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# Names: Nikki Carpenter and Marina Vann

## Content Areas: Math and Science

1. What big idea or CONCEPT could frame both of your content areas?
Math

and

## 2. What UNITS, in particular, would revolve around this concept

Content 1: Equations
Content 2: Cell Structure and Organelles

## 3. What UNDERSTANDINGS and/or ESSENTIAL QUESTIONS might you explore related to

this concept. List and describe their application/importance in both content areas
o Devise ONE understanding useful for BOTH content areas units:
-Systems are made of interdependent parts, change to one part affects all other parts.
o Devise understandings and essential questions more specifically designed for each content
areas unit:
Content 1:
The process of solving equations follows an interdependent process; every step is needed to
ensure success.
(How do the parts of an equation depend on each other?)

Content 2:
Cell structures depend on organelles to survive as a system. (How do the parts of a cell depend
on each other for survival?)

4. Identify what SKILLS students could exercise or practice within this unit. Aim for at least two
skills that span content areas and two skills specifically designed for each content area
Sample spanning skill stems:
Making inferences

Making predictions
Gathering evidence
Analyzing cause and effect relationships
Problem solving
Finding patterns
Justifying conclusions with textual support

## Content Spanning Skills:

Analyzing cause and effect relationships
Problem solving

## Content Specific Skills:

Content 1:
Solve a one step linear equation
Demonstrate an understanding of the properties of operations

Content 2:
Distinguish between an animal and plant cell
Correlate the structures of cell organelles with their functions

5. Identify the KNOWLEDGE or VOCABULARY youd address in each of these units. The
Knowledge will most likely be specific for each content area.
Content 1:
Definition of an equation
Definition of a variable
Properties of operations:
commutative and associative property for addition and multiplication
distributive property
multiplicative property of zero

Content 2:
Define the following vocabulary words:
cell membrane
cytoplasm
nucleus

cell wall
vacuole
mitochondrion
endoplasmic reticulum
chloroplast

HOOK:
Describe how youd go about introducing this concept to your students. You may use any of the
strategies from Chapter 5, a childrens book, or any other ideas you have (Note: If you use the
childrens book idea, follow the directions below).
For this unit students will be put into groups of 3 or 4 and presented with a puzzle to complete.
The students will be given a plastic bag that contains a portion of a larger puzzle. They are
unaware that they only have a piece, they will think they have a whole puzzle. Once they
connect all the pieces they have they will see that they are missing a significant amount of the
puzzle. The students will claim that they are done and we will explain that they only have a
piece of the whole puzzle. After allowing each group to finish their part of the puzzle they will
then have to work together to join all the portions of the puzzle together to form the entire
puzzle. After the class has put together the entire puzzle they will come back together as a class
for a class discussion.
Class Discussion:
What system did you use in your individual groups to put your puzzle together?
What system did you use as a class to get the final product?
What would the end result have been if part of the puzzle was missing?
Can you think of systems you see in your life?
ex- baking a cake and not having eggs
How can you relate this concept of systems to math and science?

## Book Title and Author: _____________________________________________________

How might you use this book in your units? Include:
How youd use the book to connect students in BOTH content areas with your concept (e.g.
introduce it in one class, investigate it in both)
Description of how you would use the book to connect content with students/help them
understand a skill or concept (e.g., how youd use it in both content areas)

How you'd revisit the lesson learned from the book later on in your courses content