Collaborative Planning Tool

Curriculum found here

Teachers:
Costa/Albert
GradeLevel:
6
ContentArea(s): SocialStudies/LibraryMedia
UnitofStudy: HumanOrigins/TheBeginningofHumanSocieties
TimeFrame:
2weeks
EstimatedSessionsin: (3)Classroom(7)LMC()Lab()Other
AreasofCollaboration: (x)Planning()Teaching(x)CoTeaching(x)Resources
EssentialQuestion(s):

What physical and mental benefits did invention of farming have on early humans?
How did tools lead humans to expand their territory?
What role did climate play in the worlds first great migration?
How does technology like Google Drawing help researchers present information?

Standards:
CCSS:
RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary
sources
RH.6-8.2: Determine the central ideas or information of a primary of secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
WHST.6-8.4: Produce clear and coherent writing in which the development, organization
and style are appropriate to task, purpose and audience.
SL7.1a: Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
Content:
INQ6-8.5: Determine the kinds of sources that will be helpful in answering compelling and
supporting questions, taking into consideration multiple points of views represented in the
sources.
INQ 6-8.8: Identify evidence that draws information from multiple sources to support
claims.
INQ 6-8.10: Present adaptations of arguments and explanations on topics of interest to
others to reach audiences using print and oral technologies and digital technologies.
AASL:
1.1.1Follow an inquiry-based process in seeking knowledge in curricular subjects, and
make the real-world connection for using this process in own life.

1.1.2Use prior and background knowledge as context for new learning.

1.1.3 Develop and refine a range of questions to frame the search for new
understanding.
2.1.4 Use technology and other information tools to analyze and organize information.
3.1.4 Use technology and other information tools to organize and display knowledge
and understanding in ways that others can view, use, and assess.

Other:
UnitObjectives/LearningOutcomes(Whatwillstudentsknowandbeabletodo?):
Content:
Discover how hunter-gatherers lived during the stone age.
Learn about the beginnings of farming.
Learn how to make predictions about the topics to develop stronger understanding.
Students will identify and compare/contrast different types of species of early humans.
Information Literacy:
Students will search for and evaluate information to answer their inquiries.
Technology:
Students will use new technology to present the findings of their inquiries to others.
Assessment/PerformanceTasks(Howwillweknowwhatstudentshavelearned?):
You are the newest member of our Archaeology team. We have been searching to uncover
the mysteries of early human life and you just discovered the skeleton of an early human!
You will research what life was like for the early human you have discovered. You will
summarize your findings in a digital report for your supervisor.
Lessons/LearningActivities/Procedure(Whatareourtasks/activities?):
Learning about the job of an archaeologist and writing a job description.
Researching with a partner about a species of early human.
Developing a bibliography.
Creating a digital excavation report using Google Drawings
Peer Review of another groups Google Drawing.
MaterialsNeeded:
Technology:
Computers with internet access and access to Google Drawings
Print Resources:
Articles pulled from ICONN
Electronic Resources:
Smithsonian Human Origins website, Easybib.com
FinalProduct(s)(Inwhatformatwillstudentspresentinformation?):
Students will present their information as an excavation report in the form of a Google
Drawing.

Howwillstudentsevaluatefinalproduct/process?
The teacher and LMS will observe students researching and creating Google Drawings.
The teacher and LMS will review drafts of Google Drawings.
Rubric for product.
Roles&Responsibilities:
Teacher:
Teach content and answer content specific questions.
Assist students with research
Review and edit drafts of Google Drawings.
LMS:
Instruct in use of Google Drawing and creating citations.
Assist students with research and using Google Drawings.
Find articles on ICONN for students.
Review and edit drafts of Google Drawings.
The teacher and LMS will work together to evaluate student work.
EndofUnitEvaluation(reflection,comments,suggestionsforimprovement,etc.)