Survival Unit
Grade level: 7
Unit Overview: Welcome to "Survival," our multi-disciplinary unit that includes three unique lesson plans which address the struggle for survival. Throughout this unit, students will explore these questions: What attributes and resources do humans and animals need to survive? What threatens our survival? How can we prolong our survival? Students will move through the series of lessons in the order outlined below. They will discover what resources are considered necessary for survival, explore how humans can acquire these resources, and consider how civilizations can prolong their own survival.
Lesson overview: This lesson is the first in the unit and will provide an introduction that subsequent lessons will build from. Through the sequence of activities, students will learn about four basic necessities for the survival of any living organism. They will explore behavioral and structural adaptations that help animals survive in different habitats and then complete a research project exploring the adaptations of one organism in depth. The following lesson (Language Arts) will build upon these ideas and ask students to begin thinking about necessary conditions and attributes for human survival.
Life Science
Standard 3.D.1 Evolution 1. Explain that in any particular environment, the growth and survival of organisms and species depend on the physical conditions. b. Explain that in all environments-freshwater, marine, forest, desert, grassland, mountain, and others-organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. c. Explain that in any particular environment individual organisms with certain traits are more likely than others to survive and have offspring. |
Objectives:
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Activities:
Introduction/Class discussion:
Students will ponder and discuss answers to the following questions:
Exploring Adaptations:
In this part of the lesson, students will explore how structural and behavioral adaptations allow animals to acquire the four basic necessities for survival. They will learn the fundamental difference between structural and behavioral adaptations and explore how these adaptations vary based on geographical location.
Students will watch the Study Jams video for an introduction to adaptation. At the conclusion of the video, they will take the quiz to assess their understanding of the vocabulary. Students should complete the quiz with a score of 100% in order to move on. If not, they can re-watch the video and re-take the quiz.
After this introduction to adaptations, students will begin to explore the variety of adaptations found in different habitats. Students will navigate to the Biomes page and explore features of each biome along with the animals who live there. During their exploration they will consider the following questions:
To further explore how adaptations are related to an organism's location, students will explore the interactive activity at http://www.alanbrimm.com/mbay/otter/whatsanotter01.swf . In this activity, students will explore the adaptations of a sea otter and how they help it survive in an aquatic environment.
Self-assessment:
At the completion of the adaptations section of this lesson, students will complete a self-assessment to identify how well they can distinguish between the two types of adaptation. To do this, students will use the adaptations color color sort document and complete it according to the directions. When they are finished, they can check their work using the answer key.
Assessment:
At the conclusion of this lesson, students will compile the information they have learned into a research project. Students will pick a biome. They must research an animal that lives in that biome and describe at least five structural adaptations and at least three behavioral adaptations of an animal living in that biome. They will create a presentation to describe how these adaptations help the animal survive in its environment, by allowing it to acquire the 4 basic necessities. The presentation may be in the form of a slideshow, brochure, magazine article, or nature documentary style video.
Introduction/Class discussion:
Students will ponder and discuss answers to the following questions:
- What do all living things need in order to survive?
- What happens when there are not enough resources for all of the animals in an environment?
- How do animals get the resources they need?
Exploring Adaptations:
In this part of the lesson, students will explore how structural and behavioral adaptations allow animals to acquire the four basic necessities for survival. They will learn the fundamental difference between structural and behavioral adaptations and explore how these adaptations vary based on geographical location.
Students will watch the Study Jams video for an introduction to adaptation. At the conclusion of the video, they will take the quiz to assess their understanding of the vocabulary. Students should complete the quiz with a score of 100% in order to move on. If not, they can re-watch the video and re-take the quiz.
After this introduction to adaptations, students will begin to explore the variety of adaptations found in different habitats. Students will navigate to the Biomes page and explore features of each biome along with the animals who live there. During their exploration they will consider the following questions:
- What are the advantages and disadvantages for animals living in each biome?
- What type of adaptations do these animals have to help them survive in the environment?
To further explore how adaptations are related to an organism's location, students will explore the interactive activity at http://www.alanbrimm.com/mbay/otter/whatsanotter01.swf . In this activity, students will explore the adaptations of a sea otter and how they help it survive in an aquatic environment.
Self-assessment:
At the completion of the adaptations section of this lesson, students will complete a self-assessment to identify how well they can distinguish between the two types of adaptation. To do this, students will use the adaptations color color sort document and complete it according to the directions. When they are finished, they can check their work using the answer key.
Assessment:
At the conclusion of this lesson, students will compile the information they have learned into a research project. Students will pick a biome. They must research an animal that lives in that biome and describe at least five structural adaptations and at least three behavioral adaptations of an animal living in that biome. They will create a presentation to describe how these adaptations help the animal survive in its environment, by allowing it to acquire the 4 basic necessities. The presentation may be in the form of a slideshow, brochure, magazine article, or nature documentary style video.
Resources and Credits:
Necessities of Life Reading: http://schools.sd42.ca/conway/files/2012/09/1.21.pdf
PBS Learning: http://www.pbslearningmedia.org/asset/ess05_int_biomemap/
Color sort activity adapted from: http://www.uen.org/Lessonplan/preview.cgi?LPid=28334
Necessities of Life Reading: http://schools.sd42.ca/conway/files/2012/09/1.21.pdf
PBS Learning: http://www.pbslearningmedia.org/asset/ess05_int_biomemap/
Color sort activity adapted from: http://www.uen.org/Lessonplan/preview.cgi?LPid=28334
Language Arts
He Will Survive!
By Holly Fairbrother
By Holly Fairbrother
Lesson Overview: Learners will create a script from one (or more) of the passages that show Brian’s essential survival skills and characteristics. This should be based closely on their reading and analyses from a prior lesson (whole unit HERE). This lesson plan is concerned with how to move towards creating a script from scene(s) in the novel that shows Brian’s survival characteristics and skills. The script will be filmed in subsequent lessons.
Standards:
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Objectives:
WHAT ATTRIBUTES ARE NECESSARY FOR SURVIVAL IN THE WILD?
Students will develop an organised script that re-creates the storyline. They will analyse examples to explore the conventions of scripts and use a technological tool of their choice to write and share their scripts for peer review, editing and finally, teacher assessment. |
Activities:
Step-by-step instructions (on THIS page)
1) Whole Class Activity:
a. Refer back to the Google Doc created collaboratively last lesson and review as a class, adding further details that arise from the discussion. Learners are asked to refer to the learning and research conducted in the Science lesson to help them make assumptions about the likelihood of Brian's chances of survival in this environment. Learners record questions and ideas on a Google Doc.
b. Tell learners they will be working on the creation of a script that documenting Brian’s survival characteristics. They will choose passage(s) analysed last lesson to form the basis of their scripts.
2) Whole Class Activity:
a. Ask learners to share prior understanding of the features of a script and record on a flip-chart/whiteboard.
b. Distribute copies of Story to Script Examples and ask learners to read over quietly.
c. Ask for volunteers to read out parts for each one.
d. To help learners understand the kind of thinking they will need to do when they adapt their passages to scripts, learners will work in pairs to analyse Example 2 and think about the following questions:-
i. How is the first sentence of the story shown and elaborated in the script?
ii. How is the second sentence of the story shown and elaborated in the script?
iii. How is the third sentence of the story shown and elaborated in the script?
iv. What information in the script helps the actors playing the characters?
v. What are other things to consider when writing a script?
3) Whole Class Activity:
Model the examples of story to script, focusing on and identifying the features identified in the previous activity.
4) Paired Activity:
a. Assign learners into pairs (according to needs of the class) and ask them to analyse Example 2 and think about the questions. They should make notes on the examples to show their thinking.
5) Whole Class Activity:
a. Ask for feedback and ideas; adding to the notes started at the beginning of the lesson. Aim to elicit the idea that scripts
i. force them to SHOW not TELL, which will help develop their narrative writing skills
ii. are blueprints for making a film – they tell the actor how to act verbally and non-verbally
b. Tell learners they are to choose at least one passage from last lesson from which they will create a script.
6) Individual Activity:
a. Ask learners to decide on a passage or two they wish to create as a script.
b. Learners should create and share a Google Doc in the same format as the example and record the passage(s) they wish to script in it.
c. Learners work on creating their script using the tools assigned or on their Google Doc (paste finished scripts from other tools if required when completed). Teacher circulates to support.
Step-by-step instructions (on THIS page)
1) Whole Class Activity:
a. Refer back to the Google Doc created collaboratively last lesson and review as a class, adding further details that arise from the discussion. Learners are asked to refer to the learning and research conducted in the Science lesson to help them make assumptions about the likelihood of Brian's chances of survival in this environment. Learners record questions and ideas on a Google Doc.
b. Tell learners they will be working on the creation of a script that documenting Brian’s survival characteristics. They will choose passage(s) analysed last lesson to form the basis of their scripts.
2) Whole Class Activity:
a. Ask learners to share prior understanding of the features of a script and record on a flip-chart/whiteboard.
b. Distribute copies of Story to Script Examples and ask learners to read over quietly.
c. Ask for volunteers to read out parts for each one.
d. To help learners understand the kind of thinking they will need to do when they adapt their passages to scripts, learners will work in pairs to analyse Example 2 and think about the following questions:-
i. How is the first sentence of the story shown and elaborated in the script?
ii. How is the second sentence of the story shown and elaborated in the script?
iii. How is the third sentence of the story shown and elaborated in the script?
iv. What information in the script helps the actors playing the characters?
v. What are other things to consider when writing a script?
3) Whole Class Activity:
Model the examples of story to script, focusing on and identifying the features identified in the previous activity.
4) Paired Activity:
a. Assign learners into pairs (according to needs of the class) and ask them to analyse Example 2 and think about the questions. They should make notes on the examples to show their thinking.
5) Whole Class Activity:
a. Ask for feedback and ideas; adding to the notes started at the beginning of the lesson. Aim to elicit the idea that scripts
i. force them to SHOW not TELL, which will help develop their narrative writing skills
ii. are blueprints for making a film – they tell the actor how to act verbally and non-verbally
b. Tell learners they are to choose at least one passage from last lesson from which they will create a script.
6) Individual Activity:
a. Ask learners to decide on a passage or two they wish to create as a script.
b. Learners should create and share a Google Doc in the same format as the example and record the passage(s) they wish to script in it.
c. Learners work on creating their script using the tools assigned or on their Google Doc (paste finished scripts from other tools if required when completed). Teacher circulates to support.
Assessment: Learners will submit their peer-reviewed and edited scripts.
Resources and Credits:
UNIT PLAN & RESOURCE FILE
Adobe Systems Incorporated. All Rights Reserved. (2013). Adobe Story. Retrieved from https://story.adobe.com/en-us/
Bedard, C., & Fuhrken, C. (2013). When Writing with Technology Matters. Portland, MA: Stenhouse Publishers.
Holt, N. (n.d.). Writing Scripts: Drama Genre Mini Unit. Retrieved from http://teacherlink.ed.usu.edu/tlresources/units/Read_S/Script%20writing%20grade%204-6%20by%20Natalie%20Holt.pdf .
Paulsen, G. (1987). Hatchet. New York, NY: Simon & Schuster Books for Young Readers.
Srcipped, Inc. (2007). Scripped. Retrieved from Scripped: http://scripped.com/
UNIT PLAN & RESOURCE FILE
Adobe Systems Incorporated. All Rights Reserved. (2013). Adobe Story. Retrieved from https://story.adobe.com/en-us/
Bedard, C., & Fuhrken, C. (2013). When Writing with Technology Matters. Portland, MA: Stenhouse Publishers.
Holt, N. (n.d.). Writing Scripts: Drama Genre Mini Unit. Retrieved from http://teacherlink.ed.usu.edu/tlresources/units/Read_S/Script%20writing%20grade%204-6%20by%20Natalie%20Holt.pdf .
Paulsen, G. (1987). Hatchet. New York, NY: Simon & Schuster Books for Young Readers.
Srcipped, Inc. (2007). Scripped. Retrieved from Scripped: http://scripped.com/
Standards:
CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RH.6-8.3: Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. |
Objectives:
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Activities:
- Watch video by Mark Honigsbaum. Consider these questions: What is a Pandemic? Which Pandemic was the worst? How did it spread?
- Review Primary Sources , Political Cartoons and images on Influenza
- Read Articles: "The Nation’s Health"(http://www.flu.gov/pandemic/history/1918/life_in_1918/health/index.html) and "The Pandamic" (http://www.flu.gov/pandemic/history/1918/the_pandemic/fightinginfluenza/index.html)
- Group Discussion: Team up into groups of 3-5 in order to evaluate meaning of political cartoons and list ways Americans tried to treat, prevent and/or lessen the spread influenza around the nation.
- Infection Control Essay
Assessment:
Infection Control Essay
Infection Control Essay
Resources and Credits:
Website: http://www.flu.gov/pandemic/history/1918/index.html
List of Records (Primary Sources): http://www.archives.gov/exhibits/influenza-epidemic/records-list.html
Mark Honisbuam Youtube Video: https://www.youtube.com/watch?v=UG8YbNbdaco
Website: http://www.flu.gov/pandemic/history/1918/index.html
List of Records (Primary Sources): http://www.archives.gov/exhibits/influenza-epidemic/records-list.html
Mark Honisbuam Youtube Video: https://www.youtube.com/watch?v=UG8YbNbdaco