Unit Theme:​ What Makes A Community?

Grade: 10th
Timeline: 4 Weeks
Team Members: Jordan Shannon Madison

Subjects: English Science Government/Geography/History

Rationale: Essential Question: What Makes A Community?

What they are going to learn, why are they going to learn it, and how are they going to learn it?
Rationale:
This unit plan, titled “immigration to the moon”, is designed so that students can be able to
engage with and determine the factors that make or break a community. Elements affecting the
success of a community can be rooted in aspects such as environmental/biological
factors(science), the type of government set in place(government), and collaboration and
communication with others (English). By considering how english, science, and government
relate to the topic of what makes a successful community, students will be able to apply their
understanding in a creative manner that will allow them to create a civilization on the moon.
With regards to science, it is crucial for students to understand the factors that can contribute to a
community being successful in terms of liveability stemming from interdependence of organisms
in a specific geographic location. To successfully travel to and begin living on the moon,
students need to understand the biological factors that surround living in a community with other
humans, animals, ecosystems, etc. These factors include population growth as determined by
birth/death rate, immigration, carrying capacity of the environment, etc. Though living in an
environment such as the moon is a dramatically different location, these factors will be important
to understand and investigate in any community living at any location. Throughout their learning
in the science content, students will need to be able to apply researching skills using the internet
(new literacies) and be able to read about the previously mentioned factors and apply them to
their own created community on the moon.
A community cannot successfully function without a form of government to establish law and
order, protect the rights of the people, and ensure the community is running properly with the
citizens best interest in mind. It is important to understand the basic functions and structures of a
government in order to create an administration that can sustain a community on the moon.
Historically, students must analyze past formations of government to decide what will work best
for their community on the moon. By evaluating successful and unsuccessful governments from
history, the students will be able to determine what kind of government they want to construct on
the moon. When moving to the moon students are going to need to have some geographical
knowledge in order to properly construct maps outlining their community. This includes being
able to identify characteristics that define a region. Students will be able to take their
geographical knowledge and apply it with science to determine the best place on the moon to
form their community.
It is important that students be able to critically read and think about the research they will
conduct within their immigration to the moon unit. Students must be able to identify crucial
information that will pertain to their project, and use learning tools in order to do so. After
conducting this research and formulating a knowledge basis for their immigration plans, students
must be able to present this knowledge in an effective manner. This includes using planning
techniques (like outlining, idea webs, etc.). Finally, students must be able to communicate their
information in an effective and persuasive manner. This includes persuasive and knowledgeable
vocabulary, and effective presentation skills.
Student Learning Outcomes
Focus Standards :

English
(Overarching big 9-10. SL.4: Present 9-10 W.1: Write 9-10. RI.9: Analyze
standards to be taught) information, arguments to seminal/primary
findings, and support claims in documents of
supporting an analysis of historical and literary
evidence clearly, substantive significance,
concisely, and topics or texts, including how they
logically such that using valid address related
listeners can follow reasoning and themes and
the line of relevant and concepts​.
reasoning and the sufficient
organization, evidence.
development, a. Introduce
substance, and precise claim(s),
style are distinguish the
appropriate to claim(s) from
purpose, audience, alternate or
and task; use opposing claims,
appropriate eye and create an
contact, adequate organization that
volume, and clear establishes clear
pronunciation. relationships
among claim(s),
counterclaims,
reasons, and
evidence.
b. Develop
claim(s) and
counterclaims
fairly, supplying
evidence for
each while
pointing out the
strengths and
limitations of
both in a manner
that anticipates
the audience’s
knowledge level
and concerns.
c. Use words,
phrases, and
clauses to link
the major
sections of the
text, create
cohesion, and
clarify the
relationships
between claim(s)
and reasons,
between reasons
and evidence,
and between
claim(s) and
counterclaims.
d. Establish and
maintain a
formal style and
objective tone
while attending
to the norms and
conventions of
the discipline in
which they are
writing.
e. Provide a
concluding
statement or
section that
follows from and
supports the
 argument
presented.

Science PO 1. Identify the PO 2. Describe PO 3. Assess how

relationships among how organisms the size and the rate
Concept 3: organisms within are influenced of growth of a
Interdependence of populations, by a particular population are
Organisms communities, combination of determined by birth
ecosystems, and biotic (living) rate, death rate,
biomes. and abiotic immigration,
(nonliving) emigration, and
factors in an carrying capacity of
environment. the environment.
Science 1. Cite specific textual 4. Determine the 10. By the end of
Reading standards for evidence to support meaning of grade 10, read and
literacy in science and analysis of science symbols, key comprehend
technology subjects for and technical texts, terms, and other science/technical
grades 9-10 attending to the domain-specific texts in the grades
precise details of words and 9–10 text complexity
explanations or phrases as they band independently
descriptions. are used in a and proficiently.
(9-10.RST.1) specific scientific (9-10.RST.10)
or technical
context relevant
to grades 9–10
texts and topics.
(9-10.RST.4)

Science 4. Produce clear and 5. Develop and 6. Use technology,

coherent writing in strengthen including the
Writing standards for which the writing as Internet, to produce,
literacy in science for development, needed by publish, and update
grades 9-10 organization, and planning, individual or shared
style are appropriate revising, editing, writing products,
to task, purpose, and rewriting, or taking advantage of
audience. trying a new technology’s
(9-10.WHST.4) a. approach, capacity to link to
Produce clear and focusing on other information
coherent functional addressing what and to display
writing (e.g., formal is most information flexibly
letters, envelopes, significant for a and dynamically.
procedures, labels, specific purpose (9-10.WHST.6)
 timelines, and audience.
graphs/tables, (9-10.WHST.5)
experiments, maps,
caption, charts,
diagrams) in which
the development,
organization, and
style are appropriate
to task, purpose, and
audience.
(AZ.9-10.WHST.4)
Geography PO 1. Construct maps PO 2. Interpret PO 3. Use
Concept 1: The World in using appropriate maps and images appropriate maps and
Spatial Terms elements (i.e., date, (e.g., political, other graphic
orientation, grid, physical, relief, representations to
scale, title, author, thematic, analyze geographic
index, legend, Geographic problems and
situation). Information changes over time.
Systems [GIS],
Landsat).

Concept 2: Places and PO 1. Identify the

Regions characteristics that
define a region: a.
physical processes
such as climate,
terrain, and resources
Concept 4: Human PO 1. Interpret PO 2. Analyze PO 5. Analyze the
Systems population growth and push/pull factors development,
demographics (e.g., that contribute to growth, and
birth and death rates, human changing nature of
population growth migration. cities (e.g., urban
rates, doubling time sprawl, suburbs, city
and life expectancy, revitalization).
carrying capacity).

PO 6. Analyze factors PO 7. Predict the

(e.g., social, biotic, effect of a
abiotic) that affect change in a
human populations. specific factor
(e.g., social,
biotic, abiotic)

Government
Concept 1: Foundations of
Government
Concept 2: Structure of
Government
Concept 3: Functions of
Government
Concept 4: Rights,
Responsibilities, and Roles
of Citizenship
Concept 5: Government
Systems of the World
on a human
population.
PO 1. Examine the
foundations of
democratic
representative
government: a. Greek
direct democracy b.
Roman republic
PO 1. Analyze why
the weak central
government and
limited powers of the
Articles of
Confederation
demonstrated the need
for the Constitution
PO 1. Analyze the
functions of
government as defined
in the Preamble to the
Constitution.
PO 1. Analyze basic
individual rights and
freedoms guaranteed
by Amendments and
laws
PO 1. Compare the
United States system
of politics and
government to other
systems of the world
(e.g., monarchies,
dictatorship,
theocracy, oligarchy,
parliamentary, unitary,
proportional
elections).
History PO 1. Contrast the fall
of Rome with the
Concept 3: World in development of the
Transition Byzantine and Arab
Empires (e.g.,
religion,
culture, language,
governmental
structure)
Concept 5: Encounters PO 1. Describe the
and Exchange religious, economic,
social, and political
interactions among
civilizations that
resulted from early
exploration:
a. reasons for
European exploration
d. role of disease in
conquest
e. role of trade
f. navigational
technology.

Reading Standards for Cite specific textual Determine the Determine the
Literacy in History/Social evidence to support central ideas or meaning of words
Studies 6-12 analysis of primary information of a and phrases as they
and secondary primary or are used in a text,
sources, attending to secondary including vocabulary
such features as the source; provide describing political,
date and origin of the an accurate social, or economic
information. summary of how aspects of
(9-10.RH.1.) key events or history/social
ideas develop studies.
over the course (9-10.RH.4.)
of the text.
(9-10.RH.2.)
Writing Literacy in Gather relevant Conduct short as Draw evidence from
History/Social Studies information from well as more informational texts to
6-12 multiple authoritative sustained support analysis,
print and digital research projects reflection, and
sources, using to answer a
 advanced searches question research.
effectively; assess the (including a (9-10.WHST.9.)
usefulness of each self-generated
source in answering question) or
the research question; solve a problem;
integrate information narrow or
into the text broaden the
selectively to maintain inquiry when
the flow of ideas, appropriate;
avoiding plagiarism synthesize
and following a multiple sources
standard format for on the subject,
citation. demonstrating
understanding of
(9-10.WHST.8.) the subject under
investigation.
(9-10.WHST.7)

Enduring Species within a Theme-Related What is a

Understanding: community, whether Essential community? What
they are human, Questions are the geographic
Important Concepts
animal, or organisms, factors affecting
are dependent on one communities? How
another. do environmental
A community’s factors affect
success relies on communities? How
adaptability/how well are communities
suited it is to its dependent on one
environment and can another? How does
be affected by many a government affect
factors, such as the a community? What
environments carrying political and social
capacity. characteristics
make a
A community’s government? How
success relies on their would you convince
ability to create a a large audience
successful that your idea is the
government in order best idea? What
to be organized and persuasive language
prevent chaos. would you use?
How would you
revise your
immigration plan
 using criticism?
How would you
decide what
criticism is
beneficial?

Technology *See Performance Task: Acceptable Presentation Tools.

Integration

Interdisciplinary Students will write a persuasive essay to a panel that determines

Essay the individuals who will be selected to immigrate to the moon. In
this essay, the students must include their knowledge of a
functional government and applicable science factors that will
attribute to a moon community’s success, using textual evidence
from dystopian novels and informational texts to support their
claims.

Performance Task
Due to your outstanding persuasion skills and extensive
demonstration of knowledge pertaining to a successful moon
community, you have made it through the first round of
immigration selection. Now, with your group members (groups of
4-5) assume the role of a potential moon traveler and create a
visual model of what you and your group members believe will
be a functional community on the moon. You must persuade a
panel of judges (your homeroom teacher) as to why you and your
group members should be selected to go to the moon, and partake
in the establishment of a community. If selected by your
homeroom teacher, you will then have the opportunity to compete
in the final round of selection against your peers in other
homeroom classes. The final round winner will not only receive
entrance to the moon, but will also receive 10 points extra credit
in your ELA, Science, and History classes.
Model must include:
*Visual representations must be explained through presentation.
-A visual representation of government (Examples: type of
government, basic rules/laws, how will new laws be passed, how
 will the government function, structure of government, how will
you protect the citizens of your government, ect.)
-A visual representation of population, ecosystem, and other
organisms present in your community (Examples: how the size of
the population is related to the environments carrying capacity,
the relationships between organisms in the ecosystems,
communities, and biomes that are going to be present on the
moon).
-At least two quotes or references that relate back to a dystopian
text. (Example: On page 232 of ​The Hunger Games, ​Katniss
describes the efficient train system connecting the districts in
Panem.)
-A model that effectively represents the community you and your
group members think would be the most effective on the moon.

Acceptable presentation tools:

● Storyboardthat.com
● Energy.concord.org/energy3d/
● Physical presentation materials: paper, markers, pictures,
magazine clips, etc.

Common Instructional Strategies

All Learners:
● Collaborative group work
● Think-pair-share
● Differentiation in reading materials
● Differentiation in technology
● Content specific vocabulary
● Graphic organizers to plan presentation
● Entrance/Exit tickets

English Language Learners:

● Print out of assignment instructions
● Tri-modal lesson plans incorporating audio, visual, and kinesthetic learning modules
● Explicit instruction
● Frontloading content with pictures
 ● Providing work examples
(Resource / Speech Language)
● Tri-modal lesson plans incorporating audio, visual, and kinesthetic learning modules
● Extended time to complete assignments if state in IEP/504 plan
● Choral vocabulary responses
● Repetition of necessary content
GATE
● Provide independent reading list of related materials
● Podcast explaining life on the moon post-immigration
STOP HERE FOR PART 2 :)

Individual Unit Theme: Using Dystopian Literature to Form a Moon Community

Subject: English Grade Level: 10th Grade
Focus Standards
-9-10. RI.9: Analyze seminal/primary documents of historical and literary significance, including how
they address related themes and concepts.
-9-10. RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
-9-10 W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level and
concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
-9-10. W.6: Use technology, including the internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and to display
information flexibly and dynamically.
-9-10. W.7: Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
-9-10. W.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 9-10 Reading standards to literature.
b. Apply grades 9-10 Reading standards to informational text and nonfiction.
-9-10. SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and
clear pronunciation.
-9-10. SL.5:Make strategic use of digital media in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
-9-10. L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation,
and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent
clauses.
b. Use a colon to introduce a list or quotation.
c. Use correct spelling.

Essential Understandings Knowledge/Skills

Important Concepts: Students will know and be able to
do:
Using dystopian literature to support or disprove key
concepts in building a moon community. Critically read and analyze dystopian
literature.
Critically reading literature and informational texts.
Critically read and analyze
Comparing and contrasting different ideas and informational texts.
perspectives on what makes a community.
Thoroughly develop a persuasive
Developing a persuasive argument in both essay and argument.
presentation form.
Complete an argumentative essay.
Complete a visual presentation of a
Guiding Questions: moon community using technology or
What makes a community? physical materials.

How does an individual contribute to a community? Use textual evidence to support a

claim.
Why should I be chosen to travel to the moon?
Compare and contrast ideas with group
members.
.

Texts Assessment

Trade Books: Formative Summative:

Huxley, A. (1946). ​Brave new world​. New York: Assessment:
Harper & Bros. (870 LEXILE)
Daily Writing
Bradbury, R. (2018). ​Fahrenheit 451​. S.l.: Simon & Argumentative
Journal with
Schuster. (800 LEXILE) prompt.
Essay
Orwell, G. (2016). ​1984​. Lexington, KY: Publisher not
identified.(1090 LEXILE)
Roth, V., & Roth, V. (2011). ​Divergent​. New York, Argument web
Community on the
NY: Katherine Tegen Books/an imprint of Moon Visual
(Essay pre-write)
HarperCollins.(700 LEXILE) Model
Dashner, J. (2015). ​The maze runner​. Frome: Chicken
House.(770 LEXILE) Citing Textual
Orwell, G. (2002). ​Animal Farm​. Books On Tape. Evidence Activity
Henry, B., Nichols, M., & Heller, J. (1968). ​Catch 22​.
Paramount. (1170 LEXILE)
Anderson, M. T. (2013). ​Feed​. London: Walker
Books.(770 LEXILE)
Atwood, M. (n.d.). ​The Handmaid's Tale​. McCelland
& Stewart.(750 LEXILE)
Golding, W., & King, S. (2017). ​Lord of the flies​. NY,
NY: Penguin Books, an imprint of Penguin Random
House LLC.(770 LEXILE)
Informational Texts:
Jazeera, A. (n.d.). In Oaxaca, street art protests
government, supports community. Retrieved April 13,
2018, from
https://newsela.com/read/oaxaca-street-art/id/28538
Nguyen, N. (n.d.). Texts From My Parents: What It
Was Like To Leave Vietnam. Retrieved April 13,
2018, from
https://www.buzzfeed.com/nicolenguyen/texts-from-m
y-parents-what-it-was-like-to-leave-vietnam?utm_term
=.esPQRVDXRR#.bc0OkQL7kk
Online Video:
https://www.youtube.com/watch?v=ncfAz313Alc
Children’s Book:
Ritchie, S. (2015). ​Look where we live!: A first book of
community building​. Toronto, ON: Kids Can Press.
(620 LEXILE)
Learning Plan: Scope and Sequence Differentiation
Students will receive the Immigration to the Moon
assignment sheet at the beginning of the unit.
Students will be prompted with the question, “What makes
ELL:
a community?” followed by a class discussion. Students ELLs will be partnered with English
will reflect on this discussion in their writer’s notebooks as proficient students when completing
an exit ticket for the day. writer’s journal prompts,
Students will be assigned to their work groups (table argumentative essay, and model
groups) whom they will complete their projects with. project.
Students will read and annotate informational texts relevant ELLs will complete regular check-ins
to building a community, immigration, and establishing a with their instructor to converse on
new life. how the unit is progressing.
Students will use information from the informational texts ELLs will be allowed to use
(see ​TEXTS ​section) to begin the planning process of their technology to look up any unknown
projects. Groups will conference their planning process
with the instructor to receive points towards their overall
words or phrases they may come
participation grade.
across.
Lesson on argumentative statements and claims. Students
will practice writing statements and claims in their writer’s Visuals and imagery frontloading will
notebooks as an exit ticket. accompany visual aids and assignment
sheets.
Students will use dystopian novels
(see list of appropriate novels in ​TEXTS ​section) from their SPED:
independent reading assignments to support arguments and
Printed versions of the visual aids will be
claims made in their projects.
available for students.
Using their planning process, arguments/claims, and
The use of technology can be applied to
conference notes, students will select the medium they want
most if not all lessons.
to build their community model in (physical or
technological copy). Co-teach/team teach strategies can be
easily applied to all lessons if necessary.
Students will begin work on community models.
Adjusted timelines available if
Students will conference models with instructor to ensure
required/suggested on 504 or IEP.
all key requirements have been met. Conference will count
as points towards participation grade. Students will not be required to present if
required/suggested on 504 or IEP.
Instructor will introduce argumentative essay. Examples
will be provided, and key concepts will be reviewed. Students will be permitted to record lecture
for later reference if necessary.
Once community models have been approved by instructor,
students may begin the pre-writing process for their
argumentative essays. Pre-writing can be done in graphic
organizer or outline format. Pre-writing will be conferenced
and go towards students’ individual participation scores.
Students will work on a rough/working draft. Once
finished, students will complete the revision process using
peer revision with a student in their project group.
Once revision has been completed, work on a final draft
will begin. Student essays must comply with MLA format
and the key concepts highlighted in the unit packet, under
the ​Argumentative Essay ​section.
After the community models and essays have been
completed, the inter-class competition will begin.
One group from each class will be selected to participate in
the final round of ‘judging’ (panel of teachers).
Students will write a one-page reflection in their writer’s
notebooks following the unit.

END OF UNIT
Individual Unit Theme:

Subject: Science Grade Level: 10

Focus Standards

PO 1. Identify the relationships among organisms within populations, communities,

ecosystems, and biomes.
PO 2. Describe how organisms are influenced by a particular combination of biotic (living)
and abiotic (nonliving) factors in an environment.
PO 3. Assess how the size and the rate of growth of a population are determined by birth rate,
death rate, immigration, emigration, and carrying capacity of the environment.
1. Cite specific textual evidence to support analysis of science and technical texts, attending to
the precise details of explanations or descriptions. (9-10.RST.1)
4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 9–10
texts and topics. (9-10.RST.4)
10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10
text complexity band independently and proficiently. (9-10.RST.10)
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (9-10.WHST.4) a. Produce clear and coherent
functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables,
experiments, maps, caption, charts, diagrams) in which the development, organization, and
style are appropriate to task, purpose, and audience. (AZ.9-10.WHST.4)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience. (9-10.WHST.5)
6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to
display information flexibly and dynamically. (9-10.WHST.6)

Essential Understandings Knowledge/Skills

SWBAT:

​Important concepts: Gain knowledge

● Species within a community, whether they are human, surrounding the
animal, or organisms, are dependent on one another. relationships organisms
● A community’s success relies on adaptability/how well have with one another by
suited it is to its environment and can be affected by many reading online articles
factors, such as the environments carrying capacity. and trade books.

Answer questions posed

Guiding Questions: that focus on population
What is a community? What are the geographic factors affecting size and impact as well
communities? How do environmental factors affect communities? as environmental factors
How are communities dependent on one another? that affect population
size.

Be able to differentiate
between biotic and
abiotic factors within an
environment.

Texts Assessment

● Buchmann, S. L. (2010). Honey bees: Letters from the hive. Formative Summative:
New York: Delacorte Press. :
Desonie, D. (2016, August 29). Biological Communities. Population Collecting
Retrieved April 12, 2018, from size science
https://www.ck12.org/c/earth-science/biological-communities/l worksheet journals and
esson/Biological-Communities-MS-ES/?referrer=concept_deta Factors its
ils affecting components
● Limiting Factors in an Ecosystem​ [Youtube]. 2017). MooMoo population which
Math and Science. size includes
● Lundgren, J. K. (2013). How ecosystems work. Vero Beach,
graphic bellwork,
FL.: Rourke Educational Media. organizer graphic
Daily organizers,
writing in guided
 ● National Geographic. (n.d.). Map of Human Migration. science notes (filled
Retrieved April 12, 2018, from journals in), video
https://genographic.nationalgeographic.com/human-journey/ Abiotic notes/summ
● Parry, W. (2019, November 4). Why Do Animals Migrate? and biotic aries, and
Retrieved April 12, 2018, from factors final essay.
https://www.livescience.com/10235-animals-migrate.html quiz
● R.L.McConnell & Daniel C. Abel. (n.d.). Population Size. Exit
Retrieved April 12, 2018, from tickets
https://www.wou.edu/las/physci/ch371/lecture/popgrowth/carr summarizi
ying.htm ng the
● Yolen, J., & Regan, L. (2001). Welcome to the river of grass. days
New York: Putnams. learnings
● Zielinski, S. (2015, September 17). Why we need predators. Sticky-not
Retrieved April 12, 2018, from e activity
https://www.sciencenews.org/blog/wild-things/why-we-need-pre involving
dators placing
factors
into
organism
type (ie.
· predator,
prey, etc).
A
·
literature
circle
evaluation
detaining
need for
predators.

Learning Plan: Scope and Sequence Differentiation

Week one:
​At the beginning of the semester, students will be given a binder ELL
that will be called their “science notebook”, where they can add ELLs will be allowed to
hole-punched papers collected throughout the unit. These papers work with an
will include graphic organizers, guided notes, bell work, English-speaking student
vocabulary (quizlet template), exit-tickets, free response questions, to ensure they can have a
and video notes. model for the contents of
their science notebook
Students will be reading an assigned section of an informational and can use scaffolding
text from “Why do Animals Migrate” and ​will share a summary of their to help English
section to students who read separate sections (sharing expertise). acquisition. Checks for
understanding will be
To introduce the unit final project (migration to the moon group completed throughout
paper), the students will read “Map of Human Migration” to
understand why humans migrate. Students will create a cause and the lesson to evaluate
effect graphic organizer to illustrate their learning of factors understanding. Teacher
causing migration. Students will be instructed to work on the will model instruction
group project throughout the next 4 weeks. (ie. how to complete
specific activities to
Week two: demonstrate what is
Students will watch a video on limiting factors in an ecosystem expected). Additionally,
and will take notes in their graphic organizer using the KWL there will be visuals to
format. accompany science
concepts that are
Students will read several online articles (either aloud or challenging to grasp, as
independently) to gather information about varying topics (see well as real life
below) examples. Repetition of
instruction will be
-The activity associated with the article of population size will be performed as well as
completing the post-reading questions posed on the webpage and call-backs. If needed,
checking answers as a class. ELLs will be allowed to
illustrate their
-The activity associated with the articles of predation and understanding using
biological communities will be that students will create a graphic drawings or a means of
organizer connecting predators with prey, etc. representation aside from
writing. For the group
Week three: project, they will be
Students will be presented with the option to read designated placed in a group with
pages one of two trade books to read covering organism English-proficient
relationships in a community that relate to our current life on Earth students who will aid in
(ie. how honey bees affect human life and how humans affect understanding.
honey bees, etc.). Students will be synthesizing several important
concepts from the section of text and creating an illustration SPED
conveying this information. Students will be
provided with partially
Students will do a Gizmo activity titled “Forest Ecosystem” where filled guided notes with
they will get to observe and manipulate 4 living organisms in an larger font (if needed).
ecosystem. They will complete the gizmo activity worksheet They will also be
provided on Explore Learning. allowed more time to
complete larger
Week four: assignments and be
Students will be provided the last week to work on their group allowed to collaborate
project in class (the science portion). with other students.
Repetition of instruction
and important concepts
will be performed.
Checks for
understanding with also
 be completed at the end
of each day and
instruction will be
adjusted as needed. All
IEP/504 Plan
instructions will be
followed.

Individual Unit Theme: What makes a government successful? Does a government’s success depend on the
environment it functions in? What functions/qualities make a running government?

Subject: History/Government Grade Level: 10

Focus Standards

Geography
Concept 1: The World in Spatial Terms
PO 1. Construct maps using appropriate elements (i.e., date, orientation, grid, scale, title, author,
index, legend, situation).
PO 2. Interpret maps and images (e.g., political, physical, relief, thematic, Geographic Information
Systems [GIS], Landsat).
PO 3. Use appropriate maps and other graphic representations to analyze geographic problems and
changes over time.
Concept 2: Places and Regions
PO 1. Identify the characteristics that define a region: a. physical processes such as climate, terrain,
and resources
Concept 4: Human Systems
PO 1. Interpret population growth and demographics (e.g., birth and death rates, population growth
rates, doubling time and life expectancy, carrying capacity).
PO 2. Analyze push/pull factors that contribute to human migration.
PO 5. Analyze the development, growth, and changing nature of cities (e.g., urban sprawl, suburbs,
city revitalization).
PO 6. Analyze factors (e.g., social, biotic, abiotic) that affect human populations.
PO 7. Predict the effect of a change in a specific factor (e.g., social, biotic, abiotic) on a human
population.

Government
Concept 1: Foundations of Government
PO 1. Examine the foundations of democratic representative government: a. Greek direct democracy
b. Roman republic
Concept 2: Structure of Government
PO 1. Analyze why the weak central government and limited powers of the Articles of Confederation
demonstrated the need for the Constitution
Concept 3: Functions of Government
PO 1. Analyze the functions of government as defined in the Preamble to the Constitution.
Concept 4: Rights, Responsibilities, and Roles of Citizenship
PO 1. Analyze basic individual rights and freedoms guaranteed by Amendments and laws
Concept 5: Government Systems of the World
PO 1. Compare the United States system of politics and government to other systems of the world
(e.g., monarchies, dictatorship, theocracy, oligarchy, parliamentary, unitary, proportional elections).

History
Concept 3: World in Transition
PO 1. Contrast the fall of Rome with the development of the Byzantine and Arab
Empires (e.g., religion, culture, language, governmental structure)
Concept 5: Encounters and Exchange
PO 1. Describe the religious, economic, social, and political interactions among civilizations that
resulted from early exploration:
a. reasons for European exploration
d. role of disease in conquest
e. role of trade
f. navigational technology.

Reading Standards for Literacy in History/Social Studies 6-12

● Cite specific textual evidence to support analysis of primary and secondary sources, attending
to such features as the date and origin of the information. (9-10.RH.1.)
● Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
(9-10.RH.2.)
● Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social studies. (9-10.RH.4.)

Writing Literacy in History/Social Studies 6-12

● Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.(9-10.WHST.8.)
● Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (9-10.WHST.7)
● Draw evidence from informational texts to support analysis, reflection, and research.
(9-10.WHST.9.)
Essential Understandings Knowledge/Skills

Important Concepts: SWBAT:

● Analyzing and comparing/contrasting between different
types of governments. Demonstrate their
● A communities success relies on the development of a understanding of the article
government that best suits the environment in which it Counterintuitive Geographic
functions. Facts and Other Minutiae​ by
● Using structures of government from around the world to participating in a literacy circle
build a government that can sustain a community on the
activity and formulating an
moon.
unsent letter.
Guided Questions:
● How does a government affect a community? Analyze the novel ​The Moon
● What political and social characteristics make a Dwellers​ by completing an
government? interactive response journal.
● What form of government best fits your community?
● Why does one form of government best fit your
Identify key elements from the
community versus another?
● Why is implementing a government an essential step in Roman Empire through research
building a community? while citing textual evidence.

Discuss how disease affected

migration and construct an
unsent letter using the literary
strategy RAFT.

Break down the beginning of

the novel ​The Moon Dwellers ​in
a class socratic seminar.

Examine how the U.S.

government works by reading
the children’s book ​How the
Government Works.

Organize background
knowledge about the U.S.
Constitution in a graphic
organizer while engaged in a
 class lecture.

Compare and contrast the

different forms of government
using a graphic organizer and
literacy strategy, jigsaw, to
annotate the text.

Evaluate the U.S. Amendments

by completing an “Amendment
Scavenger Hunt.”

Compare and contrast the

Roman government to the U.S.
government in an EXIT ticket.

Develop their own government

for their community on the
moon in their small “moon
groups.”

Construct their own map of

their community on the moon
using geographical mapping
elements and characteristics.

Texts Assessment

● (2012, March 29). Retrieved April 20, 2018, from Formative: Summative:
https://www.youtube.com/watch?v=oPf27gAup9U
● Charbonneau, J. (2013). The Testing. Boston: Houghton Unsent Socratic
Mifflin, an imprint of Hourghton Mifflin Harcourt Letters Seminars
Publishing Company.
● The Constitution of the United States. (2017, September Population Create Your
13). Retrieved April 20, 2018, from growth and Government for
https://www.archives.gov/founding-docs/constitution demographi the Moon group
● Estes, D. (2012). The moon dwellers. Los Gatos, CA: cs project
Smashwords.
 ● Hartmann, T. B. (2014). Government. Grolier Multimedia assignment Create a Map of
Encyclopedia. Retrieved July 1, 2014, (use the date you worksheet Your Moon
accessed the page) from Grolier Online Community
https://www.scholastic.com/teachers/articles/teaching-cont group project
ent/forms-government/ National
● National Geographic Society. (n.d.). Mapping. Retrieved Geographic
April 20, 2018, from Mapping
https://www.nationalgeographic.org/education/mapping/ worksheet
● Nunn, N., & Qian, N. (2010). The Columbian Exchange: A
History of Disease, Food, and Ideas. The Journal of Interactive
Economic Perspectives, 24(2), 163-188. Retrieved from Response
http://www.jstor.org/stable/25703506 Journal
● S. S., & P. T. (1999). How the U.S. Government Works. Roman
Barrons Educational Series. Government
● Weaver, M. (n.d.). Counterintuitive Geographic Facts and worksheet
Other Minutiae. Retrieved April 16, 2018, from
http://intelligenttravel.nationalgeographic.com/2011/06/28/ Amendment
counterintuitive_geographic_fa/ Scavenger
Hunt
worksheet
Exit Ticket

Learning Plan: Scope and Sequence Differentiation

Week 1: ELL:
At the beginning of week one, students will receive the Scaffolding will be provided for
Immigration to the Moon assignment sheet at the beginning of the all activities. Lower lexile
unit. resources will be provided for
easier comprehension of text.
Week one will focus on geography. Students will learn how to Constitution For Kids will be
interpret maps through class discussion, lectures, and activities. used for simpler interpretation
Students will take notes using a graphic organizer. Note topics: of the U.S. Constitution. Group
activities for reading and
● characteristics that define a region analyzing text will be used for
● push/pull factors that contribute to human migration assistance in breaking down
● Factors that affect human populations more difficult text.
Students will work in their “moon group” to hypothetically
determine what characteristics will define a region on the moon? SPED:
What push/pull factors contribute to human migration to the Scaffolding will be provided for
moon? What factors might affect human populations on the moon? all activities. Lower lexile
resources will be provided for
Students will complete a population growth and demographics easier comprehension of text.
assignment worksheet in small groups. Constitution For Kids will be
Students will use technology (ChromeBooks or Ipad) to interact used for simpler interpretation
with the National Geographic Mapping website. Students will of the U.S. Constitution.
complete multiple tasks outlined stepped by step on the given Students will be provided with a
worksheet. graphic organizer that has
bolded/guiding terms. Students
In small groups, students are going to work cooperatively with the who are permitted will be given
text ​Counterintuitive Geographic Facts and Other Minutiae. extended due dates to complete
Students will form a Literacy Circle where they will pick from one assignments. Instruction will be
of the given roles and read the text individually. Students will then repeated verbally and provided
discuss their findings related to the role they chose. After reading in written form. Depending on
the article, students will write an Unset Letter to the author, Meg IEP/504 plans further
Weaver and National Geographic, describing their own accommodations/modifications
counterintuitive geographical fact or personal experience about will be made.
traveling or traversing time zones.
Students will begin to read the novel ​The Moon Dwellers​ and
complete the interactive response journals for homework.

Week 2:
Week two will begin the study of government in order for students
to begin their development of their own government on the moon.

Students will watch the Crash Course video on the Roman

Empire/Roman Republic.

In small groups students will jigsaw research on the Roman

government. Each student will be assigned a question they must
answer individually using reliable sources. Then, students will
return to their small groups where they will share their findings.
Students must cite evidence.

Students will read individually ​The Columbian Exchange: A

History of Disease, Food, and Ideas.​ Students will be asked to
annotate the text using these symbols:
● A rectangle around key content vocabulary
● A triangle around difficult or confusing words
● A double underline for main ideas or important points
● A single underline for supporting evidence
● An arrow for procedural words
● An asterisk for transition words*
● A question mark for confusing information
Students will then discuss how disease affected the migration to
new areas. Closing the lesson, students will write using the
RAFT/unsent letter writing strategy. Students will take on the role
of an alien already residing on the moon. The alien is writing a
letter to the soon-to-be human residents describing possible
(hypothetical) diseases that they could encounter on the moon.

Socratic Seminar: On the last 1-2 days of the week students will
participate in a socratic seminar to discuss the beginning of the
novel ​The Moon Dwellers.

Students will continue to read the novel ​The Moon Dwellers​ and
complete the interactive response journals for homework.

Week 3:
Week three will focus on the United States government and how it
compares to other forms of government.

The children's book ​How the Government Works​ will be used as

an introduction to the week’s learning objective. Teacher will read
the book as students listen.

Students will be introduced to the Constitution (background

information) through lecture and note taking using a graphic
organizer. Students will then complete an amendment scavenger
hunt worksheet.

Students will receive a paper copy of ​Forms of Government​ from

Scholastic.com and a graphic organizer. Students will be put in
groups. Each group will be responsible for part of the article.
Within each group, students will read, discuss, and complete their
section of the graphic organizer. Then, each member of the group
will join different groups to share their findings and gather
information from other groups. In the end, students will have a
completed graphic organizer.

EXIT TICKET: Students will compare the Roman government to

the United States government.

Students will participate in the last socratic seminar to discuss the

ending of the novel ​The Moon Dwellers.

Week 4:
Week 4 will be a work week/catch-up week.

Students will work in their “moon groups” on developing a

government for their community on the moon. Students must
create a constitution (with amendments) that outlines which form
of government they will adopt, how their government will be
structured, how their government will function, basic rules/laws,
how will new laws be passed, how will you protect the citizens of
your government, what will happen to those that break the law,
ect. This will give the students an opportunity to be creative and
demonstrate their understanding of what they learned.

Students will be expected to create a map of their community

using the geography skills they learned in week one.

Both assignments will contribute to the performance task of the

entire unit.