Running head: CURRICULUM MAP ASSIGNMENT

Curriculum Map Assignment Staci Cobabe-Science, Fine Arts, Language Arts, Compiler Mackenzie Kemp-Social Studies, Physical Education Brandon Lukens-Technology, Math FHS 2645-001 April 10, 2013

CURRICULUM MAP ASSIGNMENT General Topic For Integration 1st Grade Science Component:

Standard 2: Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1: Investigate the natural world including rock, soil and water. 5th Grade Science Component: Standard 5: Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment. Objective 1: Using supporting evidence, show that traits are transferred from a parent organism to its offspring. Lesson Plans By Subject

SCIENCE
1st Grade:
Activity Summary: Students will gather evidence about the uses of rocks, soil, and water by answering the following questions: Where do we see them? What do they do? How do we use them? Why are they important? Standards and Objectives: Science: Standard 2: Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1: Investigate the natural world including rock, soil and water.

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Language Arts: Speaking and Listening Standard 4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Speaking and Listening Standard 5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Language Standard 2: Objective D: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Language Standard 2: Objective E: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Materials and Supplies Needed: Scavenger hunt worksheet

Intended Learning Outcomes: By the end of this lesson, students will: Understand where rocks, soil, and water are found naturally in the

environment. term. Instructional Procedures: Introduce the topic of natural resources to students Activate Background Knowledge through students experiences and Understand the varying qualities and uses for each resource. Understand the importance of using and conserving each resource. Learn new vocabulary and terms relating to each resource. Be able to proficiently identify, spell, and speak each new vocabulary

understanding of each resource.

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Discuss where students have seen each element naturally occurring in the

local environment. Hand each student a scavenger hunt worksheet. Have them explore school

grounds and note where they see natural elements, while identifying and describing the element. For example, a student sees a dandelion on the grass in the field by the playground. They will draw a picture in the picture column, write the name of the plant in the name column, write flower, sprout, or seed in the form column, and then write field in the place column. Assessment Plan: The assessment for this assignment is the worksheet. If the student fully understands the information presented, their worksheet will be completely correct.

SCIENCE
5th Grade:
Activity Summary: Students will contrast inherited traits with traits and behaviors that are not inherited but may be learned or induced by environmental factors. (i.e. blue eyes vs. handedness or talent.) Do a basic Punnettt square for eye color and have each student do their own based on their parents traits. Standards and Objectives: Science: Standard 5: Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment.

CURRICULUM MAP ASSIGNMENT Objective 1: Using supporting evidence, show that traits are transferred from a parent organism to its offspring. Materials and Supplies Needed:

Punnett square worksheet (1 square per student, 6 squares on 1 worksheet)

CURRICULUM MAP ASSIGNMENT Punnett Square Worksheet

CURRICULUM MAP ASSIGNMENT Intended Learning Outcomes: By the end of this lesson, students will: term. Understand the difference between genotype and phenotype. Be able to use a Punnett square proficiently.

Understand the differences and qualities of dominant and recessive genes. Learn new vocabulary and terms relating to genetics. Be able to proficiently identify, spell, and speak each new vocabulary

Additionally, students will use Punnett squares in other activities in Fine Arts and Technology, so the mastery of this skill is very important Instructional Procedures: Introduce the topic of genetics to students. Activate Background Knowledge through students experiences and

understanding of genetic traits. Discuss what students know about dominant and recessive genes. Instruct students on how to fill in Punnett squares correctly. Hand each student a Punnett square worksheet and have them list the eye

colors of their parents. Have the students fill in the Punnett square and circle the genotype they think is their eye color. Discuss what each genotype presents as its phenotype. Discuss other traits that might be decided genetically (hair color, height,

body type, diseases-diabetes/heart disease/high blood pressure, handednessleft/right, talents, food allergies, etc)

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Assessment Plan: The assessment for this assignment is classroom participation and the worksheet. If the student fully understands the information presented, they will participate and contribute in the lesson discussions and their worksheet will be completely correct.

FINE ARTS
1st Grade:
Activity Summary: Students will demonstrate their understanding of the water cycle through a pictoral representation. They will then describe the process while showing its representation on their picture and answer any questions their peers have about their picture. Standards and Objectives: Fine Arts: There are no standards or objectives in Fine Arts for 1st grade. Language Arts: Speaking and Listening Standard 2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Materials and Supplies Needed: Art supplies as desired for pictoral works (construction paper, glue, scissors, paint, paintbrushes, plain white paper, crayons, colored pencils, pastels, markers, pom-poms, etc) Intended Learning Outcomes: By the end of this lesson, students will: Be able to explain the water cycle.

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Be able to give examples of each step of the water cycle and tell how environmental elements are involved in that step.

Instructional Procedures: Introduce or review the water cycle process. Give examples of environmental elements involved in each step of the process. Tell students what their picture must contain (sun, water, plant, animal, cloud, precipitation form) Have each student prepare their drawing. Have each student explain their drawing to a peer, small group, or whole class. Assessment Plan: The assessment for this assignment is the students proficiency in explaining the water cycle and correctly identifying the environmental elements involved as represented on their picture.

FINE ARTS
5th Grade:
Activity Summary: Students will be creating sea monsters after determining their genetic traits. The traits will be decided by the roll of a die and the use of Punnett squares. Students will discuss the probability of having a recessive gene represented in the phenotype. Standards and Objectives:

CURRICULUM MAP ASSIGNMENT Fine Arts: Standard 1 (Making): The student will explore and refine the application of media, techniques, and artistic processes. Objective 3: Handle art materials in a safe and responsible manner.

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Science: Standard 5: Students will understand that traits are passed from the parent organisms to their offspring. Math: Domain-Number and Operations-Fractions: Standard: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Materials and Supplies Needed: Art supplies as desired for creating sea monster (construction paper, glue, scissors, paint, paintbrushes, plain white paper, crayons, colored pencils, pastels, markers, pom-poms, etc) 1 die per student Sea Monster Trait page (1 per student, or 1 projected for whole class) Instruction page (1 per student, or 1 projected for whole class) Sea Monster Chart page (1 per student) Punnett squares worksheet (1 per student) Sea Monster Parts Templates (Optional)

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Sea-Monster Traits
Trait Dominant (Even Dice) Body Length Eye Size Eye Color Body Color Fin Size Teeth Size Head Number of Gills Skin Tail # of Polka Dots Polka Dot Color & Shape Long (L) Large (E) Blue (C) Green (B) Large (F) Small (T) Round (H) 3 (G) Scaly (S) Long (A) Even (N) Blue (P) Diamond Recessive (Odd Dice) Short (l) Small (e) Red (c) Purple (b) Small (f) Large (t) Square (h) 5 (g) Smooth (s) Short (a) Odd (n) Yellow (p) Crescent

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Instructions: 1.) Roll the die twice for each parent. Put the results in the Punnett square. Figure out the results for the offspring. 2.) Determine the offsprings trait by the rolling the die. If a 5 or 6 is rolled, roll again until a 1-4 is rolled. The genotype is determined by the number rolled as follows

3.) Fill in the monster chart. 4.) Pick up the pieces of your monster and assemble it.

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Name:

Sea-Monster Chart Trait Body Length Eye Size Eye Color Body Color Fin Size Teeth Size Head Number of Gills Skin Tail Number of Polka Dots Polka Dot Color & Shape Genotype Phenotype

CURRICULUM MAP ASSIGNMENT Punnett Squares Worksheet

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CURRICULUM MAP ASSIGNMENT Sea Monster Parts Templates

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CURRICULUM MAP ASSIGNMENT Sea Monster Parts Templates

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CURRICULUM MAP ASSIGNMENT Sea Monster Parts Templates

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CURRICULUM MAP ASSIGNMENT Intended Learning Outcomes:

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Students will be able to determine the genotype and phenotype of each property for their sea monster.

Students will proficiently use a Punnett square to determine genetic traits. Students will be able to calculate the probability of having a recessive gene represented in the phenotype of their monsters.

Instructional Procedures: Introduce or review the concepts of dominant and recessive genes. Introduce or review the use of a Punnett square. Introduce or review multiplying fractions in order to find out the probability of an outcome. Do a walkthrough example of creating a sea monster, demonstrating rolling the die, imputing information into the Punnett square, then rolling the die to determine the genotype and phenotype for that trait. Pass out papers and dice to each student. Help students as needed as they fill in their Punnett squares. Once each student is finished determining genotypes and phenotypes of their sea monster, direct them to the art supplies being used and allow them to create their monster. Assessment Plan: The assessment for this assignment is the worksheets used and the final product produced.

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Language Arts
1st Grade:
Activity Summary: Students complete worksheet with space to draw pictures and describe qualities of various soils and rocks. Standards and Objectives: Language Arts: Writing Standard 8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Science: Standard 2: Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1a: Investigate the natural world including rock, soil and water. Observe, compare, describe, and sort components of soil by size, texture, and color. Materials and Supplies Needed: Soil Worksheet (1 per student). Atleast 3 different soil samples. Magnifying glasses to inspect soil samples. Paper plates to put soil samples on. Crayons or colored pencils to draw pictures of the soil samples. Pencil to fill in descriptive words.

CURRICULUM MAP ASSIGNMENT Soil Worksheet

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CURRICULUM MAP ASSIGNMENT Intended Learning Outcomes:

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Students will learn and use descriptive words about qualities of the various soil samples.

Students will be able to list similarities and differences between soil samples.

Instructional Procedures: Give each student (or small group of students) several different soil samples on a paper plate. Instruct students to investigate soil using their magnifying glass and their senses of touch and smell. Discuss various qualities of the soil samples. Discuss how soil samples are the same or different. Write several of the descriptive words students provided on the board. Instruct students to complete their worksheets.

Assessment Plan: The classroom participation and worksheets are the assessments for this activity.

Language Arts:
5th Grade:
Activity Summary: Students complete worksheets matching genetic trait vocabulary words with their definitions. Standards and Objectives: Language Arts: Craft and Structure: Reading: Informational Text: Standard 4: Determine the meaning of general academic and

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domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Reading-Informational Text Standard 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. Vocabulary Acquisition and Use: Language Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Objective C: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Materials and Supplies Needed: Genetics Vocabulary worksheet (1 per student)

CURRICULUM MAP ASSIGNMENT Genetics Vocabulary Worksheet

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Name: _______________________ _____ heredity 1)diagram used by biologists to predict the outcome of a genetic cross 2)refers to an individual with two different alleles for a trait 3)the geneic makeup of an organism as indicated by its set of alleles

_____ genetics

_____ probability

_____

punnett square

4)refers to an individual with two identical alleles for a trait

_____ allele _____ dominant _____ recessive

5)an alternative form of a gene 6)observable characteristics of an organism 7)transmission of genetic traits from parent to offspring

_____ homozygous 8)study of heredity _____ heterozygous 9)the likelihood that a specific event will occur 10)genetic trait that is expressed when it's allele is homozygous or heterozygous 11)genetic trait that is not expressed when the contrasting form of the trait is present

_____ genotype

_____ phenotype

CURRICULUM MAP ASSIGNMENT Intended Learning Outcomes: Students will be able to properly identify, define, and speak each vocabulary word. Instructional Procedures: Hand out worksheets. Instruct students to complete the worksheet.

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Grade papers as a class, going over each term as needed to ensure each student understands each vocabulary term.

Assessment Plan: The worksheet is the assessment for this assignment.

Social Studies:
1st Grade:
Activity Summary: String Good Teams Together -Students will identify, discuss, and engage in appropriate team building behaviors. Standards and Objectives: Social Studies: Standard 2- (Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood. Objective 1- Describe and demonstrate appropriate social skills necessary for working in a group. Materials and Supplies Needed: 1 plastic bag string or yarn (4 pieces for each group, one of each - red, blue, yellow, green)

CURRICULUM MAP ASSIGNMENT How to Lose All Your Friends, by Nancy Carlson

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Intended Learning Outcomes: Students will identify and practice behaviors deemed crucial for successful partner interactions Instructional Procedures: Read the book How to Lose All Your Friends, by Nancy Carlson, to the class. Discuss any experiences the students have had with any of the behaviors from the book. Teacher Model: Tell the students that everyone is going to line up at the door. You will be lining up with them. When the students line up, join the line while using inappropriate behaviors and actions; i.e. being loud, rude, cutting in line, pushing Have the students identify the actions and behaviors that were not appropriate. Then have them line up again, and model correct actions and behaviors while lining up with them. Have the students return to their seats, and discuss which behaviors they would prefer someone to use when interacting with them. Discuss that while working in teams/groups, they need to do the good things to keep the teamwork going. Put students into groups of four. Each group will need one bag with four pieces of string or yarn in it. (One 12 inch piece of each color.) Have the teams will work together to create the design that you have created, then have them continue to make up 4 of their own as a group. An important rule to emphasize is that each member of the group can only

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touch their own color of string. This means that one student cannot move another string if it is put in an incorrect place. After all groups have completed the activity gather to discuss how things went in each group. Questions you might ask include: How did your group work together? What happened in your group if someone didn't agree with where the strings were? How were you a great group member? What would you do differently next time? Why is learning to work together important? Extensions: Mix up the students so that they are in different groups. The new groups complete the activity again, this time without talking. You can also try the activity, first assigning each student in the group a number 1-4. When completing the activity, the students must place their string down in order by number. Assessment Plan: The assessment for this assignment is the classroom participation and ability to identify appropriate behaviors.

Social Studies:
5th Grade:
Activity Summary: Students will learn how modern day immigrants may be pilgrims in their own respect. They will learn what immigrants and pilgrims are, and be assigned to demonstrate learning about an immigrant in their ancestry.

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Standards and Objectives: Social Studies: Standard 1: Students will understand how the exploration and colonization of North America transformed human history Objective 2: Assess the global impact of cultural and economic diffusion as a result of colonization. As well as, to describe and demonstrate appropriate social skills necessary for working in a group. Materials and Supplies Needed: Molly's Pilgrim, by Barbara Cohen; Where Did Your Family Come From?, by Melvin & Gilda Berger; Paper doll pattern; Letter to parents

Intended Learning Outcomes: Students will learn what immigrants and pilgrims are, and demonstrate learning about an immigrant in their ancestry. Instructional Procedures: Read the book Molly's Pilgrim to the whole class. Discuss as a class why Molly's mother was a pilgrim. (she came wanting religious freedom, a better life, etc) Read 'Where Did Your Family Come From'? by Melvin & Gilda Berger. Discuss as a class why immigrants usually come to the U.S. and write their suggestions on the board ( to be free, to be safe, to earn more money, to be near relatives, etc.)

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Discuss what immigrants have to do before they come here. (get a VISA) Ask how a visa can be obtained.(from U.S. government, must be healthy, must be law-abiding citizen, must have a good reason for coming, etc.)

Discuss what immigrants should do once they get to the U.S.(find a place to live, get a job or go to school, learn the language, make new friends, get used to American ways, etc.)

Ask students where their ancestors originated. Discuss variety of origins. Have students take home and fill out the form included in the letter with their parents about an ancestor's personal history.

Give them the assignment of taking home a paper doll that they have traced from the pattern and bringing it back in the native costume of where their ancestor is from (or you can use this as an art activity in class).

If possible, show an example of a doll and sum up what pilgrims or immigrants are (use dictionary definitions).

Extensions: As a further assignment, students can write and illustrate a little book about the life of this ancestor.

Assessment Plan: Students will present their dolls to the class and read aloud the information that they wrote on their ancestors. This will demonstrate learning and understanding of the concept.

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Physical Education:
1st Grade:
Activity Summary: During the class' plant unit, students will observe a plant and write and illustrate what they have learned in their discovery journal. Standards and Objectives: Physical Education: Standard 3: Students will develop an understanding of their environment. Objective 1: Investigate plants and plant growth. Materials and Supplies Needed: Discovery journals Different plants Brown bag Additional Optional Resources Look at this Tree by Susan Canizares All Kinds of Plants by Sandar Iversen From Flowers to Fruit by Fred and Jeanne Biddulph Plant Parts by Amy Jo Plants and Seeds by Colin Walker Where are the Seeds? by Pauline Cartwright

Intended Learning Outcomes: Understand and use basic concepts and skills. Instructional Procedures: Play Twenty Questions with the participants; the object will be a plant in a bag.

CURRICULUM MAP ASSIGNMENT Pass out plant and discuss as a class. Introduce discovery journal. Create a discovery chart. Students write on the chart what they know about plants. The chart will be displayed in the classroom as a reference for the remainder of the plant unit. Have students write about the plant in their journal.

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Extensions: Possible Extensions/Adaptations Students with special needs will be allowed to draw a picture in their journals instead of writing. Students can also use the class discovery chart to get ideas for writing. Family Connections: Send home a family letter informing parents of the up-coming study of plants. Encourage parents to discuss and share their knowledge of plants. Have students take their journals home once a week and share them with their families. Parents initial them and return them back to school. Encourage parents to take their child on a plant walk around their neighborhood and have the child illustrate their favorite plant and share the drawings with the class. Assessment Plan: Create a rubric for the journal based on a 3, 2, 1, 0 scale. Keep anecdotal notes of your observation of the students work.

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Physical Education:
5th Grade:
Activity Summary: This activity gives each student an opportunity to be the leader of their squad. Standards and Objectives: Physical Education: Standard 2: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings. Objective 2: Follow rules and procedures while participating in activities. Career Connections: Leadership abilities Materials and Supplies Needed: CD Player and upbeat music

Intended Learning Outcomes: Students will learn to make a decision on what they will lead. They will choose a safe and acceptable activity. Instructional Procedures: Each line leader turns and faces their squad line. When the music starts, they will lead their line in a specific warm-up activity, such as a hamstring stretch. Each group leader will have from 20-40 seconds to lead their line. When you say switch, the line leader jogs to the rear of the line and the next person in line comes forward and faces their line ready to lead a new warm-up exercise. This continues until the song is over or everybody has had a turn leading.

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Strategies For Diverse Learners: Ask the class beforehand to name all of the warm-up exercises they can think of. (Ex: stretching, jumping, calf raises, shadow boxing, tae-bo's, deep breaths, push-ups etc.)

Assessment Plan: The assessment for this activity is the ability of each student to effectively and safely lead their peers.

Technology:
5th Grade:
Activity Summary: Monster making; Allow students to use their creativity to help show how traits are passed from parents to offspring and how these traits help them survive. Standard & Objectives: Science Standard 5: Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment. Objective 1: Using supporting evidence, show that traits are transferred from a parent organism to its offspring. Technology: Standard 5: Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. Materials & Supplies:

CURRICULUM MAP ASSIGNMENT Mac or PC with Microsoft Powerpoint Punnet Square Worksheet Pictures of students parents from home

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Intended Learning Outcomes: Students will create their own plants and their own animals in their own environment. They will then show how these traits will help their animals/plants survive in their environment. They will then use the Punnett square to show the probability of what traits their offspring would get. They will be able to show how traits are passed from parents to child are random and not guaranteed. Instructional Procedures: Have students bring pictures of both parents from home Make a list of all the distinct features from each parent Discuss which traits they got from their parents and how they think that they got those specific traits Show animals and plants from different environments and their specific traits that help them survive in their environment Using specific trait examples display how to properly do Punnet square. Explain the PowerPoint and then divide up students into groups of 3. Provide list of things that need to be included in PowerPoint and what needs to be done for the Punnett Square

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Assessment Plan: Assessment will be based on the information they include in the PowerPoint and the Punnett square. This will be based more on ensuring that they include all the information in the PowerPoint and doing the Punnett square properly. The following information will need to be included: Two Animals with at least 4 distinct traits Two Plants with at least 3 distinct traits Environment that animals and plants live in How the traits help them survive Punnet square o o o Decide which traits and Dominant and Recessive Traits are on proper side of Punnet square Percentages are calculated properly

Offspring has been given traits from parents Stated how they determined what specific trait the offspring got from the parents.

Technology & Math:

1st Grade: Day 1
Activity and Summary: Rocks of our lives; Students will learn about the different types of rocks and minerals that are in their lives.

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Standard & Objectives: Science: Standard 2 Earth and Space Science: Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1: Investigate the natural world including rock, soil and water. Materials & Supplies: DK Eye Wonder Rocks and Minerals Rock, Mineral & Gem Excavation Kit (enough for entire class) The Giving Tree by Shel Silverstein

Intended Learning Outcomes: Understand the many different uses and products that contain minerals and rocks in everyday life. Instructional Procedures: Gather students together and read DK Eye Wonder Rocks and Minerals. Make sure to point out each individual type of rock and ask students if they can think of anything that might contain that rock/mineral. Have students create a class list of all the different things in the classroom that use rocks or minerals in the classroom. Have each student raise their hand and state what it is and what rock or mineral it contains. Provide students with a worksheet to take home and list at least 20 things that have rocks or minerals in them. They would then need to bring this back within the time frame you determine. After giving students the worksheet they will be taken outside. Give each student ( or pairs of students ) a Rock, Mineral & Gem Excavation Kit.

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Demonstrate to the students how to properly use the kit yourself. When each student has dug out their rock or mineral they will then identify which one it is. Once identified the students will then draw their own picture of the rock or mineral and describe how it feels and how hard it is. After the students have finished coloring their pictures go to the reading rug and read Shel Silverstein The Giving Tree. This book will help to introduce how things can grow in soil and help lead into plants. Assessment Plan: The students will be assessed on how many things they properly identified in their home. This will mainly be participation but the students will need to make sure they complete the drawing of their rock or mineral. They will be graded on the detail and care they took of their picture. They also need to include how it feels and how hard it is.

1st Grade: Day 2

Activity and Summary: My Rocky Friend; Allow students to use their creativity to create their own rock friend and write a story about where he came from. Standard & Objectives: Science: Standard 2 Earth and Space Science: Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1: Investigate the natural world including rock, soil and water. Materials & Supplies:

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Enough rocks from a lake or pond for the class to have choices from. Make sure they are not to small or not to big.

The Curious Garden by Peter Brown Googly Eyes Pipe cleaners Glitter Paint Colored Pencils or Crayons Writing paper with room to draw pictures Glue

Intended Learning Outcomes: Students will learn how rocks can be shaped by water and affect water flow and direction. Students will also continue to work on their writing and reding abilities. Instructional Procedures: Read The Curious Garden by Peter Brown to the students at the reading rug. Ask the students why the person was able to grow a large garden. Discuss all the different uses of soil and how water works with rocks and soil to help things and grow and help water flow. Allow students to pick a rock of their choice from the selection. Have different groups of students come to the art table at a time so that there is not over crowding. Allow them to decorate the rock however they would like.

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For the students who are not at the art table they will be working on creating a story about their rock friend. This story will need to have a beginning, a problem, and a ending. They will also need to use their rock friend as the main character. The other requirement will be that they use water as a main component of the story.

The students will also need to provide illustrations with their story. They will need to take pride in their work and make sure that it is large enough for people to see what is going on. They must also take their time and not rush through it.

As each student finishes their story they will be given to the teacher. At this point, the teacher will bind the story and laminate it and type it up. They will have their story published for everybody else to see and read in the classroom.

Assessment Plan: Students will be assessed on their story. They will be given a grade based on the quality of their illustrations, story content, using rock as the main character, and also incorporating water into the story. Their writing must be done in their best hand writing and must be at least 3-4 pages (it can be longer if needed).

Math:
5th Grade:
Activity and Summary: Growing up; Students will be able to compare the traits of their parents and predict what traits they might get as grow older and how

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it might help them in their future. They can also predict what traits they think they will pass to their children. Standard & Objectives: Science Standard 5: Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment. Objective 1: Using supporting evidence, show that traits are transferred from a parent organism to its offspring. Math: Domain: Number & Operations Fractions: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Materials & Supplies: Pictures of parents Punnett Squares

Intended Learning Outcomes: Be able to determine likelihood of obtaining traits from parents using Punnett Squares Instructional Procedures: 1. Have students compare pictures of parents and write down the different traits that they have inherited from each parent (min. 5) 2. Pair up students randomly. If possible try to have it be boy/girl combinations. If not provide random girl/woman to two male boys. 3. Students will pick 5 traits from themselves to choose as a possibility for their offspring. They would need to determine if this trait is dominant or recessive.

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Students would then need to do a Punnett Square combining each trait from each other.

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Once they have come up with the possibilities they would then need to use the percentages to determine which trait their offspring will get a. Students would put traits onto piece of paper and then mix them up

and put the amount in equal to what the possibility of getting the trait is (i.e. 3 out of 12 for 25% and 6 out of 12 for 50 % and 9 out of 12 for 75% 6. Once the students have determined all the characteristics they would then need to draw what they believe their offspring would look like with the traits that they picked. 7. After drawing the picture the students would then present their results and new offspring to the class Assessment Plans: Students would be need to be graded on how properly the Punnett squares were done o o o Proper use of Dominant and Recessive traits Percentages done correctly 5 traits were picked from each person