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Unit 2: How we organize ourselves
Unit 2: How we organize ourselves
September 27th-November 5th
Central Idea: The structure and function of human-made systems impact the environment.
Central Idea: The structure and function of human-made systems impact the environment.
By the end of the unit my student will:
By the end of the unit my student will:
Students will host a Virtual Science Fair night to share their findings with the community.
Rubric: https://docs.google.com/document/d/1uOM_ev99qCgT4PldJDUq9Qe5o_5ak8t5gG1kpLrHEZE/edit?usp=sharing
Student Agency
Student Agency
Voice: Students will make the decision for the audience. Decide the different ways to gather information (books, videos, library, youtube) They give input in what they want to learn. Give them options based on their style of learning on how they want to do assignments. Morning meeting.
Choice: Choice boards for assignments. How they want to gather information to engage with multiple perspectives. The choice on how to solve problems. Choose to work in a group or independently. Choose who they work within that group. Students can choose how they participate in class (flipgrid, video on or off).
Ownership: Choose the topic they want to work on based on a self-defined learning goal. They can co-construct the rubric. Peer to peer feedback. Reflect and revise their work.
Student Action
Student Action
Choose: Choose: A scientific question that can be answered through repeated experimentation.
Act: Students will determine how independent variables cause changes to the environment.
Reflect: Students will reflect on their hypothesis. How did the results of your experiment change your perception throughout this scientific process? How can this experiment be applied to your everyday life?
Key Concepts
Key Concepts
Function: The understanding that everything has a purpose, a role or way of behaving that can be investigated.
What are conductors and insulators? What makes a circuit work? What are the components needed for a circuit to work?
What patterns and relationships can be found within and between the words, pictorial models, and equations used to represent a problem situation?
What patterns and relationships can be found within and between words, number patterns, tables, rules, and expressions used to represent a problem situation? How can you use the Distributive Property to find quotients?
Causation: The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Why did American Indian groups choose to settle in certain regions of Texas? Why were Europeans interested in exploring Texas? How did the challenges faced during migration and exploration change people’s responses to their environment? How does investigating and exploring change in the world around us help us recognize problems to solve?
Change: The understanding that change is the process of movement from one state to another. It is universal and inevitable.
Why is change important? How do we face change? Why did explorers come to Texas? How did people react to encounters? What characteristics do we need to face change successfully?
Why do we need to edit our writing? What are some forms that authors use in their writing? What are some functions that authors use in their writing? How can you use these same ideas in your writing? How does our writing connect us to others? How does figurative language help the reader understand the author’s purpose or meaning? How does context help the reader understand a word’s meaning if the word is unknown or has multiple meanings?
Related Concepts
Related Concepts
Reading: word meaning, figurative language and imagery, text structure, author’s purpose
Math: division, number patterns
Science: forms of energy, circuits, how light travels, changing of position and motion
Social Studies: Explorers in Texas, migration of populations in Texas
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