Being different is a good thing because if we were all different the world would be very boring. I wouldnt want to have another me in the world. I like that there is only me and that I make people laugh in a different way. If we were all the same then people would be copying off each other and noone would be unqiue.
Noel Johnson
Description of Our Project!
Our project covers three countries. They are Italy, Dominican Republic, and Africa. The students created many different projects and writing based on their country. The main goal for this project was to see that diversity is everywhere and many cultures do things differently. Looking at these three countries they have also realized that some things are the same no matter where they travel, but it is just the type of people that changes.
Our Curriculum Map!
Below is our curriculum map!
CURRICULUM MAP
Big Idea for Content Area:
Reproduction and Heredity
Essential Question for Content Area: Science:
How does the understanding of genetics and the life cycle effect the human life?
Enduring Understandings: Describing the variations of how their parent’s genes combine and how the punnet square will help them understand their genes that they have.
Teacher: M. Cappello School: Camden Middle School
Theme/Topic: Diversity in Society Content Areas: Science
Grade: 8 Timeframe: May and June
ESSENTIAL QUESTIONS
CONTENT
SKILLS
ASSESSMENTS
RESOURCES
Why do we look different?
How do our genes affect the way we look?
CONCEPT:
Today’s society we are all diverse and we don’t look the same. Some of us have a lighter completion them the others. Some of us have lighter or darker eyes then others. We are all different and there is a reason why.
Students need to see that even though they live and go to the same school together they all have their own genes. The parent’s traits were given to them and they will carry that on to their own children.
CONTENT:
Students will create a family tree to show their family history.
Students will create a punnet square to show dominant and recessive genes.
Students will create their own dominant and recessive genes based on their mother and father’s traits.
FIND: Students are able to understand and determine how genes are different based on our parent’s traits. 5.5.8.C
DETERMINE: Students will determine how our genes make us who we are and how we look.
CONDUCT: a family tree and survey to see what dominate and recessive traits we have.
DETERMINE/ORGANIZE:
The students will determine what dominate and recessive genes they have.
CREATE: punnet square, dominate and recessive trait chart and family tree.
COMPARE: The difference between how dominate and recessive their genes are to the way the people look in the country they are studying.
DESCRIBE: the students will describe how different their genes are and where they got certain traits from.
EXPLORE: how different their family is and how diverse they are.
RECOGNIZE: their traits and the way they look and act. Their genes and parent’s traits have to do with this.
DEFINE:
Genes
Traits
Chromosomes
Family tree
Dominate
Recessive
READ, INTERPRET, DRAW INFERENCES:
Students will read information in their science textbook and interpret their genes and punnet square from this information.
Family tree
Punnet Square
Dominate and Recessive chart
Websites
Science Textbook
Key Terms:
Dominant
Recessive
Punnet square
Family tree
Genes
NJCCS/Areas of Focus:
CCCS 5.1, 5.2
CURRICULUM MAP
Big Idea for Content Area:
Numeric reasoning involves fluency and facility with numbers.
Essential Question for Content Area: Math:
How can we compare and contrast numbers?
How can counting, measuring, and labeling help us in the world around us?
Enduring Understandings: - A quantity can be represented numerically in various ways. Problem solving depends upon choosing wise ways.- Numeric fluency includes both the understanding of and the ability to appropriately use numbers.
Teacher: M. Cappello School: Camden Middle School
Theme/Topic: Diversity in Society Content Areas: Math
Grade: 8 Timeframe: May and June
ESSENTIAL QUESTIONS
CONTENT
SKILLS
ASSESSMENTS
RESOURCES
How does numbers express people’s population and wealth in countries around us?
How does measurement help us understand how to cook and make dishes from other countries?
CONCEPT:
Today’s society we are all diverse and numbers are the same way. People who live in other countries spend and cook differently.
Students need to see that when they visit other countries the prices are different and their dishes are different as well. If the prices are different them they will have to learn how to spend and use their money differently.
CONTENT:
Create a graph showing the population of their country.
Create recipes of the country they are studying and make the dish.
Understand and use numbers to help give information from their country.
FIND: Students are able to understand and determine how writing expressing themselves. 4.1.8.A
DETERMINE: Students will determine how the writing process helps them organize their thoughts and process.
CONDUCT: Poem and two paragraphs about their different projects.
DETERMINE/ORGANIZE:
The students will determine and organize poems.
CREATE: charts, graphs, and recipes for the country they are studying.
COMPARE: The prices where they live to the where they are studying.
DESCRIBE: how much money they will need if they traveled to that country.
EXPLORE: how numbers are different and how prices change.
RECOGNIZE: the way different people are and express themselves in different countries especially with money and numbers.
DEFINE: Money
Number Terms
Recipes
Measurement
Population
Charts
graphs
READ, INTERPRET, DRAW INFERENCES: Students will read the graph, interprets the information and draws the graph to represent what they are discussing.
Recipes
Measurement
Charts
Line or Bar graph
Websites
Countries websites
Math facts
Key Terms:
Money
Number Terms
Recipes
Measurement
Population
Charts
graphs
NJCCS/Areas of Focus:
CCCS 4.1 4.2
CURRICULUM MAP
Big Idea for Content Area:
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
Writing as a Product (resulting in a publication)
Essential Question for Content Area: Writing:
How do good writers express themselves? How does the process shape the writing product?
How do writers develop a well written product?
Enduring Understandings: - Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.
- Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.
Teacher: M. Cappello School: Camden Middle School
Theme/Topic: Diversity in Society Content Areas: Writing
Grade: 8 Timeframe: May and June
ESSENTIAL QUESTIONS
CONTENT
SKILLS
ASSESSMENTS
RESOURCES
How does writing express people’s emotions and feelings?
How does writing change when people live all over the world?
CONCEPT:
Today’s society we are all diverse and people need to understand that all of us are not the same. Many of us explain that in our writing.
The focus for the project was to discover the way people view themselves in other countries and then look at oneself. It is important to look at oneself and see that even if we all live in the same city same state that we act and look different.
CONTENT:
Write a poem about being successful.
Understand the way writers from other countries express themselves.
Write and express as if the student lived in another country.
FIND: Students are able to understand and determine how writing expressing themselves. 3.2.8.A
DETERMINE: Students will determine how the writing process helps them organize their thoughts and process.
CONDUCT: Poem and two paragraphs about their different projects.
DETERMINE/ORGANIZE:
The students will determine and organize poems.
CREATE: graphic organizer, poem, writing frames.
COMPARE: Poems from other countries to poems the students and read today.
DESCRIBE: feelings, emotions, and ways to express oneself
EXPLORE: other authors expression and way they reach into their feelings
RECOGNIZE: the way different people are and express themselves in different countries.
DEFINE: country, different, frame, and organizer. (Writing vocab)
READ,INTERPRET,DRAW INFERENCES: Students will read poems, interpret the feelings, and draw inferences from the authors viewpoint
Poems
Graphic Organizers
Frames
Writing Process
Websites
Mr. Thomas resources
Library
Writing Process information
Key Terms:
Poem
Country
Writing
Process
Living different
Frame
Graphic organizer
NJCCS/Areas of Focus:
CCCS 3.1 3.2
CURRICULUM MAP
Big Idea for Content Area:
Reproduction and Heredity
Essential Question for Content Area: Science:
How does the understanding of genetics and the life cycle effect the human life?
Enduring Understandings: Describing the variations of how their parent’s genes combine and how the punnet square will help them understand their genes that they have.
Teacher: M. Cappello School: Camden Middle School
Theme/Topic: Diversity in Society Content Areas: Science
Grade: 8 Timeframe: May and June
ESSENTIAL QUESTIONS
CONTENT
SKILLS
ASSESSMENTS
RESOURCES
Why do we look different?
How do our genes affect the way we look?
CONCEPT:
Today’s society we are all diverse and we don’t look the same. Some of us have a lighter completion them the others. Some of us have lighter or darker eyes then others. We are all different and there is a reason why.
Students need to see that even though they live and go to the same school together they all have their own genes. The parent’s traits were given to them and they will carry that on to their own children.
CONTENT:
Students will create a family tree to show their family history.
Students will create a punnet square to show dominant and recessive genes.
Students will create their own dominant and recessive genes based on their mother and father’s traits.
FIND: Students are able to understand and determine how genes are different based on our parent’s traits. 5.5.8.C
DETERMINE: Students will determine how our genes make us who we are and how we look.
CONDUCT: a family tree and survey to see what dominate and recessive traits we have.
DETERMINE/ORGANIZE:
The students will determine what dominate and recessive genes they have.
CREATE: punnet square, dominate and recessive trait chart and family tree.
COMPARE: The difference between how dominate and recessive their genes are to the way the people look in the country they are studying.
DESCRIBE: the students will describe how different their genes are and where they got certain traits from.
EXPLORE: how different their family is and how diverse they are.
RECOGNIZE: their traits and the way they look and act. Their genes and parent’s traits have to do with this.
DEFINE:
Genes
Traits
Chromosomes
Family tree
Dominate
Recessive
READ, INTERPRET, DRAW INFERENCES:
Students will read information in their science textbook and interpret their genes and punnet square from this information.
Family tree
Punnet Square
Dominate and Recessive chart
Websites
Science Textbook
Key Terms:
Dominant
Recessive
Punnet square
Family tree
Genes
NJCCS/Areas of Focus:
CCCS 5.1, 5.2
CURRICULUM MAP
Big Idea for Content Area:
Numeric reasoning involves fluency and facility with numbers.
Essential Question for Content Area: Math:
How can we compare and contrast numbers?
How can counting, measuring, and labeling help us in the world around us?
Enduring Understandings: - A quantity can be represented numerically in various ways. Problem solving depends upon choosing wise ways.- Numeric fluency includes both the understanding of and the ability to appropriately use numbers.
Teacher: M. Cappello School: Camden Middle School
Theme/Topic: Diversity in Society Content Areas: Math
Grade: 8 Timeframe: May and June
ESSENTIAL QUESTIONS
CONTENT
SKILLS
ASSESSMENTS
RESOURCES
How does numbers express people’s population and wealth in countries around us?
How does measurement help us understand how to cook and make dishes from other countries?
CONCEPT:
Today’s society we are all diverse and numbers are the same way. People who live in other countries spend and cook differently.
Students need to see that when they visit other countries the prices are different and their dishes are different as well. If the prices are different them they will have to learn how to spend and use their money differently.
CONTENT:
Create a graph showing the population of their country.
Create recipes of the country they are studying and make the dish.
Understand and use numbers to help give information from their country.
FIND: Students are able to understand and determine how writing expressing themselves. 4.1.8.A
DETERMINE: Students will determine how the writing process helps them organize their thoughts and process.
CONDUCT: Poem and two paragraphs about their different projects.
DETERMINE/ORGANIZE:
The students will determine and organize poems.
CREATE: charts, graphs, and recipes for the country they are studying.
COMPARE: The prices where they live to the where they are studying.
DESCRIBE: how much money they will need if they traveled to that country.
EXPLORE: how numbers are different and how prices change.
RECOGNIZE: the way different people are and express themselves in different countries especially with money and numbers.
DEFINE: Money
Number Terms
Recipes
Measurement
Population
Charts
graphs
READ, INTERPRET, DRAW INFERENCES: Students will read the graph, interprets the information and draws the graph to represent what they are discussing.
Recipes
Measurement
Charts
Line or Bar graph
Websites
Countries websites
Math facts
Key Terms:
Money
Number Terms
Recipes
Measurement
Population
Charts
graphs
NJCCS/Areas of Focus:
CCCS 4.1 4.2
CURRICULUM MAP
Big Idea for Content Area:
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
Writing as a Product (resulting in a publication)
Essential Question for Content Area: Writing:
How do good writers express themselves? How does the process shape the writing product?
How do writers develop a well written product?
Enduring Understandings: - Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.
- Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.
Teacher: M. Cappello School: Camden Middle School
Theme/Topic: Diversity in Society Content Areas: Writing
Grade: 8 Timeframe: May and June
ESSENTIAL QUESTIONS
CONTENT
SKILLS
ASSESSMENTS
RESOURCES
How does writing express people’s emotions and feelings?
How does writing change when people live all over the world?
CONCEPT:
Today’s society we are all diverse and people need to understand that all of us are not the same. Many of us explain that in our writing.
The focus for the project was to discover the way people view themselves in other countries and then look at oneself. It is important to look at oneself and see that even if we all live in the same city same state that we act and look different.
CONTENT:
Write a poem about being successful.
Understand the way writers from other countries express themselves.
Write and express as if the student lived in another country.
FIND: Students are able to understand and determine how writing expressing themselves. 3.2.8.A
DETERMINE: Students will determine how the writing process helps them organize their thoughts and process.
CONDUCT: Poem and two paragraphs about their different projects.
DETERMINE/ORGANIZE:
The students will determine and organize poems.
CREATE: graphic organizer, poem, writing frames.
COMPARE: Poems from other countries to poems the students and read today.
DESCRIBE: feelings, emotions, and ways to express oneself
EXPLORE: other authors expression and way they reach into their feelings
RECOGNIZE: the way different people are and express themselves in different countries.
DEFINE: country, different, frame, and organizer. (Writing vocab)
READ,INTERPRET,DRAW INFERENCES: Students will read poems, interpret the feelings, and draw inferences from the authors viewpoint
Poems
Graphic Organizers
Frames
Writing Process
Websites
Mr. Thomas resources
Library
Writing Process information
Key Terms:
Poem
Country
Writing
Process
Living different
Frame
Graphic organizer
NJCCS/Areas of Focus:
CCCS 3.1 3.2
M.Cappello
What does Diverity mean to me?
Poem on Being Diversed
When I hear diversity I though it was going to be hard for me us but it was very fun
KEVIN SIMMONS
KEVIN SIMMONS
Why is it important that we are all different?
If we are the same It wouldn't be fun I would get tries of wear the same thing that other people
KEVIN SIMMONS
KEVIN SIMMONS
Utopia or Newark?
Utopia they all the same the got to follow the samething and newark we don't wear thing samethnig
KEVIN SIMMONS
KEVIN SIMMONS
Different Faces
Please provide a blog on your diversed face? Why did you chose tht culture and how do you view your own culture?
Monday, June 15, 2009
Subscribe to:
Post Comments (Atom)
_svg.png)
No comments:
Post a Comment