1. Jennifer Anders Interdisciplinary Unit
INTRODUCTION
Started from the Bottom, Now We’re Here is an integrated curriculum unit that takes place over the course of two weeks in the classroom. This unit has been designed to engage eighth grade students with authentic, hands-on lessons and activities so that they will understand several key aspects of earth science. More specifically, students will learn about the different causes of changes in land shapes and size, such as the shifting of plate tectonics, weathering, and erosion. Students learn with differentiated instruction how to interpret topographical maps to determine land formations and elevations, as well as how it is often shaped or reshaped by natural causes. Upon the completion of the unit, the students will be able to answer the following guiding questions:
1. Compare and contrast topographic maps and satellite views, including how land changes over time.
2. What natural processes create observable changes/structures on the Earth’s surface that enable us to determine the internal energy sources present?
3. What Earth processes and catastrophes in Earth’s history continue today?
4. What land features are the results of gradual changes?
5. Compare and contrast different types of plate boundaries, and the resulting changes in the crust.
6. Identify the locations of the three types of plate boundaries: convergent, divergent, and transform, and the crustal changes that result.
7. Explain how a volcano is formed.
In order to understand the connection between natural disasters, such as volcanoes and earthquakes, it is important that students develop an awareness of how and why these processes occur. These natural occurrences are a part of everyday life, and students not only connect with this unit on a personal level, but also comprehend the correlation to other areas in daily life that are greatly impacted. The results of a volcanic eruption, for example, affects wildlife and forestry, the economy due to possible loss of businesses and homes, and even affects us on a political level.
Although this unit’s curriculum is heavily focused on science, it includes various elements of mathematics, English, Language Arts, as well as Social Studies. For authentic learning to take place, students need to experience integrated lessons to recognize the relevance of the learned material from one class to another. In doing so, the students gain additional support for all subjects in multiple classes. This unit incorporates mathematics by identifying and applying mathematics to everyday experiences, in and outside of the classroom. Social studies is addressed through the discussion of effects on land structure/topography as well as erosion/weathering during the westward expansion and search for gold. This also promotes students’ literacy skills through making literacy connections across texts, building academic vocabulary, using sensory language, and writing persuasive letters and/or giving a speech regarding what can be done to implement better response units for when natural disasters occur.
2. Jennifer Anders Interdisciplinary Unit
DESCRIPTION OF LEARNERS AND CLASS
There are approximately 160 students in the science class that will participate in the Started from the Bottom, Now We’re Here interdisciplinary unit. Three of the six classes are Pre-AP. There are twenty-six students that are documented G/T students, and all but one are in the Pre-AP courses. There are two students who are documented as dyslexic, 19 English Language Learners ranging from beginner-intermediate to advanced, two students that fall under the Autism spectrum (one is Autistic and the other is diagnosed with Asperger’s Syndrome). There are seven students who have IEP’s, five students with 504’s, and two of those students on a BIP with a point sheet. Several students have medical conditions, including one student with seizure disorders. All students will have the opportunity to create and use a graphic organizer, as it is beneficial to students across the learning spectrum, regardless of level or ability.
The gifted students will have the opportunity to build on their knowledge through meaningful extensions, scaffolding techniques will be used to meet the needs as well as challenge each individual student. These extensions will always be accessible to the students at all times and will also be provided for students in the regular classes that would benefit from enrichment.
Dyslexic students will be given extended time to complete projects, as well as the opportunity to complete appropriate alternate assignments. English Language Learners will be provided with accommodations to maximize each individual student’s understanding in the classroom. This can include, but is not limited to, assigning a peer to assist and promote understanding, being sure to present the lesson with explicit instruction with appropriate rate of speech and speaking direct and clear instructions. ELL students will be provided key vocabulary with visual representations and simple, clear definitions. Testing alternatives will also be provided. Both dyslexic and ELL students will be provided simultaneous visual and audio instructions accompanied by nonverbal cues to increase student understanding.
Students with ADD/ADHD, Autism, and other learning disabilities will be given set, clear expectations of the classroom rules and procedures with calm redirections provided as needed. Preferential seating will be given to these students depending on need. ADD/ADHD students will be seated where they are easily accessible to the teacher for ease in redirecting, while those with Autism will be seated where they are most comfortable, engaged, and productive.
Students with health issues have action plans in place for their specific medical emergencies. Nurse passes are provided for students who must visit the nurse at specific times each day, and extensions are given on turning in assignments when class is missed due to the student’s medical condition as appropriate. The seizure student has a specific action in place to follow if she has a seizure, from safely getting her to the floor on her side, noting time that the seizure starts, having a student notify the office, and if the seizure lasts more than five minutes, call 9-1-1.
3. Jennifer Anders Interdisciplinary Unit
OBJECTIVES Unit Objective TEKS Assessment
Students are expected to relate plate tectonics to the formation of crustal features. Students should be able to model and illustrate how the different boundaries occur and how land formations are subsequently formed.
Science: §112.20.A – Scientific investigation and reasoning (iii) Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world. §112.20.B – (1.B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. (2.A) plan and implement comparative and descriptive investigations by making observations, asking well- defined questions, and using appropriate equipment and technology; (2.C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers (3.B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature; (4.A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum (9.B) Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: relate plate tectonics to the formation of crustal features Math: §111.24.B - (2.C) evaluate a solution for reasonableness (6.A) generate similar figures using dilations including enlargements and reductions; and (6.B) graph dilations, reflections, and translations on a coordinate plane. (14.A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics (14.D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems ELA: §110.20.B - (1) Reading/Fluency. Students read grade- level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text (2.B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings; (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence (12.B) evaluate graphics for their clarity in communicating meaning or achieving a specific purpose. (13.B) interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message. (16) Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences. 4) The student comprehends selections using a variety of strategies. The
Formative:
Interactive Science Journal
Snack Tectonics
Colorful Convection Currents
Summative:
Portfolio
Unit Exam
4. Jennifer Anders Interdisciplinary Unit
student is expected to (4.A) use prior knowledge and experience to comprehend; (B) determine purpose for reading Social Studies: §113.20 (11.A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries (11.B) describe the positive and negative consequences of human modification of the physical environment of the United States; (28.A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history (29.B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (29.H) use appropriate mathematical skills to interpret social studies information such as maps and graphs; (31.A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Students are expected to interpret topographical maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. Science: §112.20.A – Scientific investigation and reasoning (iii) Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world. §112.20.B – (1.B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.(2.A) plan and implement comparative and descriptive investigations by making observations, asking well- defined questions, and using appropriate equipment and technology; (2.C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers (3.B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature; (4.A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum (9.C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. Math: §111.24.B - (2.C) evaluate a solution for reasonableness (6.A) generate similar figures using dilations including enlargements and reductions; and (6.B) graph dilations, reflections, and translations on a coordinate plane. (7.A) draw three-dimensional figures from different perspectives; (14.A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics (14.D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems ELA: §110.20.B - (1) Reading/Fluency. Students read grade- level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text
Formative:
Interactive Science Journal
Topographic Hand Lab
Contouring Play-doh
Summative:
Engineering Erosion
Unit Exam
5. Jennifer Anders Interdisciplinary Unit
(2.B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings; (2.D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence (12.B) evaluate graphics for their clarity in communicating meaning or achieving a specific purpose. (13.B) interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message. (16) Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences. 4) The student comprehends selections using a variety of strategies. The student is expected to (4.A) use prior knowledge and experience to comprehend; (4.B) determine purpose for reading Social Studies: §113.20 (11.A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries (11.B) describe the positive and negative consequences of human modification of the physical environment of the United States; (28.A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history (29.B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (29.H) use appropriate mathematical skills to interpret social studies information such as maps and graphs; (31.A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
6. Jennifer Anders Interdisciplinary Unit
CALENDAR
Day 1 Day 2 Day 3 Day 4 Day 5 Vocabulary: Convergent, Divergent, and Transform Boundaries Authentic Learning Experiences: Interactive Science Journal Snack Tectonics Lab Vocabulary: Shearing and Convection Currents Authentic Learning Experiences: Interactive Science Journal Colorful Convection Currents Vocabulary: Plasticity and Subduction Authentic Learning Experiences: Interactive Science Journal QR Code Activity Foldable notes Vocabulary: Mid Atlantic Ridge, San Andres Fault, Trench, Rift Authentic Learning Experiences: Interactive Science Journal San Andres Article and Venn Diagram Vocabulary: Topographic map and Contour line Authentic Learning Experiences: Interactive Science Journal Topographic Hand Mapping Lab Day 6 Day 7 Day 8 Day 9 Day 10 Vocabulary: Elevation Authentic Learning Experiences: Interactive Science Journal Contouring Play-Doh Lab Vocabulary: Erosion and Weathering Authentic Learning Experiences: Interactive Science Journal Engineering Erosion Lab Vocabulary: Deposition Authentic Learning Experiences: Interactive Science Journal Engineering Erosion Lab and Reflection Authentic Learning Experiences: Interactive Science Journal Contouring Play-Doh Lab Trade and Explain Unit Review Authentic Learning Experiences: Quiz, Quiz Trade Review Plate tectonics & Weathering Unit Quiz
7. Jennifer Anders Interdisciplinary Unit
CONCEPT MAP
Changes in the Earth’s Surface
Snack Lab
Colorful Convection Currents
San Andres Fault
Hand Mapping Lab
Contouring Play-Doh Lab
Engineering Erosion
Math 14.A
S.S. 29.B
Math 14.A&D
Math 14.A
Math 14.A
Math 14.A
ELA 1 , 2.B, 2.D, 4.A & 4.B
Vocab
Vocab
S.S. 31.A
Vocab
