Aspire Sample Unit Planner: Content- Literacy Unit

Grade/ Course 5th gradeUnit of Study Classification of Living ThingsPacing 6 weeks

Standards to be taughtPriority Standards RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the

text. (RI 5.7)

RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (RI 5.1, RI 5.5, RI 5.7)

RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

(RI 5.1, RI 5.5, RI 5.7)RI 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

(RI 5.1, RI 5.7)Supporting Standards RI 5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,

ideas, concepts, or information in two or more texts.RI 5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Unwrapped StandardsPriority Standard

Unwrapped portion to be taught Supporting Standard

Unwrapped portion to be taught How do the Standards Support each other?

RI 5.1 - Identify details and examples within a text that are useful when quoting information.

- Use the author’s name or expressions like, the author states, or in the author’s opinion when quoting from the texts

- Use quotation marks for direct quotes when writing about an informational text

- Identify when prior knowledge is necessary to draw an inference.

- Cite details in a text when explaining what the text says.

- Refer to details in a text when drawing inferences.

RI 5.7 - Be familiar with reference materials in libraries such as atlas, glossaries, encyclopedias

- Know how to access digital information sources such as Google, Bing, Wikipedia, Fact Monster, dictionary.com

- Know how to use key terms to focus an online search

- Know how to enter a question into the search bar

- Know how to skim and scan print media to locate answers

- Determine if an online source is credible- After researching, construct an answer to a

problem from multiple digital and print sources

RI 5.1 and RI 5.7 work together because standard 1 is about reading the text closely and getting direct quotes to support inferences. Students will be doing this in both print and digital sources, incorporating RI 5.7. Students will be creating a final project that requires Internet resources.

Aspire Sample Unit Planner: Content- Literacy Unit- Draw inferences by combining background

knowledge and text clues.- Cite specific examples and details to

support inferences

RI 5.2 - Identify the main idea of the text by noticing text features (titles, subtitles)

- Identify the main idea of the text by noticing the author’s use of repeated ideas and multiple referents

- Identify the main idea of the text by asking questions about the repeated ideas

- Explain how the main idea is supported by details

- Identify explicit/inferred main ideas- Determine which details are key to the text for

a summary- Know how to summarize text by finding main

ideas, key details and important vocabulary- Identify main ideas in a variety of texts

(articles, text books, websites, etc.)

RI 5.1*see above

RI 5.2 and RI 5.1 work together because finding the main idea is one type of inference. Students will also need to look closely at the text and be able to accurately cite their conclusions about the main idea.

RI 5.5 - Know that organizational structures are used to convey information (chronology, comparison, cause/effect, problem/solution)

- Identify similar text structures of ideas or concepts in multiple texts

- Identify texts with similar topics with different text structures

- Identify texts with similar events with different text structures

- Identify texts with similar information with different text structures

- Compare and contrast how two different authors wrote about the events, ideas, concepts or information in two or more texts

RI 5.2 and RI 5.5 will work together because an analysis of text structure has to be present in order to write a strong summary and can help to strengthen the justification of the main idea (i.e. the author wrote this text in chronological order because he wanted us to be able to follow the steps in the process. Therefore, the main idea is: The science experiment requires a precise order for its successful replication)

RI 5.7*see above

RI 5.2 and RI 5.7 work together because students will continue the work of finding main ideas as well as text structures in digital resources. After they learn how to search and navigate science websites, they can pay attention to the content and use what they have learned about reading printed materials and apply it to digital resources.

RI 5.3 - Define relationships or interactions- Recognize the difference between an

event, an idea, individual, or concept- Understand how multiple steps in

a technical procedure are connected.

- Recognize that multiple sequential steps are essential in the success of a technical procedure.

- Use understanding of ‘cause and effect’ to understand the relationship of scientific ideas.

- Describe how multiple events, scientific

RI 5.1*see above

RI 5.3 and RI 5.1 work together in this unit because students will be looking for the ways in which cause and effect works when reading scientific articles. They will use 5.1 to pull specific details from the text and quote the author as well as making inferences around how steps in a procedure are connected (this is an inference because the author does not directly tell us).

RI 5.5*see above

RI 5.3 and RI 5.5 work together because recognizing cause and effect, problem solution and all other text structures will be one way that students

Aspire Sample Unit Planner: Content- Literacy Unitevents, or steps in a procedure influence each another.

- Explain connections and relationships among individuals, events and ideas

- Cite specific information from the text that supports observations about relationships or interactions

can look at a text to determine the relationship between ideas. They can start to notice how authors present ideas when they want readers to understand cause and effect or chronological order. 5.5 and 5.3 work together because 5.3 is a practical application of 5.5 in that you recognize text structure in order to understand the ideas better.

RI 5.7*see above

RI 5.3 and RI 5.7 work together in this unit because students will be looking at the relationship between scientific ideas on the Internet, particularly during their final performance assessments when they will be gathering information online. They will need both of these standards to think about the connection between new scientific knowledge and established scientific concepts and understanding that the Internet is the best place to find the newest information.

RI 5.4 - Determine the meaning of the word by identifying word parts and their meaning (prefix, suffix, affix, root word)

- Determine the meaning of the word using context clues

- Determine the meaning of the word by looking in a glossary or dictionary

- Recognize when the definition of the word resides in the sentence or surrounding sentences (i.e. Many insects use camouflage, the ability to blend in with their surroundings, to hide from predators.)

- See Language standards for further guidance

RI 5.1*see above

RI 5.4 and RI 5.1 work together well because part of determining the meaning of the word is using context clues. If readers pay attention to how an author is using a work they may be able to make an accurate prediction of the meaning.

RI 5.7*see above

RI 5.4 and RI 5.7 work together in this unit because students need to locate information quickly in a digital resource. If vocabulary is a barrier, they need a strategy to find out what the words mean. They will also use online dictionary tools to find the meaning of words.

Big Ideas/ Enduring Understandings Essential QuestionsStudents will understand that organisms are classified in order to easily identify and distinguish one species from another, and to study their relationships and how they fit in the natural world.

Why do scientists classify organisms? How does this help us to understand the world better?

Because scientific knowledge is subject to modifications as new information is discovered, readers need to be able to draw on background knowledge and established research to in order to explain the relationship between scientific

Why does scientific knowledge change and what impact does that have on the world? How do good readers read and understand the latest scientific

Aspire Sample Unit Planner: Content- Literacy Unitconcepts when reading Internet and print research. knowledge?

Why is it important to test it against what I already know?Students will understand that scientific texts work to give readers information in predictable ways and that understanding the structure, vocabulary and main ideas of both print and digital resources will help readers to understand the information.

How do good readers understand and approach scientific texts in books and on the Internet? How does this help readers to deeply understand the information in the text?

Reading skills to be assessed Content Knowledge to be assessedRI 5.1 constructed response

Students will have to cite the source of their information in their final performance tasks. Students will also have to use the terms “the author/text states…” in their short answer responses.

RI 5.2 constructed responseStudents will find:

2 main ideas within a text (main idea for each subsection of an article) They will underline the details that support the main ideas They will summarize the text

RI 5.3 constructed response and performance assessment Students will read about a recent discovery for a new species Students will answer questions about the scientific discovery Students will find evidence for why the discovery had not been made

yet (relating scientific ideas)

RI 5.4 constructed response and performance assessment Students will read a text and use context clues to figure out the

meaning of a word Students will find the meaning of new words and present them to

classmates

Scientists have divided living things into 5 large groups called kingdoms (plant, animal, fungus, protists, moneran)

o Know the name of each kingdomo Know general characteristics of eacho Know what separates each from one anothero Know that there is not a consensus on how many kingdoms

there are (6, 8, 3 domains) Each kingdom is divided into smaller groupings (kingdom, phylum,

class, order, family, genus, species, variety)o Know the groupings (use mnemonic device to help)o Know the Latin words that make up the scientific names

New species discoveredo Why haven’t they been discovered up until now?o Role of DNA

Aspire Sample Unit Planner: Content- Literacy UnitWeekly Planner: Content and Reading

Week 1 Opening: bring 10 objects from home, as a group separate them into 3 categories, name the categories and share. Now group them into 4 categories and repeat the process was that easier or harder? Now do it with 5 categories repeat process, was that easier or harder? Why? What are the benefits of more categories vs. less?-this is what taxonomists do, we will learn about the ways that scientists group the world and how to read scientific texts

Finding one main idea in a paragraph (print only) RI 5.2, RI 5.3o Why do we classify? o Who started this system?

Finding main ideas in several paragraphs RI 5.2o How do we classify?o Why the controversy over number of kingdoms and newest information about 3 domains

Quoting from the text (verbally only) RI 5.1o Introduction to subdivisions (kingdom, phylum, class, order, family, genus, species, variety)

Week 2Finding the main idea of subsections within a text (print only) RI 5.2When texts do not have subsections, create your own subtitles to group information RI 5.2, RI 5.3Vocabulary determining meaning of words through context, apposition, glossary, dictionary RI 5.4Quoting from the text (verbally and in writing) RI 5.4

o The 5 Kingdoms- Monerao -general characteristicso -scientific tools the microscopeo -jobs that need understanding of the Monera kingdom

o The 5 kingdoms- Protistso -general characteristicso -plant-like, animal-like, fungus-like

Week 3 Finding the main ideas of a digital resources RI 5.2Vocabulary determine meaning of words on Internet resources RI 5.4Start to a written summary of print and digital resources RI 5.2, RI 5.7

o The 5 kingdoms- Protists (cont)o -general characteristics

Aspire Sample Unit Planner: Content- Literacy Unito -plant-like, animal-like, fungus-like

o The 5 kingdoms- Fungio -general characteristicso -read science experiments about growing Fungi

Week 4 Text structure of print and digital resources RI 5.5Start to produce a written summary of print and digital resources RI 5.1, RI 5.7

o The 5 kingdoms- Plantao -general characteristicso -nonvascular vs. vascular plantso -new discoveries

Week 5 How scientific ideas work together in a text RI 5.3-looking for cause and effect in texts when reading about discovery of new species or different number of kingdoms/domains RI 5.5

o The 5 kingdoms- Animaliao (*this is the focus of the 3rd grade unit, so keep it brief. Focus on the latest discoveries and new animals that students may

not be familiar with)o general characteristics o invertebrates vs. vertebrateso fish, amphibians, reptiles, birds, mammals

Week 6 The 5 kingdoms- Animalia (cont.)-fish, amphibians, reptiles, birds, mammals-latest discoveries in this kingdom (attach to a classroom map)

Final performance assessments-show how to make a PPT (if technology is available) or some other visual presentation-conduct online and print research-go over specifications of presentations - students give presentations to small groups

Aspire Sample Unit Planner: Content- Literacy Unit

Unit AssessmentsPost Assessment*See Appendix A

Scoring Guides and Answers Keys*See Appendix APre- Assessment

After creating the Unit Post-Assessment, decide whether the pre-assessment will be aligned (directly matched to post-assessment but with fewer questions) or mirrored (exact number and type of questions as post-assessment).

Standardized Assessment Correlations(State, College, Career)

** This section is not a requirement in year 1 of CCSS implementation**Note to Curriculum Designers: Review grade-or course-specific state standardized assessments for the types of questions directly related to the “unwrapped” Priority Standards concepts and skills in focus for this unit of study. Identify the vocabulary used and frequency of these questions. Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned.

Engaging Learning ExperiencesAuthentic Performance Assessment

Full Description: Engaging Scenario Narrative/Directions

You are a famous field biologist that has just led an expedition into a remote place on Earth. You and your team, with the help of the indigenous people of the land, have just found a new species! The local media have asked you to deliver a press conference to give the most important information about the discovery. However, some scientists do not believe that your discovery is accurate. They are wondering why this species has not been discovered before. You have one day to prepare for the press conference and you only have 3 minutes to present the most relevant information about the discovery. How will you choose to share the information so that it is brief, factual and answers questions? Make sure to include:

A full description of the organism that was discovered What kingdom the animal belongs to A map of where it was found Important research (i.e. information from the article that you chose)

Situation You are a famous field biologist that has just led an expedition into a remote place on Earth. You and your team, with the help of the indigenous people of the land, have just found a new species! The local media has asked you to deliver a press conference to give the most important information about the discovery. However, some scientists do not believe your discovery is accurate. They are wondering why this species has not been discovered before.

Challenge You have one day to prepare for the press conference and you only have 3 minutes to present the most relevant

Aspire Sample Unit Planner: Content- Literacy Unitinformation. How will you choose to share the information so that it is brief, factual and answers questions?

Roles You are the head field biologist

Audience The entire world! Your press conference will be shown on all major TV networks tomorrow night at 7 pm.

Product You may create a visual presentation along with a short speech to accompany it. You may decide to create: A PowerPoint Presentation A visual poster board A speech with appropriate graphics

All presentations must include A full description of the organism that was discovered What kingdom the animal belongs to A map of where it was found Important research (i.e. information from the article that you chose)

Performance You will present to a group of journalists (your teammates). They will score your visual presentation and assign your presentation points. They will ask questions if any part of your presentation is unclear.

Authentic Performance TasksNumber of

Days Authentic Performance Task #1(DOK 2: Interpret, Summarize, Compare)

Criteria for Success Assessment 21st Century Skills

1 Students will create a classification system for the opening of the unit.

Students will bring 10 small objects from home and they will sort them into 3 categories and name the categories.

They will then group them into 4 and then 5 and then decide on the why having more categories is easier or more difficult in terms of classification.

Make a poster of final categories and conclusions.

At the end, the teacher will take pictures of the grouping system posters and post them around the room as a reminder of systems of classification.

Create logical categories to group your items

Respectfully discuss with your teammates and come to consensus

Describe your category names and a symbol for each category

Write justifications for your categories and put them on a small poster board

Write a short paragraph about which classification system worked best and why

Use correct conventions when writing

Create a visually appealing presentation

Present to one other group

Rubric Poster board Presentation QuizOther ____

Check all those that apply to the unit: Teamwork and

Collaboration Initiative and

Leadership Curiosity and

Imagination Innovation and

Creativity Critical thinking and

Problem Solving Flexibility and

Adaptability Effective Oral and

Written Communication Accessing and Analyzing

Information

Aspire Sample Unit Planner: Content- Literacy Unit Other

Number of Days Authentic Performance Task #2

(DOK 2: Interpret, Summarize, Compare)Criteria for Success Assessment 21st Century Skills

2-24*this will occur throughout the unit after learning about a new kingdom

5 kingdom foldable or big book: Students will create an original symbol

and brief caption for each of the 5 kingdoms.

Students will do this for each of the kingdoms.

Decide between a foldable or a big book.

Create a symbol for each of the 5 kingdoms.

Symbol must reflect a key component of the kingdom

Symbol must be colored neatly

A written caption describing the symbol and its relationship to the kingdom

Symbol must be creative on not copied from the text resources

Rubric Poster board Presentation QuizOther ____

Check all those that apply to the unit: Teamwork and

Collaboration Initiative and Leadership Curiosity and Imagination Innovation and Creativity Critical thinking and

Problem Solving Flexibility and Adaptability Effective Oral and Written

Communication Accessing and Analyzing

Information Other

Number of Days Authentic Performance Task #3

(DOK 2:Interpret, Summarize, Compare)Criteria for Success Assessment 21st Century Skills

12-24(after summary is taught)

5 kingdom foldable or big book: Students will create a summary of an

article describing the kingdom and this will form the text of their foldable or big book.

Students will add on to the foldable or big book that is in process

Students will do this for each of the kingdoms.

Select and article about a kingdom

Summarize the article by stating the main ideas of each subsection

Include key vocabulary Include specific details to

support the main idea of each subsection

Use correct conventions to write your summary

Rubric Poster board Presentation Quiz Other ____

Check all those that apply to the unit: Teamwork and

Collaboration Initiative and Leadership Curiosity and Imagination Innovation and Creativity Critical thinking and

Problem Solving Flexibility and Adaptability Effective Oral and Written

Communication Accessing and Analyzing

Information Other

Number of Days

Authentic Performance Task #4(DOK 3: Apply, Model, Analyze) Criteria for Success Assessment 21st Century Skills

20 Taxonomy Practicum This will be a final exam. The teacher will set up stations in the

Select one station to begin with

In 2 min or less, look a the

Rubric Poster board Presentation

Check all those that apply to the unit: Teamwork and

Collaboration

Aspire Sample Unit Planner: Content- Literacy Unitclassroom.

Students will have a worksheet and walk around like scientists, observing and noticing pictures of the group of organisms at each station.

They will appropriately name the kingdom of the group of organisms and write their justifications.

Students will then get 1 picture and as a group, phylum and subphylum (if applicable) and give as much information as they can about the selected organism.

group of pictures and then decide what kingdom the group of organisms belongs to

Silently write down your answer

Move to the next group for another 2 minutes

After all of the rounds have been completed, meet with your group to gain consensus

Edit or revise your predictions

Work as a group to justify your choices

Select one organism and write all you know about its classification

Quiz/TestOther ____

Initiative and Leadership Curiosity and Imagination Innovation and Creativity Critical thinking and Problem

Solving Flexibility and Adaptability Effective Oral and Written

Communication Accessing and Analyzing

Information Other

Number of Days

Authentic Performance Task #4(DOK 4: Evaluate, Justify, Create) Criteria for Success Assessment 21st Century Skills

Preparation during days 21-24Final presentation on day 25

Students will read an article about a recent species that has been discovered.

Students will present information to students and give factual information about the species

Students will determine why the species has not been discovered yet

Students will create a concise presentation in order to convince the audience that this discovery is in fact legitimate

Research article read and summarized

Presentation board or PPT with relevant facts

Explanation as to why the species has not been discovered yet

Rubric Poster board Presentation Quiz/TestOther ____

Check all those that apply to the unit: Teamwork and Collaboration Initiative and Leadership Curiosity and Imagination Innovation and Creativity Critical thinking and

Problem Solving Flexibility and Adaptability Effective Oral and Written

Communication Accessing and Analyzing

Information Other

Vocabulary PlanDirect Instruction

How will you deliver direct instruction throughout the unit?

Ongoing ExposureHow will students have continued

exposure the words after instruction?

Vocabulary ExtensionsHow will students have practice with words

independently?

Check for UnderstandingHow will you check-in on students

progress?-Teach 1 Tier 2 vocabulary word per day-Tier 3 words added to word wall or input charts or Cognitive Content

Tier 2 words Students keep word in

taxonomist’s notebooks

-Students will complete a menu of vocabulary activities using unit vocabulary (e.g. 3 variations of Becks’ Word

1. Listen in on focus student discussion when sharing their sentence (decide to either reteach the

Aspire Sample Unit Planner: Content- Literacy UnitDictionary-Scientific roots and affixes added to word wall-Marzano vocabulary template-Students will fill it out with teacher guidance and discuss original sentences with partners-T. will define 3-5 words in context while reading

Students required to use vocabulary in performance tasks and performance assessment

Word wall

Tier 3 words Add roots and affixes to

ongoing word wall Classroom charts are

available for students in classroom

Associations) vocabulary word or have students place it on word wall)2. Require use in quick-writes, spot check a few students per day3. Require use in discourse, check off when students are using words4. Require use in Performance Tasks/Assessment

ResourcesTo be compiled before, during and after the unit

Informational/ literary text Website OtherMaton, A. Parade of Life: Monerans, Protists, Fungi and Plants. Upper Saddle River, New Jersey: PrenticeHall,1997. ISBN 0-13-423252-6

Come Learn With Me The Kingdoms of Life: Classification by Bridget Anderson

Scales, Slime and Salamanders by Pat Miller Schroeder

Sorting Out Worms and Other Invertebrates: Everything You Want to Know about Insects, Corals, Mollusks, Sponges, and More! By Samuel G. Woods

Myxomycetes: A Handbook of Slime Molds by Steven L. Stephenson and Henry Stempen

Amphibian (Eyewitness Books) by Dr. Barry Clarke

Oxford First Book of Animas by Barbara Taylor

Slime Molds and Fungi by Elaine Pascoe

http://teachingkidsnews.com/2013/11/25/1-scientists-find-60-new-species-suriname-rainforest/

http://www.gogonews.com/posts-New+Species+Of+Brazilian+Wildcat+Discovered-10327.html

http://news.mongabay.com/2013/1223-top-new-species-2013.html

http://www.scholastic.com/browse/article.jsp?id=3758226

http://www.biology4kids.com/files/studies_careers.html

https://student.societyforscience.org/sciencenews-students

RAZMicrobes: Friend or Foe?(levels U-W-Z)The Fungus Among Us (level V)

Everything In Its Place Core Knowledge Unit

Core Knowledge Teacher Handbook, Grade 5

Aspire Sample Unit Planner: Content- Literacy UnitThe Usboren Living World Encyclopedia by Leslie Colvin and Emma Speare

Aspire Sample Unit Planner: Content- Literacy UnitAppendix A

End of Unit Assessment

Read the article “Mite-y Discoveries.”

https://student.societyforscience.org/article/mite-y-discoveries-teens-find-three-new-mite-species

1) Identify the paragraphs that you would group together and create a subtitle for them. (RI 5.1)Answers will vary. Example Introduction (paragraph 1), Mites (paragraphs 2-4), Making the Discovery (paragraphs 5-7), Real Scientists (paragraphs 8 end)

2) Then, identify the main ideas in the text. Write complete sentences for the main ideas. (RI 5.1)

Answers will vary.

Two teen scientists discovered a new species of Mite and this is important because they could help to understand how diseases spread to plants.

New discoveries, like the Mite discoveries, are being made by careful scientific approaches.

3) Underline 2 sentences that are key details that helped you to find the main idea. (RI 5.1)Answers will vary, depending on the main idea they choose. Look for key details vs. interesting information (i.e. they may get to name the mites)

4) Make an inference about the importance of the discovery. Is this an important discovery? Why or why not? Support your inference with details from the source. Use direct quotations to support your answer. (RI 5.1)

The article states, “Though poorly known, eriophyoid mites could be very important... They can cause abnormal growths on the plants they infect. These mites also can ferry viruses from one plant to another. That could cause big problems for crop species hosting the mites,…” This quote tells me that this is an important discovery for people like farmers who are concerned with their plants. If people understand what causes the virus, maybe they can do something to stop these mites from infecting plants.

5) Make an inference about the discovery. Why do you think scientists have not discovered the mites before? Support your inference with details from the source. Use direct quotations to support your answer. (RI 5.3)

The author states, “And because mites in this group live inside plants — and outside of view — they have not been well studied.” The author is explaining that

Aspire Sample Unit Planner: Content- Literacy Unitthese mites have not been discovered because of where they live. They are hard to find. I think that also, the process for finding them is difficult. The article says, “With tiny needles, they probed the plants in those areas, removing samples from inside them,” which makes me think that maybe scientists have not dedicated time to discovering them since it seems like it takes a long time to find them.

6) The author uses the word “probed” in paragraph 6. What do you think this word means? Name one other word the author could have used that means the same thing as “probed”? (RI 5.4)

Probed means to investigate or look through something with a tool. Other words: investigated, explored, looked through

7) Summarize the text in one paragraph using appropriate conventions. (RI 5.1)

Answers will vary:

“Mite-y Discoveries” by Sid Perkins describes the discovery of three new mite species by two Russian teenagers. The article begins with an explanation of eriophyoid mites, or parasites that the students discovered. Readers learn that these mites are difficult to find because they are microscopic and usually live inside of plants. Perkins describes that the mites are important because they may spread diseases to other plants. Then, the author explains the process that the students went through to find the mites. The students investigated plants from different parts of the world. Finally, the article explains that the teens were able to present their findings at a science competition for high school students and one of the scientists explains how he knew by the body type that they had discovered a new species. The author then explains that the students will submit a paper to Zootaxa, a scientific journal where they discuss new species and that they may get to name the new species.

Unit Assessment

Kingdom test from “Everything in its Place” Unithttps://drive.google.com/folderview?id=0B9wHQZ3SStkyZWsxb2QzOWg2aW8&usp=sharing

8) Why did scientists need a system for naming organisms?PEOPLE LIVING IN VARIOUS PARTS OF THE WORLD MAY HAVE DIFFERENT COMMON NAMES FOR THE SAME ORGANISM. THROUGH THE SYSTEM OF BINOMIAL NOMENCLATURE, A UNIQUE NAME IS ASSIGNED TO EVERY LIVING THING. THIS ORDERLY NAMING SYSTEM ELIMINATES CONFUSION AMONG SCIENTISTS.

Aspire Sample Unit Planner: Content- Literacy Unit9) Name the five kingdoms.Plant, Animal, Fungi, Protist, Moneran

10) Why are scientists still making new discoveries today?

Answers may vary. But, studnets should say with the help of DNA analysis, scientists can now more accurately determine which species is more different than alike. There are still remote regions that scientists have not had access to in the past and indigenous populations are willing to help take scientists to remote areas. Also, with the help of microscopes, scientiests can see smaller animals than they could before.

Aspire Sample Unit Planner: Content- Literacy UnitAppendix B

Directions for Performance Assessment:

1. Students will have one week to work on their presentations. They will go through the rubric carefully and suggest revisions/changes because they will be responsible for using it to grade themselves and their partners.

2. Students will present on one day in class.3. Students will get into groups of 4 or 5 and present to their group members.4. Group members will score them on the rubric after the presentation and submit the rubrics to the teacher.5. Teacher will grade the written piece and the visual presentation, but will not score the performance because they will be occurring

simultaneously.6. After the presentation and after they receive their peers’ grades, the student grades themselves, making goals for the next performance

assessment.7. The presenting student also gives audience members a grade for their attention.

Kid Friendly Performance Assessment Rubric (adapted from Smarter Balanced Performance Task Informative-Explanatory)

Score 4 3 2 1Purpose/Organization

The response is clear and easy to follow.

The presenter has organized his/her presentation in way that makes it easy for me to understand their main points.

The response is clear and easy to follow in most places.

The presenter organized his/her presentation in a way that makes it easy for me to understand their points (most of the time).

The response is sometimes easy to follow and sometimes confusing.

There are some mistakes in the presentation or off topic sometimes.

The way that the presenter gave me their information was confusing or had a lot of mistakes.

I do not think that the presentation answered the main questions.

Score 4 3 2 1Evidence/Elaboration

The presenter’s response has at least 5 pieces of evidence that supports their topic.

They use facts and details from their article and what we have been learning about in class.

They use at least 5 specific vocabulary words that make them sound like a real scientist

The presenter’s response has at least 3 pieces of evidence that supports their topic.

They use facts and details from their article OR what we have been learning about in class (but not both).

They use at least 3 specific vocabulary words that make them sound like a real scientist

The presenter’s response has at least 1 piece of evidence that supports their topic.

They use only a few facts and details but it is unclear where they come from.

They use at least 1 specific vocabulary word that make them sound like a real scientist

The presenter’s response has no evidence that supports their topic or their evidence is not correct.

They no facts or details or the facts and details from their article or from our class; it seems as if the facts come only from their background knowledge.

They use 0 specific vocabulary words and they may not sound like a real scientist.

Aspire Sample Unit Planner: Content- Literacy UnitScore 4 3 2 1

Presentation The presenter spoke clearly so that I could hear them the entire time.

Their visual presentation really helped me to understand their topic.

Their visual presentation was neat, organized and showed that they put in a lot of effort.

The presenter spoke clearly so that I could hear them most of the time.

Their visual presentation helped me to understand their topic most of the time.

Their visual presentation was neat, and showed that they put in effort.

The presenter spoke clearly some of the time, other times they were hard to hear.

Their visual presentation helped me to understand their topic some of the time, but at other times is was unclear.

Their visual presentation was complete but did not show a lot of effort.

The presenter was difficult to hear.

Their visual presentation was either missing some elements or was unrelated to the topic.

Their visual presentation was not complete or was clearly not a great effort on their part.

Presenter Reflection:

What did I do well in this presentation? ____________________________________________________________________________

__________________________________________________________________________________________________________________

What is one goal for the next time that I present? ____________________________________________________________________

__________________________________________________________________________________________________________________

Audience Rubric

Names of reporter (audience): ____________________________

Score 4 3 2 1Audience Audience members acted like real

reporters the entire time: They listened in silence the

entire time They asked only thoughtful

questions I felt like I had their full

attention the entire time

Audience members acted like real reporters most of the time:

They listened in silence most of the time

They asked some thoughtful questions

I felt like I had their full attention most of the time

Audience members acted like real reporters some of the time:

They listened in silence some of the time

They asked questions I felt like I had their full

attention some of the time

Audience members acted like real reporters almost none of the time:

They listened in silence almost none of the time

They did not ask any questions

I did not feel like I had his/her attention