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Table of ContentsContent Page

Understanding Diversity 2Diversity in Standards 3Celebrating Diverse Connections 4Materials 7Celebrating Diversity: Eight-Day Overview 10Project Population Diversity 11Project Population Diversity Rubric 15Celebrating Diversity Introduction! 18Permission Slip: University of Michigan Museum of Natural History 19Culminating Activity Explanation! 20

Diversity in Lessons

Introductions to Diversity 22In the Beginning... 39Stories and Statistics 45Traveling the World 52Means, Medians, and Deviations 64Where They Ended Up! 70Facing the Similarities 76Color My DNA 82

References of Diversity 94

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Understanding Diversity

When looking around the school system anyone can see that there are hundreds of students. None of them are the same—some are taller, some are athletic, some prefer drama, and some are absolutely phenomenal at logic and mathematics. Students should know how special they are and they should be able to see the individuality in their peers, in their teachers, in their community, and in their world. There is beauty in people who are different and there can be so much understanding in recognizing differences.

Tolerance for those who different is important and it is difficult to find tolerance when people are so self-absorbed. Adolescent students are entering the stage of life where they begin to see the others around them as individuals, not just as agents in their own lives. Becoming aware of those around oneself is essential for developing adult relationships, gaining understanding of one’s personal beliefs, and even establishing and pursuing a career.

A large part of diversity can be seen in change. People develop into who they are over time but as students reach adolescence they often feel as though they are stuck in the same place or that the adults still see them as children. They have grown and changed and it is important to be aware of the diversity in our cultures and people over time. It is important to celebrate diversity.

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Diversity in Standards

Mathematics:CCSS.MATH.CONTENT.6.SP.A.1Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” in not a statistical question, but “How old are the students in my school?” is a statistical question because ne anticipates variability in students’ ages.

CCSS.MATH.CONTENT.6.SP.B.5Summarize numerical data sets in relation to the contexts such as by:A: Reporting the number of observationsC: Giving quantitate measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from overall patterns with reference to the context in which the data were gathered.

Social Studies:GLC.W1.1.1Describe the early migrations of people among Earth’s continents (including the Berringa Bridge).

GLC.W1.1.2Examine the lives of hunting and gathering people during the earliest eras of human society (tools, weapons, language, fire).

Science:MS.LS4.2Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification statement: Emphasis on explanations between the evolutionary relationships among organisms in terms of similarities or differences of the gross appearance of the anatomical structure.]

MS.LS3.2Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variations. [Clarification Statement: Emphasis on using models such as Punnett squares, diagrams, and simulations, to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]

Language Arts:CCSS.ELA.LANGUAGE.L.4.DVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

CCSS.ELA-LITERACY.W.6.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

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Celebrating Diverse Connections

When creating a unit plan there is need for cohesiveness; the unit should connect from the very first lesson all the way to the summative assessment. With Celebrating Diversity there is a hope that it not only connects topically but will also address issues students will encounter throughout their lives. Through this unit, students will be exposed to the concept of diversity as relevant, present, and something that should be celebrated.

The students will be using three ideas of enduring understanding to ask three essential questions about diversity. The students will be focusing on the understanding that:

1. Over time people have become more diverse by migrating across continents.2. The collection of data can demonstrate patterns and deviations over time.3. Over time, humans have become more diverse in their physical attributes, locations, and

their populations.

These understandings will lead to three corresponding questions that will be approached during Celebrating Diversity.

1. Where have people come from and how have they changed since the beginning of civilization?

2. How can the collection of data over time show current status, deviations in populations, and changes in diversity?

3. How and why have people changed over time?

The cohesiveness of the unit actually begins with the summative assessment. The first lesson is an introduction of Celebrating Diversity. This lesson is a solidification of a class definition of diversity, approaching the objective where the students will verify the preliminary determination of the meaning of the word diversity that they are able to establish the correct definition of the word diversity on the “Beginning Diversity” sheet with 100% proficiency. Exposure to the definition will help the students prepare for the concepts explored within Celebrating Diversity. The first lesson will also be an introduction to the summative assessment. Assessments shouldn’t be long and taxing on students—this assessment is designed to guide them though each lesson and build upon what is learned each day. Each lesson will end with a small addition to the overall content of the project. It will begin small and eventually blossom into a project the students can look at in reflection of what they have accomplished and learned.

To celebrate diversity the students will be following a migrating population from the beginning of people until they settle in Europe, Asia, and the Americas. This ties into all three of the social studies objectives.

The students will examine the lives of people who hunted and gathered in the earliest eras of human society and will linguistically present at least 3 physical characteristics of the people and 2 tools/weapons achieve a 3/5 on the “My Beginning Peoples” rubric.

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The students will describe the early migrations of people among the Earth’s continents so that they are able to list or illustrate on their “Migration” KWL charts at least 3 reasons why the early people migrated.

The students will illustrate the direction of the migration routes of people among Earth’s continents so that they are able to identify 2/3 general paths of human migration on the Blank Map.

The students will create their own population and then follow their people throughout time. This requires the students to look at where people came from and explore migration from Africa. It will give the students a hands-on and interpersonal glimpse into the ways people lived, how the people moved around the world, and look at where the people ended.

In mathematics the students will be tracking the changes in their populations. The focus will be on asking thought out and measurable questions, collecting our own data from those questions, and using the data to show deviations. This can be seen in the objectives formed based on the mathematical standards.

The students will recognize a statistical question that anticipates variability in the data related to the question and accounts for the answers so that they are able to create three well-written statistical questions regarding their beginning peoples on their “Statistical Questions” handout.

The students will summarize their migration data so that they correctly give at least 2/3 of the quantitate measures of mean, median, and identification of a major deviation and achieve at least 2/3 when explaining the reason for the deviations in their data from each statistical question they have asked.

The statistical questions that we create in math will then be used in language arts and the students will write a narrative to develop the imagined experiences of their ‘beginning people groups’ so that they are using their statistical questions to form 10 relevant and descriptive details for each question about their people and they ways that they lived.

As a cohesive unit, Celebrating Diversity will not only look closer on asking critical and statistical questions but it will also focus on summarizing the data on a clear and readable graph that can be analyzed. This data will be used as a medium to help identify discontinuity and deviations in the populations over time.

When the students have established their populations and have begun to collect their data the hope is that the students will become aware of how people have changed over time. In science the students will become familiar with how people now have both similar and different attributes to the people from the past. These science objectives will look at similar attributes and how DNA can establish diversity.

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The students will apply scientific ideas to identify the anatomical similarities and differences among modern people and fossilized humans so that they are able to show two similar traits and two different traits between peoples in the first civilization and people now.

In groups of two, the students will develop and implement a model from water colors that will create a representation of at least 2 sexually reproduced “offspring” and 1 asexually reproduced “offspring” to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring results in offspring with genetic variation.

The student will use the concept of genetic variation in sexual reproduction to describe why sexual reproduction results in offspring with genetic variation so that the students use two sets of alleles to create new genetic makeup and receive a 4/6 on the Folklore Animal rubric.

The objectives put an emphasis on celebrating the idea that people have changed and can live in different places but still be similar.

While much time is spent on Social Studies, Science, and Math, Celebrating Diversity does spend time focusing on English and Language Arts. Not only will students be creating their own civilization and a narrative to go with the people, the students will also be using linguistic skills throughout the unit. This means that the students will focus on speaking, listening, and writing throughout their study of diversity using the following objectives:

The students will verify the preliminary determination of the meaning of the word diversity that they are able to establish the correct definition of the word diversity on the “Beginning Diversity” sheet with 100% proficiency.

The students will write a narrative to develop the imagined experiences of their ‘beginning people groups’ so that they are using their statistical questions to form at least 6/10 relevant and descriptive details from the statistical questions about their people and they ways that they lived.

Throughout the thematic unit there is an assessment that will build upon itself. By the end of Celebrating Diversity, the students will have created a cohesive project that tracks their own people’s population, displays data based on each student’s own statistical questions, and demonstrates the change in people and the creation of diversity over time. The creation of the assessment will connect mathematics to social studies with the diverse data and the deviations in the populations. Science and social studies will study the changes and similarities between two parts of the population to show students that while organisms, most specifically people, are different in many ways and as well as similar.

Diversity is not simply the idea that people are different. Diversity is also understanding that we are all different as well as similar. Diversity should be celebrated, but to do so students must see how people are alike.

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Materials

DAY ONEIntroductions To Diversity:

Human Family-Maya Angelou (1 per teacher) Beginning Diversity Sheet (1 per student) Beginning Diversity Rubric (1 per student) Project Population Diversity Hand Out (1 per student) Project Population Diversity Rubric (1 per student) Culminating Activity Parent Letter (1 per student) Culminating Activity Permission Slip (1 per student) Sticky Notes (1 stack per group) Diversity Flow Chart (1 per classroom)

DAY TWOIn The Beginning:

Sticks (3 per group) Leaves (3 per group) Rocks (2 per group) Dirt (1/2 cup per group) Felt board (1 per class) Felt fire, ax, stick, rock, man, and bull. (1 of each per felt board) “My People Group” Sheer (1 per student)

Stories and Statistics Sticky notes (1 stack per group) Cloud map (1 per student) Example Data (1 per teacher and 3 for student allowed reference) Population story example (I per teacher and 3 for student allowed reference) Assessment Rubrics (1 per student)

DAY THREETraveling the World

Bell Work (1 per student) Migration KWL chart and rubric (1 per student) Footprints (40-50 individual feet) Green Paper (30 sheets) Blue Paper (20 sheets) Statistical Question Data/Alterations (1 per teacher and 3 for student reference)

DAY FOURMean, Medians, and Deviation

Teacher Data Charts (1 per student) Class List (1 per teacher) Mean, Median, and Deviation Rubric (1 per student)

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Students individual Data/Bar Graph (1 personal data per student)

Where They Ended Up Clay (1 block per group) Ice cubes (24 cubes per group) Large Bowl/Baking Pan (1 per group) Map Projected (1 per teacher) Blank Map (2 per student) Sticky Notes (1 stack per group) Toy animals/people (4 figures per group) Markers (2 markers per student)

DAY FIVEFacing the Similarities

Blank Skull and Body Sheet (1 per student) Pin the Characteristic on the Skull (1 per group) Picture Rubric (1 per student) Human Skull Replica (1 per class) Blue String (7 strings per group) Red string (7 strings per group) Thumb Tacks (20 per class) Sticky Notes (One stack per group) Blue Stickers (7 stickers per group) Red stickers (7 stickers per group)

DAY SIXColor My DNA

Food Coloring (1 of each color per class)o Redo Blueo Yellow

Labeled Dixie Cups with water (1 of each cup per group): o Cup A- BB (blue)o Cup B- RR (red)o Cup C- YY (Yellow)o Cup D- BY (green)o Cup E- BR (purple)o Cup F- RY (Orange)o Cups - K

Punnett Square sheets (1 per students) Graduated Cylinder (1 per group) Color My DNA worksheets (1 per student) Color My DNA answer key (1 per teacher) Crayons/colored pencils in (1 set per group):

o Red

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o Blueo Purpleo Greeno Yellowo Brown

Folklore Animal Rubric (1 per student) Folklore Animal Worksheet (1 per student) 4 sided die (1 die for each group of 2)

DAY SEVENClass Presentations

Extra Population Project rubrics (10 per class)

DAY EIGHTCulminating Activity

Culminating Activity Explanation (1 per student) Culminating Activity Note Sheet (1 per student) Pencil (1 per student)

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Day One—Friday:

2:30 PM to 3:00 PMIntroduction to Diversity

Celebrating Diversity: Eight-Day Overview

Day Two—Monday:10:25 AM to 11:00 AMSocial Studies: In the Beginning...

12:00 PM to 12:50 PMMath/ELA: Stories and Statistics

2:45 PM to 3:00 PM15 minutes to work on project.

Day Seven—Monday:Population Project DUE10:00 AM to 10:15 AM15 minutes to add finishing touches to the project.

10:20 AM to 11:30 AM2:00 PM TO 3:00 PMPopulation Presentations.

Day Eight—Tuesday:

8:15 AM to 2:00 PMMuseum of Natural

History

✦✦✦✦

Day Three—Tuesday:Permission Slips Due

10:20 AM to 11:05 AMSocial Studies: Traveling the World


Day Four—Wednesday:10:10 AM to 11:00 AMMath: Means, Medians, and Deviations

12:00 PM to 12:40 PMSocial Studies: Where They Ended Up!


Day Five—Thursday:1:00 PM to 1:40 PMScience: Facing the Similarities


Day Six—Friday:1 :00 PM to 1:45 PMScience: Color My DNA


2:30 PM to 2:50 PMPeer Assessments

Project Population Diversity DUE: November 21st, 2016

Name: We are starting a unit on diversity and instead of having a test at the end we are going to make our own population based from the first people. Don’t worry, if you work along with our lessons you should be able to finish most, if not all, of the project during the allotted class time. There will be four parts to this summative assessment. I will be doing the project along with you. We are learning together so there will be plenty of opportunities for you to see what it is we are doing.

Each component of this project will be done in pieces and will be turned after each lesson. These “first drafts” won’t be a grade but they are a reflection of your learning. I will provide feedback for each part and you will be able to correct it for the final project. Before turning in your final draft you and a partner will peer-assess this project. This will give you an opportunity to make adjustments to your project over the weekend based off of both my and your peer’s advice.

These components are broken into four main sections:

Part One: MathematicsPart of being a part of a diverse community is being able to ask good, statistical questions (i.e. How many deaths were there each year over a period of ten years?) and explore the data that comes with these questions. We will be creating our own statistical questions and creating data to go along with it. This data will be organized into histograms and then analyzed. This analysis will show deviations in the data as well as creating means and for each set. Students will be given scenarios when learning about migration and will be expected to add data to their bar graphs as needed.

Part Two: Social StudiesThis portion focuses on the migration of people. We will be tracking where people came from, how people moved, why they moved, and where populations are dispersed now. This portion will involve scenarios, writing, and/or illustrations. The teacher will give a scenario based on the population and the student will be expected to add to their data accordingly. The student will be looking at the deviations they see in their data and creating an explanation that could have caused the difference. The explanation will not be specified, but the deviation cannot be from the scenario that was given. The event must make logical sense (if there is a population boost the deviation should not be because there was a war!). You should also include how your population survived. Ask yourself, “Did they hunt and gather? Were they nomads? Did they eat berries and animals or just plants they found?”

Part Three: ScienceUnderstanding diversity comes with knowing where and how it has happened. We will be looking at people and how they have changed over time. You, the student, will be comparing and contrasting people from the past to the people who are living currently. This will be done looking at their bone structures and seeing how they differ. When you are migrated you will move to a

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location and attributes of your population will change. You will encounter another population and become allies. They will possibly teach you some things about how to live but it is certain that you will have children and cross genes. You, as their leader, will be responsible for making sure that the DNA and alleles are crossed between folklore to create new animals. You will either describe them with words or create a picture of them using the correct attribute. You are responsible for showing the Punnett squares that shows the DNA crossings and rolling the die (this will be further explained, don’t stress!!) and finding what your new folklore monsters (or friends) look like!

Part Four: PresentationNot all of us are public speakers, but we should be able to create a fluent and cohesive presentation. This is a collection of all of your data, writings, and findings about your population and putting them together to show the class. We want to see all of the elements from our subject areas and learn a little about your population. Your assignment should be turned in on time, reflect your personality, and be done to the best of your ability.

Project Check List: This checklist will be used as a self-assessment and will be turned in as a part of your “presentation” grade! This project reflects you; make it something you are proud of!

Please rate yourself on each standard from a scale of 1-10 (1 being the lowest and 10 being the best).

Mathematics The student has 3 statistical questions with corresponding data. The student has 3 bar graphs—one bar graph for each statistical question. The student has correct data added from the Social Studies Scenarios. The student has mean and median identified for each set of data. The student has identified deviations in the data.

Social Studies The student’s people group has a name and the main attributes listed correctly in the beginning (Way of life and eyes, hair, and skin colors). The student has what the people group used to look like compared to what they do now (own illustration, online pictures, or written description). The student has logical reason for a deviation in the population. The student has the first location and ending location. Written story about the population that includes 2 pieces of data from each of the 3 the statistical questions.

Science The student has a compare/contrast of past a population to their current population (2 similarities and 2 differences). The student identifies correct eyes, hair, and skin color after breeding their folklore animal. The student has correct alleles used on the Punnett Square.

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The students has correct alleles created in the Punnett Square. The student has an illustration and/or explanation of new folklore animal.

Language Arts The student has a narrative that gives 10 descriptive details based on their statistical questions.

In three to five sentences explain 1) how you felt about the project, 2) what you liked best about this project, and 3) how you think this project could be made better.

Expectations/Preparation and Completion The student was on task the entire time. The student asked questions (if and when needed!). The student self assessed on the checklist. The student worked cooperatively with DNA partner. The student turned the project in on time. The project is neat and legible. The project is cohesive. The project is creative. The project reflected the best work of the student. The “Self-Assessment” is attached.

This looks like it’s a lot, but don’t worry. All of this is one lesson at a time. We are going to be taking small steps in our learning and build upon what we know. You will have time to ask questions, look for clarification, and look closer at the rubric. I encourage you to look over this list and rubric now. I am here for you to help teach you, walk you through this project, and help you reflect on what we are learning. Our class is built upon learners who help me help them––I want you to succeed! When you are done with this project you can look back at the check list and see just how much you learned in just a weeks time!

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Your Name: Project Owner’s Name:

Please rate your peer on each standard from a scale of 1-10 (1 being the lowest and 10 being the best).



Science The student has a compare/contrast of past a population to their current population (2 similarities and 2 differences). The student identifies correct eyes, hair, and skin color after breeding their folklore animal. The student has correct alleles used on the Punnett Square. The students has correct alleles created in the Punnett Square. The student has an illustration and/or explanation of new folklore animal.


Do you have any constructive comments?

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Project Population Diversity RubricStudent Name:

Section Excellent(9-10 points)

Proficient(8-6 Points)

Needs Improvement(0-5 Points)

Mathematics(10 Points)

Nine to ten of the following elements are correctly shown in the final product:

3 statistical questions with data.

3 bar graphs—one bar graph for each statistical question.

Data added from the Social Studies Scenarios.

Mean, Median, and Mode are identified for each Histogram.

Identify deviations in their data.

Six to eight of the follow elements are correctly shown in the final product:






Five or fewer parts of the following are correctly shown in the project:






Science(10 Points)


Scientific compare/contrast of past population to current population (2 similarities and 2 differences).

The way of life and eyes, hair, and skin color by the end of the unit.

Correct alleles used on the Punnett Square.

Correct alleles created in the Punnett Square.

Illustration and/explanation of new folklore animal.













Social Studies

(10 Points)


People group has a name and the main attributes listed correctly in the beginning (Way of life and eyes, hair, and skin colors).

What they used to look like compared to what they do now (own illustration, online pictures, or written description).

Logical reason for the deviation in the




Logical reason for the deviation in the




Logical reason for the

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population. First location and ending

location. Written story about the

population that includes 2 pieces of data from each of the 3 the statistical questions.

population. First location and ending

location. Written story about the

population that includes 2 pieces of data from each of the 3 the statistical questions.

deviation in the population.

First location and ending location.

Written story about the population that includes 2 pieces of data from each of the 3 the statistical questions.

Language Arts

(5 Points)


A narrative that gives 10 descriptive details based on their statistical questions.





TOTAL(35 Points)

Comments:

_________/35

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Section Excellent(4-5 Points)

Proficient(3 Points)


Preparation/ Completion(5 Points)

The student used all of their class time wisely. They:

Were on task Asked questions. Self-assessed on the

checklist. Work

Cooperatively with their DNA partner.

Turned in on time. Neat and legible. Cohesive. Creative. Reflected the best

work of the student. Had the “Self-

Assessment” attached.

The students used most of their class time wisely but are missing two or fewer of the following elements:


checklist. Work





The students used part or none of their class time wisely and are missing two or more of the following elements:


checklist. Work





Class Presentation(5 Points)

The student presented the project with clear understanding of their personal population and came to the presentation prepared. Their presentation contained all the following:

Fluent speaking Answered questions

professionally (if applicable)

Attempted Creativity

Enthusiasm

The students presented the project with a general understanding of their personal population and came to the presentation prepared. Their presentation contained all but two or fewer of the following:




Enthusiasm

The students presented the project with little understanding of their population or did not come prepared. Their presentation contained three or fewer of the following elements:




Enthusiasm

TOTAL(10 Points)

Comments:

Total _______/10

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Celebrating Diversity Introduction!

Dear Parent(s) or Guardian(s),

We have had a great year so far and I am pleased, and very excited, to tell you that we will be starting to explore diversity through a new unit. My goal for this unit is to expose our students to the diversities in the world and recognize that we are all very much the same. This is introduced through us asking questions that will show diverse data and diversity in populations. Recognizing differences is the first step to creating acceptance in our own community.

Our unit will also incorporate a connection between all of our subject matters. This means that we will be discussing diversity through collecting data in mathematics, creating lives of people through writing stories, looking closely at the stages of early migration in social studies, and developing our understanding the similarities and uniqueness of organisms through DNA. We will use these lessons to build upon one another. The content that we discuss in our first lesson will connect and be used all the way through to the end of our unit. If you would like access to the lessons, objectives, and/or the connections between the subject matter feel free to call me or send an email. I am more than willing to share what is happening in our classroom with our families—I encourage involvement in our learning!

To finalize our unit and give tangible evidence of diversity throughout time we will be attending the University of Michigan Museum of Natural History in Ann Arbor, Michigan. This trip is not required but is highly encouraged. The students will have lunch provided and they will have the opportunity to see how much diversity is present in our history. Parents are invited to come. We are looking for about 6 chaperones at minimum. A letter and the permission slip will be sent home with your student that will give more information about payment options, the gift shop, and specific dates.

If you have any questions, please, feel free to contact me via phone or email!I am very excited to begin this unit with our students!

Miss. Sramek517-617-5812 [email protected]

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Permission Slip:University of Michigan Museum of Natural History

For our “Celebrating Diversity” unit our class will be taking a trip to the University of Michigan’s Museum of Natural History on November 22, 2016. Transportation will be provided.

Date: November 22, 2016Cost: $12.00 for students and $6.00 for chaperones Make Checks Payable to “Spring Arbor Community Schools”The bus will leave the school at 8:15 AM and return at around 2:00 PM.

The school will provide a sack lunch for the students. If there are any dietary allergies please state so below:

I, , give my child, , permission to attend our class trip to the University of Michigan Museum of Natural History on November 22, 2016.

In case of emergency please contact: at .

I, , would like to chaperone for the trip.

Phone:

E-mail:

Parent/Guardian’s signature Date

Please return this permission slip and payment to Miss. Sramek by November 15, 2016.

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For questions or concerns regarding the trip, payments, or scholarships please feel free to call me (517-617-5812) or contact me via e-mail ([email protected]).

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Culminating Activity Explanation!We are looking at diversity in Mathematics, Social Studies, and Science, so what better place to end our celebration than at a place where we are able to explore history and compare differences in people and other organisms. We will be going to the University of Michigan Museum of Natural History for a day of exploration and diversity.

On the way to the museum we will have poll from polleverywhere.com. Because we have been studying diversity we will be looking for diversity around us. For example, if I can text “I saw a Michigan and an Ohio license plate” to the poll and I will see that we have been looking. This is not limited to objects; diversity can be seen in nature regarding sizes, people in cars, or even different types of buildings. If a student doesn’t have a phone they can send a message via a peer and simply sign the text message with their name. I will be collecting phone numbers of students and creating a chart so I can both contact them when at the museum as well as track those who submitted their findings. To send messages to our poll the following steps can be followed:

Step One: Send “SPRYFU113” to 22333.Step Two: Wait for the confirmation text message.Step Three: Text your diversities!

All students are asked to submit at least one finding but are not limited to only one! I encourage you to find diversity in the world around you. Feel free to talk about what you see with your friends and challenge yourself to find as many as possible.

When we arrive at the museum students will be touring with the groups of 4-6 that we have selected in class. They will be paired with a chaperone. Each student should look for connections between species, time periods, and other sorts of information. They can look at the gods that cultures have, the connections between skeletons of organisms, or the difference between languages. There is no limitation of time periods but the students should choose a general “topic” (i.e. gods/religion, bones, artifacts, etc.) and look for comparisons that are possible. For example, if I chose language I would look at the symbolic representation of words in Ancient Egypt and compare it to English. I may say that the hieroglyphics are pictures but sometimes the pictures represent more than one word, object, or person just like homonyms do in English. You may be able to complete this with just observing parts of the exhibit but you may also have to read the exhibit description. This activity may take some thought, but that’s okay. You can write it out, draw a picture, or even make a concept map. If you would like ideas feel free to talk to me about it!

Lunch will be provided but you are welcome to bring your own. Note that the museum does not actually allow food or drink in the exhibit.

When we are finished, we will be using our collection of diversity to lead a discussion on the way home. We will all have a chance to share what we saw and explain the diversity and the connections between what we saw. Attached is the sheet that will be used at the museum.

Feel free to bring cameras to take pictures and money for the gift shop. For reference, a shirt usually runs about $20-25.

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Name:

Topic:

Observations:

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Introductions to Diversity

Name: Mary Sramek Time Allotted: 30 minutesGrade Level: 6th Subject(s): ELAMaterials Required:

Human Family-Maya Angelou Beginning Diversity Sheet Beginning Diversity Rubric Project Population Diversity Hand Out Project Population Diversity Rubric

Culminating Activity Parent Letter Culminating Activity Permission Slip Sticky Notes Diversity Flow Chart

Michigan Content Expectations: CCSS.ELA.LANGUAGE.L.4.DVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Objective(s): Objective 1: The students will verify the preliminary determination of the meaning of the word diversity that they are able to establish the correct definition of the word diversity on the “Beginning Diversity” sheet with 100% proficiency.

Assessment: Objective 1 Informal Formative Assessment: The teacher will discuss what it means to be diverse and

different types of diversity. Objective 1 Formal Formative Assessment: The students will write their own definitions of “diversity” with

their table groups. Objective 1 Formal Interim/Summative Assessment: The student will write the definition of diversity on

the Beginning Diversity sheet.

Data & Intervention:

The student correctly defined the term “diversity.”

The student did not correctly define the term “diversity.”

Student Name:

Comments on definition or questions:

If the student correct defines the term diversity they are considered proficient and will be able to continue with the “Celebrating Diversity” unit.

If the student is not able to correctly define diversity they will have a conference with the teacher to discuss what it means to be different. This will drive the conversation towards a conversation about how when people are different it means that they are diverse. The student and the teacher will also revisit the poem Human Family and discuss what it means when it comes to being diverse and different.

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Instructional Procedure: Anticipatory Set: (Allotted Time 5 minutes)

a. The teacher will read the students the poem Human Family by Maya Angelou.i. A copy of the poem will be projects onto the board so the students can see.

ii. The students will be given time to discuss the poem and be asked to pull out phrases, words, or patterns that they see in the poem.

iii. The students will then lead a discussion about the poem with little teacher interjection.1. The teacher will ask:

a. What does this say about people as a whole? b. What does this poem say about people as individuals?

b. The teacher will tell the class that they are going to be looking closer at diversity.c. When we are learning and experiencing through this unit we all need to be open to learning and

respect the thoughts and opinions of our peers.

State Purpose and Objective of Lesson: (Allotted Time 1 minute)a. Before we leave today we are going to have a definition of diversity that we can put in our class to

reference as we begin Celebrating Diversity. b. We will verify the meaning of the word diversity.c. The teacher will explain that if the students can recognize diversity then they will be able to adapt to

and analyze a situation so d. This unit is going to look at diversity in migration over time, diversity in data, and diversity in cultures

and DNA.

Instruction: a. Direct Instruction: (10 minutes)

i. The students will use sticky notes to write what they think of when they hear the word diversity. Each student will have one sentence, word, or instance and take it up and put it in the middle of a “Diversity Circle” that is drawn on the board.

ii. The students will use these words and instances to explore the meaning of diversity and create a definition together as a class.

1. If the students are struggling the teacher will use diverse in a sentence as well as prompt the class with other questions.

a. What does it mean to be different?b. What does it mean to be special?c. Are two people of the same color not diverse?d. What makes one person different from another?e. Is diversity linked only to image or can it be something inside?

iii. The students and teacher will create a definition of “Diversity” that will be posted on the board for the entirety of the Celebrating Diversity unit.

iv. The students will be introduced to the enduring understanding concepts and the corresponding essential questions as a flow chart that will be left up in the classroom during the unit.

1. The teacher will show the students the enduring understanding and then connect those to the questions that they will be focusing on throughout the unit.

b. Modeling/Guided Practice: (7 Minutes)i. The teacher will talk about the summative assessment and explain that there will not be a test

at the end of the unit.ii. The teacher will give the students the Project Population hand out and rubric.

1. The students will take notes on the hand out as they need.

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a. The students will write comments, reminders, and any questions that they have about the project in the margins of the handout.

iii. The teacher will go over the field trip explanation and tell the students that there will be activities on the way there and on the way back that will be further explained on the way to the museum and on the way back from the museum.

1. The students will be given the permission slip and told that it is to be returned the following Tuesday.

iv. The teacher will explain that there is a space on the ticket out the door (the Beginning Diversity handout) for questions.

1. Questions can be addressed as an entire class or individually as needed.

c. Independent Practice: (5 minutes) The students will use the Beginning Diversity sheet and write their definition of diversity on

the sheet and explain one way they think they have encountered diversity in the world or their lives.

The students will also be asked to write any questions they have regarding the project they are going to be working on as well as about diversity on the bottom of the page.

o The teacher will use these questions to guide how the assessment is taught, explained, and approached later.

Closure: (Allotted Time 2 minutes)a. If you have the definition of diversity that you would like to share stand up and touch your toes.

i. The teacher will call on one student who touched their toes and have them share what they defined diversity as.

b. The students will have a seat and the teacher will ask the students if they had any questions that they think should be addressed before we begin our unit on diversity.

c. The teacher will address the class and remind them that next week will begin the section on diversity.d. The teacher will encourage the students to go home and talk to their family about the project and unit

that we will be beginning.ii. The students will be encouraged to begin a conversation with their families about how they

have experienced diversity and how their views on it has changed over time.

Differentiated Consideration Finish quickly but may or may NOT have mastered the objectives Students who struggle to write the definition will be allowed to verbalize their definition and questions to

the teacher.o The assessment is to know that the students are ready to proceed and is not assessing the student’s

ability to transfer thoughts to writing. Students who finish the Beginning Diversity sheet early can list more examples or think back to previous

lessons and silently discuss how diversity could possibly be found in them.o The students may also have a level one (whispering) conversation with a peer about the diversity

that they see throughout school. They must make a bulleted list on the back of their Beginning Diversity sheet.

If a student is not able to discuss diversity they will have a conference with the teacher to discuss what it means to be different. This will drive the conversation towards a conversation about how when people are different it means that they are diverse. The student and the teacher will also revisit the poem Human Family and discuss what it means when it comes to being diverse and different.

The Beginning Diversity worksheet will be collected by the teacher and examined. Comments will be written on the papers regarding questions and returned to the students on the next Monday.

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o If there are questions that several students had the teacher will take the time before beginning the unit to address these questions and make sure all students are comfortable with succeeding.

References:

Angelou, M. (1994). The complete collected poems of Maya Angelou. New York: Random House.

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Beginning Diversity

Name:

Define “Diversity” and give an example:

Do you have any questions about the Population Project? Any concerns that you would like addressed?

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The student correctly defined the term “diversity.”

The student did not correctly defined the term “diversity.”

Student Name:

Comments on definition or questions:

BEGINNING DIVERSITY RUBRIC:

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Human FamilyMaya AngelouI note the obvious differencesin the human family.Some of us are serious,some thrive on comedy.

Some declare their lives are livedas true profundity,and others claim they really livethe real reality.

The variety of our skin tonescan confuse, bemuse, delight,brown and pink and beige and purple,tan and blue and white.

I've sailed upon the seven seasand stopped in every land,I've seen the wonders of the worldnot yet one common man.

I know ten thousand womencalled Jane and Mary Jane,but I've not seen any twowho really were the same.

Mirror twins are differentalthough their features jibe,and lovers think quite different thoughtswhile lying side by side.

We love and lose in China,we weep on England's moors,and laugh and moan in Guinea,and thrive on Spanish shores.

We seek success in Finland,are born and die in Maine.In minor ways we differ,in major we're the same.

I note the obvious differencesbetween each sort and type,but we are more alike, my friends,than we are unalike.

We are more alike, my friends,than we are unalike.

We are more alike, my friends,than we are unalike.

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Diversity

Over time humans have become more diverse in their physical attributes,

locations, and their populations.

How and why have people changed over

time?

Over time people have become more diverse

through migration over continents.

The collection of data can demonstrate patterns and

deviations over time.

How can the collection of data over time show

current status, deviations in populations, and changes

in diversity?

Where have people come from and how have they changed

since the beginning of civilization?

Project Population Diversity DUE: November 21st, 2016

Name:

We are starting a unit on diversity and instead of having a test at the end we are going to make our own population based from the first people. Don’t worry, if you work along with our lessons you should be able to finish most, if not all, of the project during the allotted class time. There will be four parts to this summative assessment. I will be doing the project along with you. We are learning together so there will be plenty of opportunities for you to see what it is we are doing.

Each component of this project will be done in pieces and will be turned after each lesson. These “first drafts” won’t be a grade but they are a reflection of your learning. I will provide feedback for each part and you will be able to correct it for the final project. Before turning in your final draft you and a partner will peer-assess this project. This will give you an opportunity to make adjustments to your project over the weekend based off of both my and your peer’s advice.

These components are broken into four main sections:

Part One: MathematicsPart of being a part of a diverse community is being able to ask good, statistical questions (i.e. How many deaths were there each year over a period of ten years?) and explore the data that comes with these questions. We will be creating our own statistical questions and creating data to go along with it. This data will be organized into histograms and then analyzed. This analysis will show deviations in the data as well as creating means and for each set. Students will be given scenarios when learning about migration and will be expected to add data to their bar graphs as needed.

Part Two: Social StudiesThis portion focuses on the migration of people. We will be tracking where people came from, how people moved, why they moved, and where populations are dispersed now. This portion will involve scenarios, writing, and/or illustrations. The teacher will give a scenario based on the population and the student will be expected to add to their data accordingly. The student will be looking at the deviations they see in their data and creating an explanation that could have caused the difference. The explanation will not be specified, but the deviation cannot be from the scenario that was given. The event must make logical sense (if there is a population boost the deviation should not be because there was a war!). You should also include how your population survived. Ask yourself, “Did they hunt and gather? Were they nomads? Did they eat berries and animals or just plants they found?”

Part Three: ScienceUnderstanding diversity comes with knowing where and how it has happened. We will be looking at people and how they have changed over time. You, the student, will be comparing and contrasting people from the past to the people who are living currently. This will be done looking

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at their bone structures and seeing how they differ. When you are migrated you will move to a location and attributes of your population will change. You will encounter another population and become allies. They will possibly teach you some things about how to live but it is certain that you will have children and cross genes. You, as their leader, will be responsible for making sure that the DNA and alleles are crossed between folklore to create new animals. You will either describe them with words or create a picture of them using the correct attribute. You are responsible for showing the Punnett squares that shows the DNA crossings and rolling the die (this will be further explained, don’t stress!!) and finding what your new folklore monsters (or friends) look like!

Part Four: PresentationNot all of us are public speakers, but we should be able to create a fluent and cohesive presentation. This is a collection of all of your data, writings, and findings about your population and putting them together to show the class. We want to see all of the elements from our subject areas and learn a little about your population. Your assignment should be turned in on time, reflect your personality, and be done to the best of your ability.

Project Check List: This checklist will be used as a self-assessment and will be turned in as a part of your “presentation” grade! This project reflects you; make it something you are proud of!

Please rate yourself on each standard from a scale of 1-10 (1 being the lowest and 10 being the best).



Science The student has a compare/contrast of past a population to their current population (2 similarities and 2 differences). The student identifies correct eyes, hair, and skin color after breeding their folklore animal.

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The student has correct alleles used on the Punnett Square. The students has correct alleles created in the Punnett Square. The student has an illustration and/or explanation of new folklore animal.


In three to five sentences explain 1) how you felt about the project, 2) what you liked best about this project, and 3) how you think this project could be made better.

Expectations/Preparation and Completion The student was on task the entire time. The student asked questions (if and when needed!). The student self-assessed on the checklist. The student worked cooperatively with DNA partner. The student turned the project in on time. The project is neat and legible. The project is cohesive. The project is creative. The project reflected the best work of the student. The “Self-Assessment” is attached.

This looks like it’s a lot, but don’t worry. All of this is one lesson at a time. We are going to be taking small steps in our learning and build upon what we know. You will have time to ask questions, look for clarification, and look closer at the rubric. I encourage you to look over this list and rubric now. I am here for you to help teach you, walk you through this project, and help you reflect on what we are learning. Our class is built upon learners who help me help them––I want you to succeed! When you are done with this project you can look back at the check list and see just how much you learned in just a weeks time!

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Your Name: Project Owner’s Name:

Please rate your peer on each standard from a scale of 1-10 (1 being the lowest and 10 being the best).



Science The student has a compare/contrast of past a population to their current population (2 similarities and 2 differences). The student identifies correct eyes, hair, and skin color after breeding their folklore animal. The student has correct alleles used on the Punnett Square. The students has correct alleles created in the Punnett Square. The student has an illustration and/or explanation of new folklore animal.


Do you have any constructive comments?

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Project Population Diversity RubricStudent Name:

Section Excellent(9-10 points)

Proficient(8-6 Points)


Mathematics

(10 Points)



















Science(10 Points)



















Social Studies

(10 Points)









What they used to look like compared to what they do now (own illustration, online pictures, or written

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Logical reason for the deviation in the population.



Logical reason for the deviation in the population.



description). Logical reason for the

deviation in the population.



Language Arts

(5 Points)







TOTAL(35 Points)

Comments:

_________/35

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Section Excellent(4-5 Points)



Preparation/ Completion(5 Points)

The student used all of their class time wisely. They:


checklist. Work cooperatively

with their DNA partner.




The students used most of their class time wisely but are missing two or fewer of the following elements:







The students used part or none of their class time wisely and are missing two or more of the following elements:







Class Presentation(5 Points)

The student presented the project with clear understanding of their personal population and came to the presentation prepared. Their presentation contained all the following:




Enthusiasm

The students presented the project with a general understanding of their personal population and came to the presentation prepared. Their presentation contained all but two or fewer of the following:




Enthusiasm

The students presented the project with little understanding of their population or did not come prepared. Their presentation contained three or fewer of the following elements:




Enthusiasm

TOTAL(10 Points)

Comments:

Total _______/10

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Celebrating Diversity Introductions!

Dear Parent(s) or Guardian(s),

We have had a great year so far and I am pleased and very excited, to tell you that we will be starting to explore diversity through a new unit. My goal for this unit is to expose our students to the diversities in the world and recognize that we are all very much the same. This is introduced through us asking questions that will show diverse data and diversity in populations. Recognizing differences is the first step to creating acceptance in our own community.

Our unit will also incorporate a connection between all of our subject matters. This means that we will be discussing diversity through collecting data in mathematics, creating lives of people through writing stories, looking closely at the stages of early migration in social studies, and developing our understanding the similarities and uniqueness of organisms through DNA. We will use these lessons to build upon one another. The content that we discuss in our first lesson will connect and be used all the way through to the end of our unit. If you would like access to the lessons, objectives, and/or the connections between the subject matter feel free to call me or send an email. I am more than willing to share what is happening in our classroom with our families—I encourage involvement in our learning!

To finalize our unit and give tangible evidence of diversity throughout time we will be attending the University of Michigan Museum of Natural History in Ann Arbor, Michigan. This trip is not required but is highly encouraged. The students will have lunch provided and they will have the opportunity to see how much diversity is present in our history. Parents are invited to come. We are looking for about 6 chaperones at minimum. A letter and the permission slip will be sent home with your student that will give more information about payment options, the gift shop, and specific dates.

If you have any questions, please, feel free to contact me via phone or email!I am very excited to begin this unit with our students!

Miss. Sramek517-617-5812 [email protected]

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University of Michigan Museum of Natural History

For our “Celebrating Diversity” unit our class will be taking a trip to the University of Michigan’s Museum of Natural History on November 22, 2016. Transportation will be provided.

Date: November 22, 2016Cost: $12.00 for students and $6.00 for chaperones Make Checks Payable to “Spring Arbor Community Schools”The bus will leave the school at 8:15 AM and return at around 2:00 PM.

The school will provide a sack lunch for the students. If there are any dietary allergies please state so below:

I, , give my child, , permission to attend our class trip to the University of Michigan Museum of Natural History on November 22, 2016.

In case of emergency please contact: at .

I, , would like to chaperone for the trip.

Phone:

E-mail:

Parent/Guardian’s signature Date

Please return this permission slip and payment to Miss. Sramek by November 15, 2016.

For questions or concerns regarding the trip, payments, or scholarships please feel free to call me (517-617-5812) or contact me via e-mail ([email protected]).

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In the Beginning...

Name: Mary Sramek Time Allotted: 35 minutesGrade Level: 6th Subject(s): Social StudiesMaterials Required:

Sticks Leaves Rocks Dirt

Felt board Felt fire, ax, stick, rock, man, and bull. “My People Group” sheet

Michigan Content Expectations: GLC.W1.1.2Examine the lives of hunting and gathering people during the earliest eras of human society (tools, weapons, language, fire).

Objective(s): Objective 1: The students will examine the lives of people who hunted and gathered in the earliest eras of

human society and will linguistically present at least 3 physical characteristics of the people and 2 tools/weapons achieve a 3/5 on the “My Beginning Peoples” rubric.

Assessment: Objective 1 Informal Formative Assessment: The teacher will listen and respond to student conversation. Objective 1 Formal Formative Assessment: The teacher will go around during the guided practice and have

a discussion with the students about their people and the attributes that they have/had. Objective 1 Formal Interim Assessment: The students will generate a list that shows 3 characteristics of the

people and 2 tools/weapons that were used.


Mastery (5/5):The student is able to correctly identify:

3 physical characteristics of the people.

2 tools/weapons.

Proficient (3-4/5):The student is able to correctly list all but two of the following:


2 tools/weapons.

Needs Attention (0-2/5):The student is able to correctly list only three of the following:


2 tools/weapons.

Comments:Total _____/5

For students who are not grasping the concept of hunters and gathers, the teacher will have them visit the Becoming Human in Southern Africa and read about the people, their ways, and see their cave drawings (South African history online, 2012).

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The students who receive a 5/5 on the rubric will be allowed to move forward on their project and possibly create cave art for their people.


a. The students will come into the room and at their desks will be sticks, leaves, rocks, a jar of dirt, and “fake fire” in the form of a battery powered candle. The teacher will let the students explore the items for a few minutes.

i. The students will then be asked to list ways that they know these objects are or could be used. ii. The class will have a discussion about the items and how they could be used or how they are

used.

State Purpose and Objective of Lesson: (Allotted Time 1 minute)a. Today we will be looking the attributes of the first people at how the first people lived.b. We can learn a lot about people by how they live, what they use, and how they use those tools.

i. Diversity is seen throughout time—even the first people had groups of people who lived differently.

c. We will be talking about how people traveled and why they traveled away from where they once were. If we understand how they lived we can look at why they may move and explore the way their lives were.


i. The teacher will explain to the students that the first people did come from Africa.1. The teacher will then ask the students what the first people would probably look like.

a. The class should agree that they have brown skin, brown hair, and brown eyes like the Africans.

i. The teacher will explain that we may not actually know what they looked like but we can infer by location and the understanding of what the climate was like. Hotter climates produce people with darker skin because the people need protection from the sun.

ii. The teacher will show the students the Rock Artists Painted Animals and People. The teacher will have the students discuss what is happening in the photo and what they can gather about the people in the photo.

1. The students should recognize that there are people with weapons and some animals that the people are surrounding.

iii. The teacher will discuss that the people were what we call hunters and gatherers. They used weapons to hunt the animals that they followed.

1. How could the sticks and the rocks become weapons for hunting and protection?a. The students and teacher will discuss how the stick can be a spear or the rock

and the stick can come together and create an ax or some sharp-ended weapon.2. The people were nomadic and ate the animals but also probably ate parts of the earth

like roots, seeds, and other plants (McNeill, 1967). iv. The teacher will have the students think back to the beginning of the lesson and the cave art

and what they know about the early people of the world from the media or other learning that they have done. The students will brainstorm what they think that the people used to survive.

1. The students will compose a list within their groups.v. The class will discuss the lists as a whole class.

b. Modeling/Guided Practice: (6 minutes)41

i. The teacher will have a felt board labeled “Morganinians,” the name of the people group that the teacher is creating.

ii. As the class discusses what is happening the teacher will use the felt board and add different items to it as they class discusses it.

1. Brown person at the top to represent the “people group.”2. Rocks: They were used for hunting and probably to create fire. Caves, which are rocks,

were speculated to be shelter for the people. 3. Sticks: They were used for 4. Sticks and Rocks together (Ax): This was used for protection and to hunt for food.

There was unlikely a lot of fighting, but if they needed to protect themselves they would use it.

5. Fire: Fire was probably used to cook the food, to keep warm, and to ward off the other animals. Darkness mean they couldn’t see and it is speculated that the people disliked the dark for that reason, a natural trait that many people still seem to have to this day (McNeill, 1967).

c. Independent Practice: (5 minutes) The students will list 3 physical attributes of the first people, 2 tools/weapons, and the way that

they got food. The students will also be asked to give their people group a name if they would like. The students can also draw their own cave art for their people. The teacher will tell the students that what they list here is how their people live.

Differentiated Consideration For students who are not grasping the concept of hunters and gathers, the teacher will have them visit the

Becoming Human in Southern Africa and read about the people, their ways, and see their cave drawings (South african history online, 2012).

If students are finished with their assignment they can either work on their projects further or use the time to create cave drawings of their people group.

Closure: (Allotted Time 2 minutes)a. The teacher will hold up a rock and a stick and have the students turn to their shoulder partner or

groups and tell what the stick and the rock could be used for.b. The teacher will ask for the students to give potential things that the people could have been eating in

the wild.i. For example: Berries, animals, grains, and other natural plants.

c. The teacher will thank the students for their learning.d. The teacher will have the students take the worksheet home for homework so they can receive

feedback from their peers and the teacher on their assessment.

References:

McNeill, W. (1967). In the beginning. In A world history (pp. 5-17). New York: Oxford University Press.

Rock artists painted animals and people. (n.d.). [Photograph]. Retrieved from http://www.sahistory.org.za/article/rock-art-grade-7.

South african history online. (2012). Becoming human in southern africa. Retrieved from http://www.sahistory.org.za/article/human-settlement-south-africa-grade-7.

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“My People Group” Sheet

Name

Use the information about the first people to create the general information about your own first people below.

Physical Attributes:

1. 2. 3.

Tool and Weapons Used:

1. 2. 3.

Explain how the first people found/got their food:

People Group Name:

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My Beginning Peoples rubric:

Mastery (5/5):The student is able to correctly identify:


2 tools/weapons.

Proficient (3-4/5):The student is able to correctly list all but two of the following:


2 tools/weapons.

Needs Attention (0-2/5):The student is able to correctly list only three of the following:


2 tools/weapons.

Comments:Total _____/5

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45

(Rock artists painted animals and people)

Stories and Statistics

Name: Mary Sramek Time Allotted: 50 minutesGrade Level: 6th Subject(s): Math/ELAMaterials Required:

Sticky notes Cloud map Example Data

Population story example Assessment Rubrics

Michigan Content Expectations: CCSS.MATH.CONTENT.6.SP.A.1Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question that anticipates variability in students’ ages.

CCSS.ELA-LITERACY.W.6.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Objective(s): Objective 1: The students will recognize a statistical question that anticipates variability in the data related to

the question and accounts for the answers so that they are able to create three well-written statistical questions regarding their beginning peoples on their “Statistical Questions” handout.

Objective 2: The students will write a narrative to develop the imagined experiences of their ‘beginning people groups’ so that they are using their statistical questions to form at least 6/10 relevant and descriptive details from the statistical questions about their people and they ways that they lived.

Assessment: Objective 1 Informal Formative Assessment: The students will use a cloud map to list “beginnings” that

statistical questions can begin with (i.e. How many, How far, How much, What is the total, etc.). The students will the list types of data that they could collect about their migrating populations. The students will then use sticky notes to organize the different beginnings and the specific and measureable data so that they may begin to form measureable and statistical questions. The students should be basing discussion from their knowledge of early peoples.

Objective 1 Formal Formative Assessment: The students will write down brainstormed questions and put them up on the white board with their names on them and the teacher will use these stick notes as a way to guide the discussion based on what the students understand.

The students will vote yes of no about whether the student thinks that the question on the Kahn Academy survey is statistical or not by using a thumb up for yes and a thumb down for no.

Objective 1 Formal Interim: The students will create three well thought out and measureable statistical questions regarding their people group.

Objective 2 Informal Formative Assessment: The students will, with the teacher, verbally create a story reflecting the personal data that the teacher has created based off of the example statistical questions.

Objective 2 Formal Formative Assessment:

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Objective 2 Formal Interim: The students will write a well-organized narrative about their people group that includes the detail and data from their statistical questions.


If more than 30% of the class votes incorrectly on the statistical question survey then the teacher and the students will go over this information together as a class and clarify why the answer is what it is.

If the students are not able to create their questions then the teacher will pull the student aside and ask questions about what kind of language they use when they are looking to find an answer involving numbers.

If the students are unable to create a statistical question they can watch the video Statistical and Nonstatistical questions (Kahn Academy, 2013). The teacher and the student will have a discussion about them and then go through the sample questions on the site and discuss why those questions are or are not statistical.

If the student can create a statistical question but is unable to create their own data then the teacher will give the student a set of data to work with.

If the student is struggling with writing the story the teacher will have the student narrate the story and write down key points that the student says. The student will be given the piece of paper and will write their story based on the notes taken from their vocal narrative. Students will also have the option to draw the story and then write it.


e. The teacher will ask about a hypothesis.i. What is special about a hypothesis?

1. It is an “if then” statement, right?a. Does that make it measureable?

ii. If we can create questions, thoughts, or possible explorations in science then why can’t we do that for math or social studies?

1. What kinds of questions can you ask in a social studies classroom that could be similar to a hypothesis?

f. Earlier today we talked about how people lives and later we are going to talk about how they migrated.i. When people leave a place they go for a reason and sometimes this can change the population

in different ways. ii. In math we are going to look at how to look at statistics from questions that we form, kind of

like a hypothesis in science. 1. We can look at the population of our people but first we have to look at seeing the

diversity that can be formed in numbers. Diversity in data will be important for us to look at today.

State Purpose and Objective of Lesson: (Allotted Time 1 minute)a. Today we are going to recognize what a statistical question is, generate data based on the questions we

form, and create a story about the people we have created.b. This means that we need to be prepared to listen, use the knowledge that we have gained to synthesize

situations about people. i. We want to become familiar with the people that we are creating and developing.

Instruction: 47

a. Direct Instruction: (17 minutes)i. The students will use thought bubble maps in their groups to develop what they think that a

“good statistical question” will begin with.1. These should be something like:

a. How many...b. How far...c. How much...d. What was the number of people...

2. The students will then be told to create some statistical questions in their groups about anything.

a. The students will be asked to present a question and talk about why it is or would no be statistical.

3. The class will make a list of the questions of statistical questions.a. There will be at least one example per group.

ii. The students and teacher will watch 2-3 minutes of the Statistical and Nonstatistical questions video (Kahn Academy, 2013).

iii. The teacher will explain that when creating a statistical question it has to do more than collect data, it has to measure something over time or a quantity involving a group of people. So, if I am looking at my population I will want to see what the population is each year for ten years (Kahn academy, 2013).

iv. The teacher and students will work together to look at the statistical questions the students had and then vote whether or not these questions are true or not.

1. The class will tell the teacher and their peers why a question is or is not statistical.v. The students will vote yes of no about whether the student thinks that the question on the Kahn

Academy survey is statistical or not by using a thumb up for yes and a thumb down for no.1. If 30% or more of the students are getting the questions wrong then the teacher will

stop and explain the question more and establish a definition in different terms.a. These terms may be established based from the language and conversation that

the students in the class are using.

b. Modeling: (7 minutes)i. The class will then create a question that is able to collect data over an amount of time about

the teacher’s own population.1. How many deaths were there each year over ten years?

ii. The students will create data for the class questions and the teacher will use this as one of their example data collections.

Number of Deaths/ year

378

41543742

48

iii. When the creation of the data is finished the teacher will use the written example prepared, but the class will use the data to prepare a narration about their story.

1. They should be using data in their story—two pieces of data for each of their three statistical questions.

c. Guided Practice: (7 minutes)i. The students will use the statistical questions to create their own data that does not exceed 50

people.1. This is because the beginning people traveled in smaller groups and the less data the

students have the easier it would be for them to measure as a whole.ii. The students will also use the data to create a portion of a narrative with the data.

Number of Deaths/ year

378

41543742

iii. The teacher will show the students her bar graph before allowing them to move on to their final assessment.

1. The teacher will explain that these bar graphs will be used later for the student to show what happens when natural disasters strike.

d. Independent Practice: (12 minutes)i. The students will create 3 good statistical questions that can be measured.

ii. The students will generate data for the statistical questions.iii. The students will use the 2 pieces of data generated from each statistical question and use the

details about their people in the story.1. How they lived.2. 3 physical attributes.

iv. The students will also use their knowledge of bar graphs to create a graph of their created data to bring to class the for the nest lesson.

Differentiated Consideration a. If more than 30% of the class votes incorrectly on the statistical question survey then the teacher and

the students will go over this information together as a class and clarify why the answer is what it is.b. If the students are not able to create their questions then the teacher will pull the student aside and ask

questions about what kind of language they use when they are looking to find an answer involving numbers.

c. If the students are unable to create a statistical question they can watch the video Statistical and Nonstatistical questions (Kahn Academy, 2013). The teacher and the student will have a discussion

49

about them and then go through the sample questions on the site and discuss why those questions are or are not statistical.

d. If the student can create a statistical question but is unable to create their own data then the teacher will give the student a set of data to work with.

e. If the student is struggling with writing the story the teacher will have the student narrate the story and write down key points that the student says. The student will be given the piece of paper and will write their story based on the notes taken from their vocal narrative. Students will also have the option to draw the story and then write it.

Closure: (Allotted Time 3 minutes)f. The teacher will read a question and have the students give a thumb up if they think that it is statistical

and a thumb down if it is not.i. How many miles did Sam travel each day on her way to Maryland?

ii. The students will turn to their partner and say why they answered as they did.g. The teacher will ask if there are any students that would like to share the narrative that they created.h. The teacher will explain that this data will be used later in math to create a histogram so we can

visually see what is happening with our data.

References:

Kahn academy. Statistical and nonstatistical questions. (2013). Retrieved from https://youtu.be/qyYSQDcSNlY.

Kahn academy. Statistical questions. (2013). Retrieved from https://www.khanacademy.org/math/probability/statistical-studies/statistical-questions/e/statistical-questions.

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Writing example:

The Morganistans as a population began as nomadic hunters and gathers. They followed their food from one end of Africa to the other. The only time they settled was when their food stopped to graze. They started out with 176 people—100 of those people were men, the leaders of the group. Those were the people who went out and hunted to find food. They also protected the women and children. The group was average, like any other group of Homo sapiens. They had large heads, brown eyes, and dark brown hair. They weren’t anything too special, except they were very strong.

Their leader, Tobakka, was proud of his people. He was one of few leaders who could say that 15 babies were born in one year, a much larger number compared to the 3 deaths that same year. The population was steady for a few years going up to 185 people and then to 169 people the next year including the 99 men. One year, the year of the harsh winter, the leader came across another group of people who wanted to use the same cave as the Morganistans. These other people wouldn’t have fit in the cave with all 169 people so they fought all winter. By the time New Year came along 41 people had died and the population was down to about 135 people. While Tobakka and his men won the cave, his cave drawings tell that only 2 babies were born that year in the caves. The beginning of the Morganistan population was hard. They did move a lot, but when they stopped tallying people there were about 167 people, 90 of them being men. Tobakka was one of the 2 dead that year and his son, Kobatta, took over the tribe and continued to lead his people around to their food.

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Assessment Rubrics

Student name: Excellent Proficient Needs Improvement

Content(10 points)

The student has 9-10 details in the story that correlate with their statistical questions and matches their created data.



Spelling(2 points)

The student used: Complete

sentences 6th grade

appropriate Grammar

6th grade appropriate punctuation

The student almost always used:

Complete sentences

6th grade appropriate Grammar


The student were missing several of the following components:

Complete sentences

6th grade appropriate Grammar


Comments:

Total: _______/12

Excellent Proficient Needs ImprovementThe student listed three measurable statistical questions that anticipate

variability in data over time.

The student listed two measurable statistical questions that anticipate variability in data over time.

The student listed zero to one measurable statistical question that anticipate variability in data over time.

Comments:

Total: _____/3

The student created three correct bar graphs based on

the statistical data.

The student created two correct bar graphs based on

the statistical data.

The student created zero or one correct bar graph based

on the statistical data.

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Traveling the World

Name: Mary Sramek Time Allotted: 45 minutesGrade Level: 6th grade Subject(s): Social StudiesMaterials Required:

Bell Work Migration KWL chart and rubric Footprints

Green Paper Blue Paper Statistical Question Data/Alterations

Michigan Content Expectations: 6 – W1.1.1 Describe the early migrations of people among Earth’s continents (including the Berringa Land Bridge).

Objective(s): Objective 1: The students will describe the early migrations of people among the Earth’s continents so that

they are able to list or illustrate on their “Migration” KWL charts at least 3 reasons why the early people migrated.

Assessment: Objective 1 Pre-Assessment:

The students will fill out a “true/false” bell work activity to see if they can determine if someone has a good reason for migrating.

Objective 1 Informal Formative Assessment: The students will engage in conversation about the game that played and the teacher will listen to the conversations about migration and why they moved forward in the game.

The teacher will also listen to conversation about the pre-assessment to determine how much the students may or may not already know about human migration.

Objective 1 Formal Formative Assessment: The teacher will have the students fill out more questions that they have about migration on the KWL chart. This will measure what the students think they have learned and the teacher will then have a discussion with the students about what they do know and what the students want to know.

Objective 1 Formal Interim Assessment: The students will write on the KWL chart what they learned about migration. At the bottom of the KWL chart the students will use the box to reflect the information that they were given.

53


Student Name:

The student has 3 complete and new facts about

migration added to their KWL chart.

3/3

The student only has 2 complete and new facts on

their KWL chart.2/3

The student has one or fewer complete facts on their KWL

chart.1/3

Student A

Student B

Student C

By the end of the lesson:Students who achieve 3/3 will be given reading that involves connecting DNA and the migration from Africa (The Human Journey: Migration Routes, 2015). This website and interactive article discusses how scientists track the movements and how people lived when they moved. Students will note information that connects to migration and how scientists have tracked it and add it (with a different color) to their KWL chart.

Students who achieve 2/3 will be considered proficient enough to comfortably continue onto the next lesson regarding migration.

Students who achieve 0-1/3 will have supplemental reading in migration from National Geographic that shows and explains migrations with words and an interactive map. The students will also have a conversation with the teacher about the migration that can be seen on the map as well as the patterns of migration hat they can see with the animals that do leave. The teacher will as questions about where animals go and why and then be asked questions about why they think that people may want to leave where they are leaving. What happens when you feel threatened? What do you do when you are hungry? What do you think you would do if your refrigerator was moved from the kitchen to the living room; would you keep looking for food in the kitchen?

Instructional Procedure: Anticipatory Set: (2 minutes)

i. The students will have Bell Work (Wong, 2009) that is a “true/false” sheet. This gives a scenario and the students will write “true” if the person was given a good reason to migrate and “false” if the person was not given a good reason to migrate. This is not graded but is collected by the teacher to see where the student was before the lesson began.

State Purpose and Objective of Lesson: (2 minutes)a. The teacher will tell the students that the class will be discussing migration and the patterns of people.

This lesson is an introduction and we will go further into different peoples and how they lived, where they came from and when.

i. We will describe the early migrations of people among the Earth’s continents.

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b. The teacher will explain to the students that all humans came from the same general area. This is important because we can discuss where we came from and think about where we are going or even how we got where we are.

c. Migration is still happening today. We can begin to understand why people move from an anthropological standpoint. This means that we are studying human diversity as a whole and maybe predict future movements, but also understand why people today are still migrating from one place to another.

Instruction:a. Direct Instruction: (25 minutes)

i. The students and teacher will go over the bell work before the lesson starts. The teacher will not tell whether each statement is true or false but will let the students lead a discussion with one another about the different parts of the questions and why one of the statements were true or false.

1. The students will be encouraged to challenge answers that are different from theirs so that they are able to think about all of the perspectives and thoughts about what is an acceptable reason to migrate.

ii. The students will then fill out the “What I know” portion of the KWL chart and decide what they think they know about migration. The students will be encouraged to have at least 3 items in their “what I know” column.

1. If struggling, the students will be reminded that sometimes Animals migrate and that they can use that as part of the “What I know” column.

iii. The teacher and the students will discuss what everyone knows about migration and fill out a large class KWL chart. Students will be allowed to come up and write what they knew on the board’s chart.

iv. When the class is finished with discussion about what they know, each student will write two questions inquiring about migration.

a. The students will be reminded that we learned how to ask a good question in Math. Though this doesn’t have to be a statistical question, it should be thought provoking and be something that we would be interested in exploring.

I.E:i. Why did people move?

ii. Where did they go?iii. What happened when their food was gone?

v. The students will also share what they want to know about migration and the class will choose three questions from the class to put on the class KWL chart.

vi. The teacher will divide the students into two groups (people and livestock).1. The students will be participating in a “Migrating Game” where they are either the

animals or the people. The animals will be told when to move and so will the people (see “Migration Game” sheet). The game will be set up as two landmasses that are green. The landmasses should be separated by blue paper that is meant to show that there is water.

2. The students will finish the game and come together to discuss what happened when the animals moved, why the people moved, where they maybe moved to, and how they moved. This game is an introduction to the concepts of the expansion of the Western Hemisphere.

vii. When the students are finished with the game and return to the classroom they will be asked to discuss the game with their group. The class will then come together and discuss what they think was happening. The students will be asked to use situations in the game as “citations” in

55

conversations. This means that they will use the information from the game as examples to support their discussion and arguments.

1. The students should recognize that war, weather, natural disasters, and need of food could impact the migration of people, just like it does the migration of animals.

b. Modeling and Guided Practice: 8 minutesi. The teacher will use the conversation from the game to lead the students into explaining the

ii. The teacher will use the information that they class gathered and use a scenario to change the data of the class project example.

1. When your population reached Europe and met resistance with another population there was fighting and your people won, but you took some casualties and lost 30 men, 15 women, and 2 children. Adjust all charts as much as possible.

c. Independent Practice: 8 minutes The students will be asked to use their KWL charts and fill in what they have learned about

migration. They will be asked to date their entry because this chart will be used throughout all the lessons on migration to track what they have learned and what lesson they learned the information in.

When the students are finished their KWL chart/before the students leave the teacher will also give the students one of the three scenarios for their projects. The students will use the scenario given to generate one more piece of data for their histograms.

o You find out another people group started following the same herd as you. The food supply not only dwindled, but also war broke out. While there were 3 babies born that year 25 men did die in the war and 10 women died from starvation.

o Your people have followed your food north and the animals have settled. After a few months you realize that the weather is warmer and the animals will not be moving again for a while. You build some homes and settle near some fresh water for a few years. Over this time, your population grows: 4 boys become men, 7 girls become women and get marries. Within the first year 13 babies were born. Adjust your data accordingly using a different color than the first time.

o There have been some natural disasters and within the year you did lose about 6 men and 7 women. Good news though, you found another group of people who are friendly. There was an agreement and they let some of your women marry their men. This means that 15 men were added to your population and you have an ally.

Numbers can be adjusted to fit a student’s data. If they only have 10 men 15 cannot die!

Differentiated Consideration The students who are finished with their KWL charts early will be given the opportunity to explore the

National Geographic website (O’Connor, 2012) where the animation about the migration is shown. They can click on any links on that page and explore the migration information the National Geographic gives the students. To hold them accountable, the students will add (in another color pencil or pen) what information that they learned from the National Geographic page about migration locations, patterns, and reasons.

The students who are struggling with why people would migrate will also have a conversation with the teacher about the migration that can be seen on the map as well as the patterns of migration hat they can see with the animals that do leave. The teacher will as questions about where animals go and why and then be asked questions about why they think that people may want to leave where they are leaving. What happens when you feel threatened? What do you do when you are hungry? What do you think you would do if your refrigerator moved from the kitchen to the living room; would you keep looking for food in the

56

kitchen? If your house set on fire would you still live in the foundation or would you find a new place to live?

If students are struggling with generating their data for the project they can use the teacher’s data as a reference.

Closure: (Allotted Time1 minute)a. When the students are finished with their KWL charts they may discuss their information with their

classmates. If they want to add something to their KWL charts they may, but it must be indicated that they added it.

b. The students may also ask questions about the addition to the project or discuss their scenario with another student.

References:

Footprints. (2014). http://www.clipartbest.com/printable-footprints.

The Human Journey: Migration Routes. (2015). https://genographic.nationalgeographic.com/human-journey/.

O’Connor, S. (2012). Global Human Journey. http://education.nationalgeographic.com/education/media/global-human-journey/?ar_a=1.

Wong, H., & Wong, R. (2009). The

First Days of School: How to Be an Effective Teacher (Second ed).

57

Teacher Made Statistics and Graphs:

Year Total PopulationTotal Number of

Men Babies BornNumber of

Deaths1 176 100 15 32 185 105 9 73 169 99 10 84 135 60 2 415 146 75 5 56 157 76 7 47 159 74 11 38 168 80 15 79 171 82 9 4

10 167 90 10 2

58

1 2 3 4 5 6 7 8 9 10 110

2

4

6

8

10

12

14

16

Babies Born Each Year

Year

Nu

mb

er o

f Bab

ies

Bor

n

1 2 3 4 5 6 7 8 9 10 1105

101520253035404550

Number of Deaths

Year

Tot

al N

um

ber

of D

eath

s

1 2 3 4 5 6 7 8 9 10 110

20406080

100120

Total Number of Men Each Year

Year

Tot

al N

um

ber

of M

en

1 2 3 4 5 6 7 8 9 10 110

50

100

150

200

Total Population Each Year

Year

Tot

al P

opu

lati

on

Name: ________________Migration Nations: Bell Work

These are good reasons to migrate—True or False?

______ My name is Anita. I was born in Africa and my family travels with each other. When we move we are following a herd of livestock so we can use their food.

______ Hello! My name is Nikko. My family was bored and I didn’t have any more games to play.

______ My name is Sam. My father is a chief and his enemy from the south has attacked us. We will move north tomorrow.

______ My name is Cameron. It is so cold and the animals I eat have left. We are going to follow them north.

______ Today there was a fire in my forest. I have to move to the south now!

59

Migration Game: You are all migrant natives of Africa. When the reader gives instructions, your group will move forward as instructed. The green paper is land and the blue paper is water.

The livestock runs out of food and moves forward three steps and leaves the

people behind. (1)

The people follow the livestock and move

forward two spaces. (2)

The ice age hit and the weather is really cold—both the

livestock and the people move forward four spaces. (3)

The weather warmed back up. Both the livestock and

the people move BACK four spaces back to where they

were before. (4)

Other natives have found your positions and have

killed all the livestock. All animals die and people

move forward three spaces. (5)

The other natives have followed you to the African borders. You cannot escape unless you take a

ship across the sea to Asia. Take three steps into the sea.

(6)

You strike land! Please exit the water and travel three steps

inland. (7)

You have found some new friends who traveled ahead

of you. Take two more steps in and learn how to farm on

the new land! (8)

YOU FOUND MORE LIVESTOCK!! The weather is temperate and you have settled

where you are. Please find materials to build huts and

livestock move forward to the grass that was found. (9)

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What Do I Know? What Do I Want To Know? What Did I Learn?

Was there anything that surprised you? Were any of your questions answered? Was anything that you “knew” disproved?

Name: __________________________

Migration KWL

61

Student Name: The student has 3 complete and new facts about

migration added to their KWL chart.

3/3

The student only has 2 complete and new facts on

their KWL chart.2/3

The student has one or fewer complete facts on

their KWL chart.1/3

Student A

Student B

Student C

KWL rubric

62

Footprints

63(Footprints, 2014).

We will describe the early migrations of people among

the Earth’s continents.

We will illustrate the direction of the migration routes of people among

Earth’s continents.

64

(Footprints, 2014).

Means, Medians, and Deviations

Name: Mary Sramek Time Allotted: 40 minutesGrade Level: 6th Subject(s): MathematicsMaterials Required:

Teacher Data Charts Class List

Mean, Median, and Deviation Rubric Students individual Data/Bar Graph

Michigan Content Expectations:CCSS.MATH.CONTENT.6.SP.B.5Summarize numerical data sets in relation to the contexts such as by:

C: Giving quantitate measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from overall patterns with reference to the context in which the data were gathered.

Objective(s): Objective 1: The students will summarize their migration data so that they correctly give at least 2/3 of the

quantitate measures of mean, median, and identification of a major deviation and achieve at least 2/3 when explaining the reason for the deviations in their data from each statistical question they have asked.

Assessment: Objective 1 Informal Formative Assessment: The teacher will listen to conversation and ask questions

throughout the lesson. Objective 1 Formal Formative Assessment: The teacher will use the notes written by the students during

the anticipatory set to see their thought process. If the students were able to see what they found the teacher will make a note on the class list.

When the students are finished with their guided practice the teacher will check their work before they move on to their independent practice. If the student is ready to move on the teacher will put a check in the top right hand corner of the paper. If the student is not the teacher will put a tally and then have the student explain how they achieved their answer. When the student comes to the correct answer they may receive a check and then move on.

Objective 1 Formal Interim Assessment: The students will use their data from their people to create a median and a mean using their own data based from their people groups. They will also use the data to recognize any striking deviations and identify the year that it happened as well as create a rational explanation (war, natural disaster, etc.).


If more than 40% of the class are unable to identify that the data is the mean and the median by the end of the anticipatory set then the teacher will use more time for explaining the information about mean and median as a review for the students.

If the student is not able to create mean or median they will watch the first portion of the Mean, Median, and Mode Toads (Mean, median, and mode toads, 2012).

65

If the students are not able to see the deviations then they will color their data that are all consistently within 10 of each other one color. The numbers that are more than ten larger or smaller than the other sets of data will be colored in another color. The students can also use the created graph to visualize the deviations.


a. The teacher will have the students pull out their data from their populations and then write observations about the numbers and what they see involving these numbers.

i. The students will have conversations about this with their peers and then add to their observations based on the conversation.

b. The teacher will have the students talk about their observations as a class and listen.i. The students should be talking about large deviations in the numbers, if the numbers are

consistent, or using the bar graphs to give a visual.1. The teacher will not comment on the conversation, only observe.

ii. The students will use the same sheet of paper for the students to write down ideas about the data the teacher gives them.

1. The teacher will give the students their own set of data along with the mean and medians calculated but not labeled for the students.

YearTotal

Population

Total Number of

MenBabies Born

Number of Deaths

1 176 100 15 32 185 105 9 73 169 99 10 84 135 60 2 415 146 75 5 56 157 76 7 47 159 74 11 38 168 80 15 79 171 82 9 4

10 167 90 10 2MEAN 163.3 84.1 9.3 8.4MEDIAN 33.03 17.41 1.93 1.04

iii. The students will discuss what the numbers are and what they mean in relation to the data that it is paired with.

State Purpose and Objective of Lesson: (Allotted Time 1 minute)a. Today we are going to be using the data that we generated to calculate the mean and median as well

looking for deviations in the data that we have.i. Diversity can be seen in the smallest of places, even in numbers.

b. The data that we created in out last mathematics lesson can be analyzed to find the mean, median, and the deviations in the numbers.

Instruction: a. Direct Instruction/Modeling: (15 minutes)

66

i. The teacher will remind the students that mean is the average and the “sum of all the parts” then divided by the total. The students will work with the teacher to show how the data was created.

ii. The teacher will discuss that the median is the number that is the midpoint of all of the data. The students will be instructed to put the numbers in order from least to greatest and then locate the number that is in the middle. If there are two number that are in the middle then you will take the two numbers, add them together, and then divide by two (take the mean).

1. The students and teacher will work together to find the median using the data.iii. The teacher will show the students the set of data again and have the students focus on the

total number of deaths per year to discuss the major deviations or spikes in data.1. The students will use the teacher’s data to talk about what they see in the numbers.

a. The students should look at the deviations in the numbers and see the major spikes in the data of people.

2. The students will work with one another to find a reason for the deviation based off of the information they learned in the previous lesson.

3. The students should notice that the data drops between year 3 and year 4.a. The students can deduce that there was an event that causes the population to

drop.b. The second set of data shown can be used to take two deviations and compare

them to make inferences about what would happen.iv. There was a spike in deaths and fewer births. This could be because there was something that

took the men away and killed them.

b. Guided Practice: (10 minutes)i. The students will use one column from their own data and they will be asked to create the

mean and median for the data.1. The teacher will observe the students and correct the math that they have.2. The teacher will be having conversations with struggling students at this time.

ii. The student will also find a deviation in the data and brainstorm ideas that could result in the change in the data.

iii. When the student has finished with their calculations they will raise they hand and the teacher will come check their answers. When the teacher places a check at the top of their paper it means they may move on.

1. If a student is not correct the first time the teacher will put a tally on the top of the students paper to indicate that they were not successful the first time.

a. This data is for the teacher.

c. Independent Practice: (10 minutes) The students will continue to use their data to create a mean and a median for each statistical

question’s data and identify the deviations in each set of data.

Differentiated Consideration Students who finish the classwork early may take another sheet and add more to their data and bar graph,

work on other parts of their project, or use the internet to use the teacher websites to explore the migration of the early people.

If the class or a student is still struggling with mean, median, or deviations, the teacher can use other columns of their own data to walk the students through the concept that they are misunderstanding.

If the students are confused the teacher can have the students use images or pictures to divide the numbers.

67

If the students are not able to grasp the concept of mean the teacher will use the example where there are five friends and they each have their own number of m&m’s. We all want to have the same number of m&m’s so we pool them all together. We look at our total number of m&m’s and then divide it up evenly.

Closure: (Allotted Time 1 minute)a. The students will discuss what happened to their data and possibilities to cause this.b. The teacher will ask if the students found any drastic deviations that they thought could be explained

any way.i. The students may share these surprises or not.

c. The teacher will thank the student for learning and remind them that they should be caught up with their project—it is due on Monday.

i. If the students need any assistance the teacher will extend that invitation to come in at lunch or to have the students come in before school, after school, or ask during free time.

References:

The mean, median, and mode toads. (2012). Retrieves from https://www.youtube.com/watch?v=5C9LBF3b65s.

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Teacher’s Population Data

Year Total PopulationTotal Number of

Men Babies BornNumber of

Deaths1 176 100 15 32 185 105 9 73 169 99 10 84 135 60 2 415 146 75 5 56 157 76 7 47 159 74 11 38 168 80 15 79 171 82 9 4

10 167 90 10 2MEAN 163.3 84.1 9.3 8.4MEDIAN 33.03 17.41 1.93 1.04

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Mean, Median, and Deviation Rubric

Excellent(3 points)


Needs Improvement

(0-1 Point)Mean, Median, and Deviation Identification

The student correctly identified the mean, median, and at least on place of deviation in regards to all three sets of own data.

The student identified 2/3 aspects correctly: Mean, Median, and at least one place of deviation in regards to all three sets of their own data.

The student identified 0-1/3 aspects correctly: Mean, Median, and at least one place of deviation in regards to all three sets of their own data.

Deviation Explanation

The student explained the deviations in all three sets of their own data.

The student explained the deviations in only two sets of their own data.

The student explained the deviations in one or fewer sets of their own data.

Comments:

Total: _______/6

Student Name:

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Where They Ended Up!

Name: Mary Sramek Time Allotted: 40 minutesGrade Level: 6th Subject(s): Social StudiesMaterials Required:

Clay Ice cubes Large Bowl/Baking Pan Map Projected

Sticky Notes Toy animals/people Markers Blank Map

Michigan Content Expectations: GLC.W1.1.1 Describe the early migrations of people among Earth’s continents (including the Berringa Bridge).

Objective(s): Objective 1: The students will illustrate the direction of the migration routes of people among Earth’s

continents so that they are able to identify 2/3 general paths of human migration on the Blank Map.

Assessment: Objective 1 Pre-Assessment: The students will be asked to put arrows where they think that people migrated

from and where the people migrated. This will be done on the Blank Map and the students will change colors and write the correct migration patterns on it.

Objective 1 Informal Formative Assessment: The teacher will listen to the discussion that the students are having during the demonstration.

Objective 1 Formal Formative Assessment: The students will write their observations on the back of the blank map and the teacher will use these to check which groups were making observations about the land bridge before and after the ice melted.

Objective 1 Formal Interim Assessment: The students will use the Blank Map and draw arrows that show where they people migrated from when leaving Africa using a different color than they did on the pre-assessment.


Student: Excellent (3/3) Proficient (2/3) Needs Improvement (0-1/3)

Correctly labeled the Map with 3 paths.


Correctly labeled the Map with 0-1 paths.

Comments:

Total: _______/3

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If the student labels the map with 100% proficiency they will be given their new location for their project and will label the location and direction for their personal people group.

The students who receive a 0-2/3 will be shown a National Geographic animation (O’Connor, 2012) that shows the migration patterns of the humans and how they moved from Africa and across the world.

Instructional Procedure: Anticipatory Set: (Allotted Time 7 Minutes)

a. The teacher will explain to the students that they will be working in three different observation groups. ii. On three tables around the room there are three aluminum trays that have clay landmasses and

animals walking across the bridge of clay that connects the two landmasses. The students will go their observation groups and write on the back of their “blank map” what they see.

iii. They should see that the container is filled with ice cubes that surround the landmass. There should be little to no water build up on the land.

b. The students should be having discussion with their groups about what they see surrounding the land. iv. The observation tables will be left alone until the end of the lesson where the students should

see that the “land bridge” connects two landmasses and is covered by the melted water making it impossible for the “people” and “animals” to cross (Land bridge theory explained, 2011).

v. The students will go back to their seat and discuss what they saw when the ice was around the land bridge.

State Purpose and Objective of Lesson: (Allotted Time 1 minute)a. We know that we all migrated from one place, and from the looks of this map we have, we can say

that it was from one location: Africa.b. We can use this information to understand how people moved all over the world and came to the

Americas.c. We will illustrate the direction of the migration routes of people among Earth’s continents.

i. There were large oceans in the way, so they found different ways to travel.d. We know why people moved, but we are going to explore where and how they moved.

Instruction: a. Direct Instruction: (20 minutes)c. On the board there will be a large map of the world. On this map there will be no labels, just a star in

the middle of Africa.i. Diversity happens over time, we know this. Today we are going to look closer at the directions

that these people have traveled and be given our new locations for our own people.ii. The students will be give a blank map of the world and will then be asked to draw where they

think migration happened around the world in their first color. They will be expected to show this in one color (or pencil/pen) to show the teacher their initial thoughts on the migration.

1. The class will come together and discuss how they think that people traveled from Africa around the world.

2. The students will share their initial thoughts about where the people traveled and the class will choose initial paths about where the people moved.

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iii. The teacher will use the map on the board to draw arrows to where the people traveled to from Africa.

1. People moved up into Asia and then some went over to Europe, but the only path to the Americas was either over the big ocean or from Russia to Alaska (O’Connor, 2012).

a. The teacher will stop the path on the edge of Russia to America and ask the students to predict of the people got from Asia to the Americas.

b. The teacher will ask the students if they think this was possible to achieve.2. The teacher will allow exploration of the concept of travel from Russia to Alaska. The

teacher will then direct the entire class to the “land bridge” that is most covered by water and put the least melted one next to it.

a. The animals should have water surrounding them as they “cross” the bridge.b. “How and when humans first came to the Americas has long been a topic of

intense debate. Theories to explain the colonization of the New World—the last great habitable landmass to be occupied by humans—focus on the Bering land bridge, or Berringia, which emerged between Siberia and Alaska during the last ice age. Rising from seas drained by the water-locking effect of spreading ice caps, Berringia is said to have given passage to the forbearers of Native Americans anywhere between 40,000 and 15,000 years ago” (O’Connor, 2012).

3. The teacher can use toy animals “traveling” over our made land bridges for an example as well as toy people.

a. The people followed the animals across the land bridge because they were nomadic and when the ice melted the people and the animals were stuck in the Americas!

i. When the ice melted example of where the land bridge is covered with water. The water covered the bridge.

4. The teacher will return to the whole class map and finish showing the students where the people went from North America (into Canada, across the USA, and into South America) (O’Connor, 2012).

b. Modeling/Guided Practice: (Allotted time 4 minutes)i. The teacher will take the large map from the board and have the students recall where the

people traveled and how. 1. The students will edit their original maps in a different color so that the teacher can see

where the people went.ii. The teacher will use their own population to have a conversation with the students about their

new location, Australia. 1. “My people began in Africa and are now in Australia. So, on my map I will draw an

arrow to Australia and put a star.”2. On our maps we have our edited directions and the students are to use that reference to

show the path that their people took.a. More than one answer is possible, but the location must make logical sense.

c. Independent Practice: (Allotted time: 7 minutes) The students will be asked to draw a path across the Berringa Land Bridge

o The students must also label three other paths across the world to show migration. When finished labeling their map, students will have a blank map at the end of the lesson and

will draw a slip from a hat. This slip will tell the students where their people group now lives.o The slip will say “Europe,” “Asia,” “North America,” or “South America.”

The students will have another blank map and will be asked to draw the arrows, footprints, or to write an explanation about where their peoples went when leaving Africa.

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Any time left in the class the students will be asked to work on their projects.

Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities for students who): If the students aren’t able to identify the land bridge then they will watch the video called Land Bridge

Theory Explained so they can see the melting process consistently.o The teacher can have set questions that the students can think about while they are watching the

video.o Could people get across when there was only ice?o Could people get across when there was a little water and a little ice?o Would it be possible to get across the land bridge on foot when it is covered in water?

If students finish early they can work on their projects. If a student is not able to identify the correct arrows they may use their previous map

Closure: (Allotted Time 2 minutes)a. The students can find other people who have traveled and compare where their populations ended up.b. The teacher will thank the students for their learning and remind them that they should be working on

their projects.i. Putting something important off until the last minute will only stress you out.

References:

Blank Map. (2009). http://www.outline-world-map.com/blank-world-map-with-white-areas-b3a.

Land bridge theory explained. (2011). Retrieved from https://youtu.be/Ziw_SmFKf_g.

O’Connor, S. (2012). Global Human Journey. http://education.nationalgeographic.com/education/media/global-human-journey/?ar_a=1.

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Student: Excellent (3/3) Proficient (2/3) Needs Improvement (0-1/3)



Correctly labeled the Map with 0-1 paths.

Comments:

Total: _______/3

Blank Map Rubric:

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Blank Map

(Blank Map, 2009).

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Facing the Similarities

Name: Mary Sramek Time Allotted: 40 minutesGrade Level: 6th Subject(s): ScienceMaterials Required:

Blank Skull and Body Sheet Pin the Characteristic on the Skull Picture Rubric Human Skull Replica

Blue and Red stringo Thumb Tacks

Sticky Notes Blue and Red stickers

Michigan Content Expectations: MS.LS4.2Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification statement: Emphasis on explanations between the evolutionary relationships among organisms in terms of similarities or differences of the gross appearance of the anatomical structure.]

Objective(s): Objective 1: The students will apply scientific ideas to identify the anatomical similarities and differences

among modern people and fossilized humans so that they are able to show two similar traits and two different traits between peoples in the first civilization and people now.

Assessment: Objective 1 Informal Formative Assessment: The students will connect parts of the skulls and bodies of

pictures of current humans and Homo sapiens with a thread. The blue thread will show what is that same and what is different will be shown with red. Students should do this on their Blank Skull and Body sheet with a red utensil and a blue utensil.

The teacher will be listening to conversation during the lecture and group discussions as well as during the “Pin the Characteristic on the Skull” game.

Objective 1 Formal Formative Assessment: The students will play “Pin the Characteristic on the Skull” in groups of three. Each student will pin one difference on both the skulls and the bodies. The teacher will have the students keep track of their correct answers and then the class will give a thumb up or a thumb down based on their success. If a student gives a thumb down and the rest of the class is ready to proceed the teacher will pull the students aside and use color coding with markers and crayons to show the differences and overlap the pictures so there can be a better visual of the difference between the two skulls.

Objective 1 Formal Interim Assessment: The students will use a drawing, picture, or words to show or explain two similar traits and two different traits between the modern human and the Homo sapiens.

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The student correctly identified 2 or more similarities.

The student correctly identified 1 or fewer similarities.

The student correctly identified 2 or more differences.

The student correctly identified 1 or fewer differences.

Comments:

Total: ______/4

If the student is proficient and can identify two or more similarities and differences the teacher will allow the students to complete the illustration and/or description of their people based on their new location.

If the student is unable to identify two or more similarities and differences the teacher will review the idea of phalanges and how different animals have them but are not the same. This concept can be transferred back to humans. While people are very much the same, we have small deviations and differences that have happened over time due to evolutionary developments.


c. The teacher will have a human skull replica in the middle of the room and the students will be asked to stand around the skull.

i. The students will be given a few moments to examine it and discuss the skull, its parts, and how each part functions. The students can move the jaw, feel the teeth, and even look at the basic structure of it.

d. The teacher will ask about what the object is and have the students say what they know about it and lead their own discussion about what it is.

i. The teacher will lead into a conversation about how diversity measures differences in the world not just now, but over time. In social studies we talked about Homo sapiens being groups of people who lived as hunters and gathers.

ii. We know that the world was populated by their migration, but it’s important to see how much alike those groups of people we are.

e. Today we are going to keep an open mind and look closer at the different skeletons of people from then and then now. Differences are evident, but there could be a possibility that we actually find similarities.

State Purpose and Objective of Lesson: (Allotted Time 1 minute)a. We will apply scientific ideas to form an explanation for the anatomical similarities and differences

among modern people and between the structures of beginning Homo sapiens. b. We are looking closely at diversity. What other place to look than at the diversity in people over time.

We know that we have different races, locations, and even languages, but what about what was beneath the skin over time?


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i. The teacher will explain that over time, people’s structure changed. They had certain attributes that made certain tasks easier.

1. What is one attribute that makes jumping easier?2. What is another attribute that makes it easier for us to walk or run?

a. What sorts of things can tall people do that shorter people can do?i. Why?

ii. The teacher will show the imaged of the two different bodies and zoom in on the feet. 1. The feet are different.

a. The teacher will ask what we use our feet for now (walking). The teacher will also ask what goes on our feet. The students will talk about what their shoes do and how they make their feet feel.

i. The teacher will also ask about what the people could have needed their feet for. The teacher will explain that those people used their feet for and if past people used feet.

1. Do you think that it’s possible that the difference in our feet could be something that we did to ourselves? Maybe out pinky toes shrunk to fit into our shoes...and maybe our feet flattened because we put them inside something that flattens them.

b. Modeling/Guided Practice: (Allotted time 15 minutes)i. The students and teacher will connect the similar traits between the two skulls and skeletons

with blue string and put a stick note next to the string explaining what is different or the same (Jasper).

1. The student should explain what is different and why they think/why the trait is different.

ii. The students will be split into groups of 3-4 and given a blank skeleton and skull of both the Homo sapiens and the current humans. They are to play Pin the Characteristic on the Skull with red and blue stickers. Each student should identify at least on similarity and one difference.

1. Red stickers are the differences. When they pin a red sticker on they should explain to the group what is different and why these differences could have happened over time and what it was/is used for.

2. The Blue stickers are the similarities. The student should say why the characteristic could have stayed the same and what it was/is used for.

iii. The students will assess one another and give constructive criticism to the answers.1. The teacher will be listening to the conversations and formatively assessing as the

activity happens.iv. The students will come together and give a thumb up if they identified at least one similarity

and difference or a thumb down if they struggled.1. The class will take 30 seconds to find another students and verbally identify at least two

similarities and differences that their group labeled with a member from another group.v. The class will come together and have a short discussion about what was found as the same

and different on the bodies.

c. Independent Practice: (Allotted time 7 minutes) The students will use a drawing, ‘photograph’, or words to show two similar traits and two

different traits between the modern human and the their people group. o This assessment will be refined by the student to be an aspect of their project.

The picture must be labeled clearly.

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If the student is finished they may add more differences or work more on the other aspects of their project.

Differentiated Consideration If a student gives a thumb down during the formal formative assessment and the rest of the class is ready

to proceed the teacher will pull the students aside and use color coding with markers and crayons to show the differences and overlap the pictures so there can be a better visual of the difference between the two skulls.

Students who finish early and are proficient may either:o Add more to their illustration/explanation about similarities and differences or work on other

aspects of their project. If the student is still not proficient by the end of the lesson the student will be shown pictures of the Homo

sapiens that are “filler out” and ask what they see. o The skeleton will be next to the picture and the teacher will ask the student about what differences

they see between the picture and humans now. What are some small differences we can see? What about their foot size and arch?

Closure: (Allotted Time 4 minutes)a. The students can have a brief discussion about what they would do if they had larger feet or how their

lives would be different if they had some of the characteristics of the Homo sapiens.i. Some students can even demonstrate what they would look like if they were to be “hunched”

over as the Homo sapiens were and show what they would look like if their arms were longer and they had to carry them.

b. The teacher will ask for a thumb up if the students felt like they could go to someone in the hallway and talk about something different between people now and Homo sapiens.

c. Diversity can be tracked over time as change. Sometimes we don’t see the diversity that we are a part of, but that doesn’t mean that it isn’t actually there.

d. We looked at the differences between people in the beginning and the people who are living now. Tomorrow we will look closer at the genetics of diversity in people and how sexual reproduction helps with creating diversity in people still today.

References:

Abdalla, E. Homo sapien sapien. [PowerPoint presentation]. Retrieved from slidegur.com/doc/294316/homo-sapien-sapien.

Jasper, C. (n.d.) Compare real fossils with fossil forensics. Posted to http://educade.org/lesson_plans/compare-real-fossils-with-fossil-forensics.

Sapiens comparison. (n.d.) [Photograph]. Retrieved from http://www.bradshawfoundation.com/origins/homo_sapiens.php.

Untitled. (n.d.). [Image]. Retrieved from http://arkaimcity.tumblr.com/post/63301735219.

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(http://arkaimcity.tumblr.com/post/63301735219)

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(Sapiens comparison)

Color My DNA

Name: Mary Sramek Time Allotted: 45 minutesGrade Level: 6th Subject(s): ScienceMaterials Required:

Food Coloring Labeled Dixie Cups with water

o Cup A- BB (blue)o Cup B- RR (red)o Cup C- YY (Yellow)o Cup D- BY (green)o Cup E- BR (purple)o Cup F- RY (Orange)o Cups - K

Punnett Square sheets Graduated Cylinder

Color My DNA worksheets Crayons/colored pencils in:

o Redo Blueo Purpleo Greeno Yellowo Brown

Folklore Animal Sheet Folklore Animal Rubric 4 sided die

Michigan Content Expectations: MS-LS3-2Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Objective(s): Objective 1: In groups of two, the students will develop and implement a model from water colors that will

create a representation of at least 2 sexually reproduced “offspring” and 1 asexually reproduced “offspring” to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring results in offspring with genetic variation.

Objective 2: The student will use the concept of genetic variation in sexual reproduction to describe why sexual reproduction results in offspring with genetic variation so that the students use two sets of alleles to create new genetic makeup and receive a 4/6 on the Folklore Animal rubric.

Assessment: Objective 1 Informal Formative Assessment: While the students are discussing a plan, the teacher will

observe the groups and listen to see whether or not the students are discussing ways to create offspring from their DNA both sexually and asexually. If the students are struggling with this concept, the teacher will direct questions to guide them, i.e. What colors of DNA would make a purple offspring? What about a green offspring? Is there a way you can create an offspring of the same color? What happens if you mix blue DNA with red DNA?

The teacher will observe the students as they combine the DNA. The teacher will listen to the conversation about what is happening when it is combined. The students should be talking about observations seen in the change in the color of the DNA and using vocabulary such as ‘Asexual reproduction,’ ‘sexual reproduction,’ and ‘DNA.’

Objective 1 Formal Formative Assessment: The students will discuss their plan with the teacher and it will be approved before they actually continue with their experiment. If the students are struggling with making the plan, the teacher will walk them through the example that is on the page and explain further how it is

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meant to work.

The students will record the observations that are made in the investigation when the color(s) are combined, i.e. if the color changes or not and what this means.

Objective 1 Formal Interim Assessment: When the students are finished with their plan they will write it down on the “Color My DNA” worksheet.

The students will write an explanation of their offspring DNA and explain why it did or did not change color. For students who struggle with the writing, they also have the option of creating a Punnett Square or drawing a picture.

Objective 2 Informal Interim Assessment: Objective 2 Formal Interim Assessment:


Using the independent practice worksheet, “Color My DNA,” the teacher will create a chart that measures proficiency of the students based on their models, the observations the students make, their final explanation, and the participation in the group (Sheldon, 2015).

The students who earned between 0-60% will have an intervention using Punnett squares. The teacher will use them to visually and verbally demonstrate, one on one, how the different DNA, or genes, travel from the parents to create new DNA for the offspring.

The students who earned between 70-80% are proficient and ready to continue with the next lesson.

The students who earned 100% will be given the opportunity (through Punnett squares) to expand their “DNA” by combining the “DNA” from their created offspring to create, yet another, strand of “DNA.” This will give them an example of a family tree and how DNA over time combines.

Instructional Procedure: Anticipatory Set: (Allotted Time: 2 minutes)

e. In front of you are three different sets of DNA. f. Yesterday we discussed how people change over time and look different and also similar. In the past

we have discussed DNA and explained how Punnett squares could predict what DNA the offspring, or child, will have. Organisms each have DNA and when they reproduce they share that DNA with their offspring, or children. We also discussed how some organisms use asexual reproduction, replicating

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Name Model ___/3

Observations ___/3

Explanations ___/3

Participation ____/1

Total (__/10=___%)

Comments

Student 1

Student 2

Student 3

their DNA to make a child identical to them. Some reproduced sexually, where there are two different organisms with two different sets of DNA that reproduce and create their child.

i. The teacher will ask the students about what the students remember about DNA and sexual reproduction. If the students struggle there can be an intervention where it is retaught.

g. Today we will be doing an investigation that shows how these two types of reproduction can work.h. As always, we are to respect the thoughts of our peers and listen to what each of us have to say. If you

have a question, raise your hand to show me that we are ready to have a conversation. Unless directed, don’t touch the materials in the center of your desks.

State Purpose and Objective of Lesson: (Allotted Time: 2 minutes)a. Today, we are going to be creating a model to show us that the DNA of a sexually reproduced

offspring is different than the DNA of its parents as well as show that the DNA of an asexually reproduced offspring is the same as its parent.

i. The teacher will go over the “student friendly” objectives with the whole group (posted on the board).

1. We will develop a model to show sexual reproduction and asexual reproduction.2. We will use our models to show sexual and asexual reproduction.

b. This concept can help to show you why you look a little like your mother and a little like your father, but it also shows how it is that cells can reproduce but still look the same.

c. This lesson helps to emphasize the diversity that can occur even in one family.

Instruction: a. Direct Instruction: (Allotted Time: 23 minutes)

i. The teacher will explain that the students, as a group, will be looking at the sheet in front of them and creating a plan to show how sexual reproduction and asexual reproduction work. They will use the procedure process of the scientific method to show that sexual reproduction takes two different strands of DNA and then create a new one and that asexual reproduction uses the same DNA and replicates it.

1. The teacher will walk the students through the entire worksheet before they are allowed to begin.

2. The students need to complete the entire plan before moving on.3. Before you move on to implementing your plan, be sure to raise your hand so I can

come approve the plan.4. When you are making your plan keep in mind that you can use different ratios and

measurements. Keep in mind the materials that you have in front of you.ii. The students will work in groups of three to create a plan that represents the different types or

reproduction. They should have a list on the “Color My DNA” worksheet and have it approved before moving on in with the investigation. Their process should look something like the following:

1. Pour cup A into cup D.2. Pour cup B into cup D.

iii. The teacher will go through the worksheet and explain that when they are finished using the colors and creating their DNA they will move on to the bottom of the sheet. Throughout the activity they are meant to be recording the observations they make in color change, but when they are finished they are meant to draw, write, or use a Punnett square to demonstrate what they did during their experiment.

b. Modeling: (Allotted Time: 2 minutes)

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i. The teacher will go over the example on the worksheet if the students are unable to use the procedure process in the scientific method or they are struggling with the concept of pairing the DNA together.

ii. If you were to put one strand of DNA, say the DNA in cup A, into cup D and then put the DNA in cup B into cup D as well you will get a new color, or a new strand of DNA.

c. Guided Practice: (Allotted Time: 9 minutes)i. The students are working a group of three, so the teacher will be walking around and listening

to conversation. If the students have any questions or concerns the teacher will be there to help. The teacher may also prompt questions to guide the students in the right direction about how to form their plan and implement it correctly.

If the students are struggling with creating their plan, the teacher will direct questions to guide them, i.e. What color DNA would make a purple offspring? What about a green offspring? Is there a way you can create an offspring of the same color? What happens if you mix blue DNA with blue DNA.

The students will have used the work they have done in the group to independently fill out the “Color My DNA” worksheet.

o This will show the teacher whether they were able to observe the correct changes.

d. Independent Practice: (7 minutes) The students will receive a Folklore Animal sheet and the teacher will go over the instructions.

o The student will choose a type of animal and give it the following: Eye color Skin/Scale color Fur/Hair color

Differentiated Consideration If there are students who have finished quickly with their creation of DNA, they can use extra Dixie cups

to create more DNA and record those as well. If there are students who are struggling, the teacher will use a punnett square to visually show what is happening when the two sets of genes are put together to create the new color, or offspring.

The teacher may also use a mathematical example to show how the DNA transfer works. If you have “1+1” it is going to make a new number, 2. The two numbers together created a new one, but sometimes if you have “1+0” you are going to have that equal 1 again because you aren’t putting the number with anything substantial.

If a student is struggling with the concept of creating the DNA the teacher can speak to them about how it actually relates to the colors that they are working with. If we say that each color represents a different set of DNA and we have the blue “DNA” and combine it with the Yellow “DNA” it makes a new green “DNA”. This is similar to the way on parent’s DNA can be combined with the other to create a child with genetic variation, or a child who doesn’t look exactly like the parents. If we put blue “DNA” in a cup and don’t add anything else it is still blue, exactly like the cup that it came from. This is like how asexual reproduction works––the DNA of the parent is the same as the DNA from the child.

In the assessment, the students are able to express their results in several ways. They can write, draw, or create a Punnett square to show how the DNA color has created a new DNA strand.

If the students are finished with the investigation, they can use the “new” DNA that they have created to make a second set of new offspring and make observations when they combine those sets of DNA.

Closure: (Allotted Time 1 minutes)

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a. The teacher will remind the students that they have just done a (small) simulation of how mixing different types of DNA creates a new type of DNA, but they have also shown how one strand of DNA can replicate and make an offspring of the exact same.

b. The teacher will ask each group to share one combination or way that they created a new strand of DNA or to share any observations that they made when they combined the colors, or when they didn’t combine their colors. The student, or another, will then be asked to explain what that means happens when two different types of DNA are combined.

References:

Sheldon, T. (2015, February 9). [Email to Tovah Sheldon). Spring Arbor, Michigan.

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Name: ________________________

Color My DNA

Creating the Model:You are given cups that are filled with the Red, Blue, and Yellow DNA of different organisms. This DNA can be used to create new organisms. Below, show a plan for sequences that will create two sexually reproduced organisms and one asexually reproduced organism. (Remember, sexual reproduction is the combination of two different types of DNA to create an offspring and asexual reproduction is the use of the same DNA.) Before you continue with the plan, the teacher must approve it!

Example: Step 1: First we will put the DNA color from cup X into cup Y.Step 2: We will then put the DNA from cup Z into cup Y.

Sexual reproduction:

Offspring OneStep 1:________________________________________________________________________

Step 2:________________________________________________________________________

Step 3:________________________________________________________________________

Offspring Two:Step 1:________________________________________________________________________

Step 2:________________________________________________________________________

Step 3:________________________________________________________________________

Asexual reproduction:

Step 1:________________________________________________________________________

Step 2:________________________________________________________________________

Step 3:________________________________________________________________________

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Using Our Models:When you have your model approved by the teacher, go through with the procedure and record observations. (What colors did you combine? What changes happened when you put the colors together? Did the amount you put in matter?)

Observations:Cup D: Offspring 1 Cup E: Offspring 2 Cup F: Offspring 3

Below, draw a picture (in color), use a punnett square, or explain in words how you created the new offspring of the mixed DNA.

Cup D: Offspring 1 Cup E: Offspring 2 Cup F: Offspring 3

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What does this tell us about sexual reproduction and asexual reproduction?

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Name: Example Answer Key

Color My DNA

Creating the Model:You are given cups that are filled with the Red, Blue, and Yellow DNA of different organisms. This DNA can be used to create new organisms. Below, show a plan for sequences that will create two sexually reproduced organisms and one asexually reproduced organism. (Remember, sexual reproduction is the combination of two different types of DNA to create an offspring and asexual reproduction is the use of the same DNA.) Before you continue with the plan, the teacher must approve it!

Example: Step 1: First we will put the DNA color from cup X into cup Y.Step 2: We will then put the DNA from cup Z into cup Y.

Sexual reproduction:Offspring OneStep 1: Put color from cup A into cup D

Step 2: Put color from cup B into cup D

Step 3:________________________________________________________________________

Offspring Two:Step 1: Put color from cup A into cup E

Step 2: Put color from cup C into cup E

Step 3:________________________________________________________________________

Asexual reproduction:

Step 1: Put color from cup B into cup F

Step 2:________________________________________________________________________

Step 3:________________________________________________________________________

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Using Our Models:When you have your model approved by the teacher, go through with the procedure and record observations. (What colors did you combine? What changes happened when you put the colors together?)

Observations:Cup D: Offspring 1 Cup E: Offspring 2 Cup F: Offspring 3

The color became Purple The color became green There was no change

Below, draw a picture (in color), use a punnett square, or explain in words how you created the new offspring of the mixed DNA.

Cup D: Offspring 1 Cup E: Offspring 2 Cup F: Offspring 3

I put the red DNA in with I put the blue DNA in with the There was no changethe blue DNA and this made yellow DNA and it made a when I put the color purple DNA. This means that green color. This means that in the cup.the offspring had a different this too created a new strand This means that whenDNA than the parents. of DNA with this pairing. the DNA splits it is

the same.

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What does this tell us about sexual reproduction and asexual reproduction?

When the DNA is different, it makes a new set of DNA when they reproduce. When it is an asexual reproduction, the DNA is the same, or replicated.

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Folklore Animal Sheet

Name: Partner Name:

Your community of people has been stuck in the cave because of the hazardous weather. Don’t worry they have plenty of food! They stocked up on berries last week and are set for a few more days—once the weather lets up they’ll be as good as new! While they were stuck inside the rock hole in the Earth they came up with some folklore that they will let travel down the family lines for generations and generations! While it’s exciting, you must decide what the creatures in their folklore look like! Maybe it’s a dragon or maybe it’s a mighty hedgehog—either way you must decide!

The colors that you choose should have the alleles that match that color (as established in class). Cup A- BB (blue) Cup B- RR (red) Cup C- YY (Yellow)

Cup D- BY (green) Cup E- BR (purple) Cup F- RY (Orange)

Cups - K

1 2

3 4

Type of Folklore Animal:

Eye color:

Skin/Scale color:

Fur/Hair color:

Now that you know what your animal looks like you are ready to blend two folklore stories together. This means that two animals must come together as one. You and a partner will combine your alleles and design a new folklore animal. Fill out the following Punnett squares to show the new colors and then role the die. The number that corresponds with your own box should be the new color of your folklore animal.

New Colors:

Eye color:

Skin/Scale color:

Fur/Hair color:

94

Eyes Skin Fur/Hair

95

Practice Punnett Squares Sheet:

96

Excellent(3/3)

Proficient(2/3)

Needs Improvement(0-1/3)

Comments:

Total_________/6

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References of Diversity

Abdalla, E. Homo sapien sapien. [PowerPoint presentation]. Retrieved from slidegur.com/doc/294316/homo-sapien-sapien.

Angelou, M. (1994). The complete collected poems of Maya Angelou. New York: Random House.

Blank Map. (2009). http://www.outline-world-map.com/blank-world-map-with-white-areas-b3a.

Footprints. (2014). http://www.clipartbest.com/printable-footprints.

Jasper, C. (n.d.) Compare real fossils with fossil forensics. Posted to http://educade.org/lesson_plans/compare-real-fossils-with-fossil-forensics.

Kahn academy. Statistical and nonstatistical questions. (2013). Retrieved from https://youtu.be/qyYSQDcSNlY.

Kahn academy. Statistical questions. (2013). Retrieved from https://www.khanacademy.org/math/probability/statistical-studies/statistical-questions/e/statistical-questions.

Land bridge theory explained. (2011). Retrieved from https://youtu.be/Ziw_SmFKf_g.

McNeill, W. (1967). In the beginning. In A world history (pp. 5-17). New York: Oxford University Press.

O’Connor, S. (2012). Global Human Journey. http://education.nationalgeographic.com/education/media/global-human- journey/?

ar_a=1.

Rock artists painted animals and people. (n.d.). [Photograph]. Retrieved from http://www.sahistory.org.za/article/rock-art-grade-7.

Sapiens comparison. (n.d.) [Photograph]. Retrieved from http://www.bradshawfoundation.com/origins/homo_sapiens.php.

Sheldon, T. (2015, February 9). [Email to Tovah Sheldon). Spring Arbor, Michigan.

South african history online. (2012). Becoming human in southern africa. Retrieved from http://www.sahistory.org.za/article/human-settlement-south-africa-grade-7.

The Human Journey: Migration Routes. (2015). https://genographic.nationalgeographic.com/human-journey/.

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The mean, median, and mode toads. (2012). Retrieves from https://www.youtube.com/watch?v=5C9LBF3b65s.

Untitled. (n.d.). [Image]. Retrieved from http://arkaimcity.tumblr.com/post/63301735219.

Wong, H., & Wong, R. (2009). The First Days of School: How to Be an Effective Teacher (Second ed).

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