |
Polished |
Delicious |
Crab |
Wormy |
||||
|
Number of Cultural Characteristics (Past) |
More than 3 examples |
10 |
3 examples |
9 |
2 examples |
8 |
1 example |
7 |
|
Number of Cultural Characteristics (Present) |
More than 3 examples |
10 |
3 examples |
9 |
2 examples |
8 |
1 example |
7 |
|
Number of Inherited Genetic Traits |
More than 3 examples |
10 |
3 examples |
9 |
2 examples |
8 |
1 example |
7 |
|
Number of Traits/ Characteristics Passed On |
More than 3 examples |
10 |
3 examples |
9 |
2 examples |
8 |
1 example |
7 |
|
Supporting Details |
Extensive |
30 |
Adequate |
20 |
Minimal |
10 |
None |
0 |
|
FORM: |
Polished |
Delicious |
Crab |
Wormy |
||||
|
Number of Content Slides |
More than 6 slides |
10 |
6 slides |
9 |
5 slides |
8 |
Fewer than 5 slides |
7 |
|
Design |
6 different slide layouts; readable text |
10 |
5 different slide layouts; readable text |
9 |
4 different slide layouts; text difficult to read |
8 |
2 or 3 different slide layouts; text difficult to read |
7 |
|
Creativity |
e.g., scanned or digital photos; inserted clipart; downloaded graphics; appropriate sound and animation |
10 |
e.g., inserted clipart; downloaded graphics; appropriate sound and animation |
9 |
e.g., inserted clipart; appropriate sound and animation |
8 |
e.g., inserted clipart |
7 |
|
COLUMN TOTAL |
||||||||
|
CUMULATIVE TOTAL |
||||||||
Rubric for PowerPoint Presentation Student Name _____________________
|
CRITERIA |
||||||||
|
CONTENT: |
Polished |
Delicious |
Crab |
Wormy |
||||
|
Number of Cultural Characteristics (Past) |
More than 3 examples |
3 examples |
2 examples |
1 example |
||||
|
Number of Cultural Characteristics (Present) |
More than 3 examples |
3 examples |
2 examples |
1 example |
||||
|
Number of Inherited Genetic Traits |
More than 3 examples |
3 examples |
2 examples |
1 example |
||||
|
Number of Traits/ Characteristics Passed On |
More than 3 examples |
3 examples |
2 examples |
1 example |
||||
|
Supporting Details |
Extensive |
Adequate |
Minimal |
None |
||||
|
FORM: |
Polished |
Delicious |
Crab |
Wormy |
||||
|
Number of Content Slides |
More than 6 slides |
6 slides |
5 slides |
Fewer than 5 slides |
||||
|
Design |
6 different slide layouts; readable text |
5 different slide layouts; readable text |
4 different slide layouts; text difficult to read |
2 or 3 different slide layouts; text difficult to read |
||||
|
Creativity |
e.g., scanned or digital photos; inserted clipart; downloaded graphics; appropriate sound and animation |
e.g., inserted clipart; downloaded graphics; appropriate sound and animation |
e.g., inserted clipart; appropriate sound and animation |
e.g., inserted clipart |
||||
|
COLUMN TOTAL |
||||||||
|
CUMULATIVE TOTAL |
||||||||
Evaluation Component:
Students will be pre-tested by writing a personal response to the organizer. At the end of the unit, students will write a second response to the organizer. Comparison will be made for depth of idea development, extension of details, and evidence of critical analysis.
Knowledge (Core Content)
SC-M-3.3.1 Reproduction is a characteristic of all living systems and is essential to the continuation of every species. Some organisms reproduce asexually, others reproduce sexually. In species that reproduce sexually, including humans and plants, male and female sex cells carrying genetic information unite to begin the development of a new individual.
SC-M-3.3.2 Every organism requires a set of instructions for specifying its traits. This information is contained in genes located in the chromosomes of each cell. Heredity is the passage of these instructions from one generation to another.
SC-M-3.4.1 Biological change over time accounts for the diversity of species developed through gradual processes over many generations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment
WR-M-1.2 Personal writing focuses on the life experiences of the writer. Personal forms in the portfolio may include a personal narrative (focusing on the significance of a single event), memoir (focusing on the significance of the relationship of the writer with a particular person, place, animal, or thing), or personal essay (focusing on a central idea supported by a variety of incidents in the writer’s life).
Characteristics of personal writing may include:
WR-M-1.4 Transactive writing is informative/persuasive writing that presents ideas and information for authentic audiences to accomplish realistic purposes like those students will encounter in their lives. In transactive writing, students will write in a variety of forms.
Characteristics of transactive writing may include:
Technology Standards
T1.1.2 Determine best resource for gaining information (electronic, print, personal, etc.).
T4.4 Locate information using the Internet.
T6.1 Select appropriate software for a task.
T6.4 Use a Word Processor to present information.
T6.4.5 Write portfolio pieces.
Skills/Abilities
Instructional/Assessment Activities
Timeline for Unit
|
Mon |
Tues |
Wed |
Thurs |
Fri |
|
|
Week 1 December 17 Language Arts |
Pre-test --------------- Introduction with picture books and photo albums --------------- Letter home explaining unit |
Explain unit --------------- Vocabulary |
Interviewing skills and questions set: hereditary traits and cultural characteristics |
Group Share: who will interview; what learned so far; what questions ---------------- Friendly letter to relative ---------------- Send home science questionnaire of family traits |
No School |
|
Week 2 January 7 Language Arts |
Review essential questions --------------- Group Share: report information gathered during holidays --------------- Students prepare for research: what don’t I have yet? |
Library: research: what don’t I have yet?
|
Computer Lab: internet research; World Book Encyclopedia online --------------- Student research due |
Computer Lab: scanning, downloading images, saving to a network folder |
Transfer notes to paper copies |
|||
|
Science |
Introduction science essential questions -------------- Vocabulary |
Library: research: what don’t I have yet? -------------- LMS: lesson on web search techniques: Boolean, keyword. |
Computer Lab: internet research; World Book Encyclopedia online --------------- Student research due |
Textbook reading --------------- Worksheets --------------- Review questions --------------- Discussion |
Textbook reading --------------- Worksheets --------------- Review questions --------------- Discussion |
|||
|
Week 3 January 14 Language Arts |
Computer Lab: Create PowerPoint Presentations |
Computer Lab: Create PowerPoint Presentations |
Computer Lab: Create PowerPoint Presentations |
Share PowerPoint Presentations |
Share PowerPoint Presentations |
|||
|
Science |
Science Lab: Punnet Squares --------------- Review questions --------------- Discussion |
Science Lab: Construct Re-bops to demonstrate inherited genetic traits |
Prewriting, webbing, discussing ---------------- First draft: personal expressive piece |
First draft personal expressive piece due ---------------- Peer conference ---------------- Rewrite |
Second draft: personal expressive piece due |
|||
Lesson Goals
Lesson 1: Language Arts
Objective: AE 1.1, AE 1.11
Description: Interviewing Skills
Assessment: Student-generated Interview Questions and Friendly Letter
Lesson 2: Language Arts
Objective: AE 1.1, AE 5.3, T1.1.2, T4.4
Description: Library/Computer Lab Information Gathering
Assessment: Student-generated Research
Lesson 3: Language Arts
Objective: T6.1
Description: Pre-writing/Organization of Information
Assessment: Paper Copies of PowerPoint Slides
Lesson 4: Science
Objective: AE2.2, AE5.1, SC-M-3.3.1, SC-M-3.3.2, SC-M-3.4.1
Description: Punnet Square Lab
Assessment: Science Lab Procedures/Conclusion: Punnet Squares
Lesson 5: Science
Objective: AE2.2, AE5.1, SC-M-3.3.1, SC-M-3.3.2, SC-M-3.4.1
Description: Re-Bops Lab
Assessment: Science Lab Procedures/Conclusion: Re-Bops
Critical Resources
Sample worksheets
Name: _____________________________________ Hour: __________
CULTURES PAST AND PRESENT RESEARCH WORKSHEET
What countries?
OR what region of a country?
Customs from that country/region:
Customs from that country/region that your family has adopted:
List foods, holidays, clothing styles, celebrations, occupations, level of education, living styles that are part of your family’s life today.
Name: _____________________________________________ Hour: _________
HEREDITY RESEARCH WORKSHEET
Describe the genetic traits you have inherited. How are they passed on from one generation to another?
Be specific if there are physical diseases or conditions that tend to run in families. Don’t forget to include multiple births.
Name: ______________________________________ Date: ______________
"PASS IT ON" WORKSHEET
List the cultural characteristics and customs you will want to pass on to your children. Be sure to tell why you think it would be healthy and beneficial to possess theses qualities.
INTERVIEW QUESTIONNAIRE
Name _________________________________Date___________Hour________
Ask the following questions of your family members such as moms, dads, grandmas,
grandpas, aunts, uncles, and great-grandparents (if you have them.)
Relative name________________Relationship____________________Approximate Age______
What are some family traditions that you observed as you grew up?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What countries did our family come from when we came to America? Name the country and city if possible.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Use three words to describe your personality AND those of your parents such as being patient or hot-tempered, being shy or outgoing, sensitive or hard-hearted.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What special talents did you have as your grew up? What special talents did your parents have such as being musical, artistic, athletic. Did you like to read? Were you a good student or a so-so student?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
List five physical traits that you have inherited. From whom do you think you got these traits?
Trait___________________________________Name__________________________________
Trait___________________________________Name__________________________________
Trait___________________________________Name__________________________________
Trait___________________________________Name__________________________________
Trait___________________________________Name__________________________________
Are there any physical conditions or diseases that are common to our family? If so, what are they?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Using PowerPoint to Create Slides
Open PowerPoint.
Open existing presentation.
Select "more files" and click OK.
Go to drop down window and select "Network Neighborhood."
Open "Ambrose_nt"
Open "Pet Project."
Open "Jessie Clark."
Open "November 2001."
Open "Student PowerPoint.ppt."
Click on slide #2 on the left side of the screen.
A slide entitled "Title Page" will appear.
Delete text.
Go to FORMAT.
Select "Slide Layout."
Choose whichever layout you want.
Select "apply."
After you have typed your text and selected your graphic, go to INSERT on menu bar.
Select "text box."
Place at bottom right of slide.
Type "apple tree."
Highlight "apple tree."
Select icon with globe and chain link (says "insert hyperlink" when cursor is pointing to it.)
Choose "place in this document."
Choose slide 1.
Click OK.
Repeat for each apple (slide.)
BACK TO THE FUTURE:
Apples Don't Fall Far from the Tree
Research Information Help
SEARCHING SITES
Boolean Searching - KidsClick website - Keyword: Using 'And', 'Or', 'Not' Phrases
Ask Jeeves for Kids
Yahooligans
GENERAL INFORMATION SITES
World Book Online
HEREDITY INFORMATION SITES
Legacy.com
Vital Records.com
US Geneology Site
RootsWeb.com
FamilySearch.org
Genetic Diseases
Twins Information
Disease Research
CULTURAL INFORMATION SITES
Cyndi'sList.com
About.com Culture Listings