### Unit Calendar

For our combined Teaching Tolerance Unit, each teacher will use technology to film themselves teaching their one-hour lesson in their respective classrooms. Each teacher will upload the video to a YouTube shared, private channel and assign their students to watch the video for homework in preparation for the following days. This ensures all students have access to the multiple subject areas for higher-level thinking and learning, holistic integration of students' education (not just single focus/silos), and deeper understanding of how prejudice and the ability to teach tolerance runs across all subjects. On the fifth day, we will co-teach a planning session and on the ninth day will we co-teaching the culminating Flash Mob lesson where students take creative action to end prejudice and teach tolerance to our school, community, and the world.

BIOLOGY

ENGLISH

GEOMETRY

Day 1
Day 2
Day 3
Content Standards: CCSS.Math.Content.HSG-SRT.B.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

Learning ObjectivesStudents will recognize the contributions mathematicians across the globe, male and female, have made to the field of mathematics.  Students will understand new mathematical theorems developed globally and be able to describe them to others.

Student Activity:  Students will start by reviewing the Pythagorean Theorem from the previous unit.  Before heading to the computer lab with the students, the teacher will introduce the two day research project entitled "Mathematicians of the World Unite!"  Students will get into groups and choose three theorems/proofs.  One  from the following list:  a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.   Another theorem will be from a mathematician who is either a female.  And finally one from a specific region of the world.  Regions include:  South/Central America, Middle East, Eastern Europe, Africa, Asia, and Pacific Islander.  Each group will be responsible for creating a Bio for each mathematician and the theorem they developed.  Students will be able to upload their work onto a mind map as a class.

Assessment:  Students will have identified one theorem from each category and the corresponding mathematician
Content StandardsCCSS.Math.Content.HSG-SRT.B.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

Learning Objectives:  Students will recognize the contributions mathematicians across the globe, male and female, have made to the field of mathematics.  Students will understand new mathematical theorems developed globally and be able to describe them to others.

Student Activity:  In continuing the previous day's project, the students will have an opportunity to finish any research they need to do as a group in the library.  From here the students will need to begin creating their digital Bios of their mathematicians.  The students will spend this time editing the mind map that will display the mathematicians on a map of the globe.  Position on the map will reflect the origins of the mathematician they have discovered.  Finally as a group the students will reflect on what were their assumptions going into the project, what they discovered, and their thoughts after the project.

Assessment:  Students will present their information from their research and post it to the digital mind map for the class.

Standards: Common Core - Modeling with Geometry G-MG Apply geometric concepts in modeling situations1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

Learning Objectives: After introducing the formulas for area of different geometrical shapes, students will be able to calculate areas of given counties and compare them to certain criteria.

Student Activity:
The students will be in groups of two as the are seated. Students will write down the formulas for finding the area of a square, triangle, circle, and rhombus as the teacher has written, as well as read, them on the board. They have been using these  formulas and know what each of the shapes are up to this point. The students will be given a map of a county with actual zip codes lines marked on the map. They will also be given a list of average household incomes of these zip codes. the population size, and the demographics. The students will be asked to find the area of each zip code using shapes that approximate the actual lines on the map as close as possible. Once the students have figured out the area, they will be required to compare that with the amount of people who live in the zip codes and compare that with average household income.

Assessment:

Students will be required to calculate the correct area of their maps using geometric methods to solve them. They will be given a score based on this outcome. They will receive partial credit for showing work but perhaps missing the answer. They will not be graded on their response to the open ended question posed above, but I will be reviewing them and sharing with them the most common responses the next day in class in order to really reinforce the ideas of prejudice in society which can stem from things like living in certain zip codes.

 Day 4

 Day 5

 Day 6

Content Standards: Common Core - Modeling with Geometry G-MG Apply geometric concepts in modeling situations 1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

Learning Objectives:

After investigating area maps and average household income, students will recognize the physical barriers that separate people based on income as well as learn to calculate area

Student Activity:

Students will continue as mentioned in day 3. At the end of class, 20 min prior, students will be asked to write a response to several prompts. These prompts being: What did you notice regarding the size of the zip codes compared to the population; compared to the average household income; compared to ethnicity living in those zip codes? Are there any stereotypes that you can think of which might be a result of these findings? If so, what are your thoughts about this? Is there anything that we as a society can or should do to eradicate any of these prejudices?

Assessment:

Students will be assessed for this assignment as in day 3. Students will be required to calculate the correct area of their maps using geometric methods to solve them. They will be given a score based on this outcome. They will receive partial credit for showing work but perhaps missing the answer. They will not be graded on their response to the open ended question posed above, but I will be reviewing them and sharing with them the most common responses the next day in class in order to really reinforce the ideas of prejudice in society which can stem from things like living in certain zip codes.

Content Standards: 1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent. Creating, Performing, and Participating in Dance Creation/Invention of Dance Movement: 2.1 Create a diverse body of works of dance, each of which demonstrates originality, unity, clarity of intent, and a dynamic range of movement.  CA ELD standards: Listening and Speaking, Cluster 5, Level 1: Participate in social conversation with peers and adults on familiar topics by asking and answering questions and soliciting information.

Learning Objectives:

Student Activity:
Anticipatory Set/Into - Students watch video examples of flash mob events. (5 min)
Instruction/Through - Students listen to co-teachers explain what components are required for a flash mob event including costumes, dance and music. (5 min)
Guided practice/Through - Students choose a group based on interest. Students meet with their groups and elect directors. Students communicate their ideas for implementing the project. (10 min)
Independent practice/Through - Students plan and organize tasks with teammates. (30 min)
Closure - Students take into consideration the two-week planning period and communicate with their teammates about how to stay organized and connected. (2 min)
Beyond - Students sign up for groups and individual tasks.  Students will video tape their flashmob performance and share their video on social media sites. (3 min)

Assessment:
Diagnostic/Entry level - Co-teachers will informally check on students' preliminary knowledge of flash mobs after watching the videos, through informal discussions.
Formative/Progress monitoring - Co-teachers informally check for understanding while walking around the room while students are working together in their groups.
Summative - Students will be formally assessed based on participating in the planning, set-up and final performance.
Summative - Students will be formally assessed on the final video product
Summative - Students will be formally assessed on their on their one-page written reflection about the experience.
Content Standards:

CCSS.Math.Content.HSG-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems

Learning Objectives:

After applying formulas for volume, students will be able to find the approximate volume of different sized skulls.

Student Activity:

The students will be given worksheets with skull measurements and they will be asked to calculate the volume of these skulls using varying geometric formulas. Students will be given an article that talks about the size of a human skull and how that relates to intelligence levels and other traits. These perceived traits offer an avenue for students to discuss how stereotypes and prejudices have arisen because of these publications. The article can be found here:

Assessment:

Students will be assessed based on the accuracy of their solution to finding the volumes of certain skulls. They will be assessed on how well they work with their partners.

Content Standards:

CCSS.Math.Content.HSG-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems

Learning Objectives:

After applying formulas for volume, students will be able to find the approximate volume of different sized skulls.

Student Activity:

The students will be given worksheets with skull measurements and they will be asked to calculate the volume of these skulls using varying geometric formulas. Students will be given an article that talks about the size of a human skull and how that relates to intelligence levels and other traits. These perceived traits offer an avenue for students to discuss how stereotypes and prejudices have arisen because of these publications. The article can be found here:

Assessment:

Students will be assessed based on the accuracy of their solution to finding the volumes of certain skulls. They will be assessed on how well they work with their partners.

Day 7
Day 8
Day 9
Content Standards:  CCSS.Math.Content.HSG-MG.A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder

Learning Objectives:
Students will understand how to use geometric shapes to model various body parts.  Students will be able to draw a geometric model of themselves.

Student Activity:
Students are welcomed in and recall what was done the day before about analyzing various people using geometric shapes.   Students think about what shapes they can see in the human body and start creating a list as a class.  The students partner up and pass around tape measures.  Two students volunteer and come to the front of the room to model how to do measurements.  The students pick a shape to represent the torso, either a cylinder or a rectangular prism.  The students measure their back from shoulder to shoulder and write down the measurement.  The students then measure around their waist line and write that measurement down.  The students all reply to the teacher’s question about the measurements they have created.   The students now draw the shape they chose and records the measurements.  The students then proceed to measure their partner and draw out the shapes with measurements.   Students tape up their models and do a gallery-walk.  Students start looking for commonalities between each other and make a mental note of them.  Students have a class discussion about the oneness of mankind.

Assessment:  Students will be informally assessed based on their designs for their Geo-Mes.  Students will do a gallery walk and give individual peer feedback.
Content Standards:  CCSS.Math.Content.HSG-MG.A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder

Learning Objectives:  Students will understand how to scale a geometric model down and recreate it using various materials according to geometric measurements.

Student Activity:  Using the diagrams of the models from the previous day's lesson, students will be creating scales down models of themselves using various art forms.  Students will start by choosing their own scale for themselves.  Using the scale they have chosen, the students will start with making their torso along with the teacher.  The teacher will walk them through just to be sure that the students scale correctly.  The students will have access to markers, paint, colored pencils and will be required to add artistic design to their Geo-Mes.  The students must use at least 3 colors.  For the rest of the period the students will be working with their partners on their models and during the last 10 minutes the students will be taking two pictures.  First they will position their models on a table as a group for a group picture.  Then the students will move the desks and take a group picture of themselves in the same positions as the models.

Assessment:   Student models will be assessed based on their artistic expression, ability to scale accurately and proportional accuracy.  This will be an informal assessment.

Content Standards: CCSS.Math.Content.HSG-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems

Learning Objectives:

After finding the volumes of different skulls, students will be able to determine if size and/or shape of someone's skull contributes to their level of intelligence and/or personality traits.

Student Activity: Students will continue to work on the activity from day 5. After the volumes have been calculated the teacher will reveal to the students whose skull measurements they were calculating. Students will then be told that the measurements that they were given were from Einstein, an average female, the Pope, and other non-related people. They will then be asked to write their reaction to discovering whose skulls they were finding the volumes for. They will be asked to respond to the following prompts: How have you seen people be stereotyped based on their outward appearance? Does it seem fair that people were judged and categorized by the shape and size of their head? What can we do as individuals to ensure that we do not prejudge others based on their physical appearance?

Assessment:

Students will be assessed based on the accuracy of their solution to finding the volumes of certain skulls. They will be assessed on how well they work with their partners. Students will be assessed on whether or not they responded to the prompts with thoughtful consideration. They will not be graded according to their response. We will discuss common responses as a class.

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