Diversity Integrated Thematic Unit |
Unit Calendar
Mathematics
Day one: Introduction to the Unit Standard: MP3: Construct viable arguments and critique the reasoning of others. Objective: Students will engage in structured, collaborative small group and whole group discussions to see how multiple ways of seeing can deepen the class' collective understanding and that we're all unique and don't see things the same. Student Activities: Cooperative Learning Lesson: Triangle activity on perspectives (See Cooperative Learning Tab) Assessment:
Day Two: Art consumption Standards:
Student activities: Students watch videos on celebrating diversity and different ways that artists portray their message on the topic. Students will then complete a brainstorming graphic organizer to help them gather and organize their thoughts towards making their own advocacy art. Assessment: Teacher will check in with each group and take note of the media they have chosen to use for the project. Day Three: Statistics of Survey Standards:
Student Activities: Students will work in their groups and analyze the data from the surveys performed in science class. The will use poster paper to present the data and choose what information to use for their advocacy art. Assessment: The students will present their findings to the class in 2-3 minute presentations. They will have a rubric to self-asses themselves. Day Four through Six: Art Production Standards:
Objective: Students will be able to create a artistic representation of their survey data by translating their data into a visual representation. Student Activities: Students will produce their advocacy art in any format that they choose. This is the formal, summative assessment of the Unit. Assessment: Teacher will check in for understanding with groups as they work on their art production. The teacher will take note of each groups' progress. Day Seven: Advocating diversity day Standard: MP3: Construct viable arguments and critique the reasoning of others. Objective: Students will be able to present their advocacy for diversity art project to the student body by all format they have previously chosen and had approved Student activities: Students present their art to the campus in a celebration of diversity of the student body. Assessment: Students will assess themselves on their rubric as well have a peer assess they presentations. Day Eight: Reflection Standard: S-IC 6. -Evaluate reports based on data Objective: Students will gather feedback and reflect on their presentation and the ITU unit. Student activities: Students will gather and read the feedbacks slips left in the buckets by the art. Students will then reflect on the entire process. Assessment: Teacher will collect self-assessed rubrics from students and their peer review and collect their advocacy art. |
Science
Day one: Introduction to the Unit Standard: HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Objectives: Students will be able to correctly extrapolate their genotype from their phenotype incorporating their parent's phenotype as well. Student will demonstrate their knowledge of genetics by filling out the graphic organizer. Student activities: Students will be given a gene to investigate. Information will be presented as the students fill out the graphic organizer. The student will then create a punnett square in from their phenotype to extrapolate their genotype of this particular trait. Assessment: Genotype and phenotype Punnett square and Graphic Organizer Day Two: Art consumption Standard: modeling for subsequent art production later on in unit. Objective: By observing other advocacy art, students will be able to complete a brainstorming activity that leads them to deciding which project style they would want to use for their own advocacy art. Student activities: Students watch videos on celebrating diversity and different ways that artists portray their message on the topic. Students will then complete a brainstorming graphic organizer to help them gather and organize their thoughts towards making their own advocacy art. Assessment: Graphic organizer/brainstorming activity Day three: Conducting a Survey Standard: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Connections to Nature of Science Scientific Investigations Use a Variety of Methods Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Objective: Students will be able to conduct an investigation on their campus by developing a survey question and polling their student body. Student activities: Students will develop and pose a question or multiple questions to inquire about the diversity of their student body. Assessment: Teacher will check in with each group and take note of the media they have chosen to use for the project. Day Four through Six: Art Production Standard :CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Objective: Students will be able to create a artistic representation of their survey data by translating their data into a visual representation. Student Activities: Students will produce their advocacy art in any format that they choose. This is the formal, summative assessment of the Unit. Assessment: Teacher takes note of participation for the project. Day Seven: Advocating diversity day Standard: LITERACY.WHST.11-12.1.E Provide a concluding statement or section that follows from or supports the argument presented. Objective: Students will be able to present their advocacy for diversity art project to the student body by all format they have previously chosen and had approved Student activities: Students present their art to the campus in a celebration of diversity of the student body. Assessment: The final product will be assessed using the rubric provided to the students. Day Eight: Reflection and closure Standard: CCSS.SL.5.1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Objective: Students will be able to come to a conclusion about their thoughts on the whole unit by taking into account all their peers' feedback as well a their own thoughts. Student activities: Students will gather and read the feedbacks slips left in the buckets by the art. Students will then reflect on the entire process. Assessment: Reflection summary on unit |