Thematic

Unit: Survival Learning Goals The learning goals for this unit will entail what is essential for survival. The learning goals will encompass the curriculum elements of Science, Social Studies, Math, and English Language Arts. Needs Analysis As identified in the Utah State Core Curriculum, students will read, write, discuss, and develop a clear and coherent understanding of survival in the wild. Describe the basic needs of survival (e.g. characteristics of living things) Identify natural disasters and survival of the aftermath (e.g. Earthquakes, hurricanes, volcanic eruptions, etc.) Explain how scientific theories impacted survival and extinction (e.g. dinosaur extinction using the asteroid theory) Reflect upon personal stories of individuals who have had survival experiences (e.g. disease, accidents, attitude, etc.) How to survive Middle School Determine essential supplies needed for survival (e.g. amount of food, water, building materials for shelter, etc.) Students will be given a pre-assessment to determine their background knowledge using a KWL chart. Students will identify how they interpret survival from the least to the most extreme circumstances. When given the KWL pre-assessment, students had knowledge of life and death circumstances. The most extreme cases students identified were avalanches, hurricanes, cancer, and the Mormon pioneers to the West. The least extreme cases were related to surviving sports, middle school, and video game levels. Learner Analysis Student demographics, attitudes, learning styles, values, opinions, access to technology, schedules, attendance rates, and learner skills affects the students learning environment. Demographics The student body population for Crescent View Middle School consists of 1,412 seventh, eighth, and ninth grade students ages 12 15. The overall population identifies 255 students are low income, 99 students are Special Education (Resource), 13 students are Special Education (Self-contained) and 13 are English Language Learners. The student population addressed in this unit consists of 34 seventh grade students ages 12-13 years old in a co-taught classroom with a general education and a special education teacher. In the class are 14 girls and 20 boys of which 13 students are on

an IEP (Individualized Education Plan) for specific learning disabilities in reading, writing, and/or math. Two students are English Language Learners with a level 4 proficient UALPA score. Two students are classified on the Autism spectrum and six of the students have speech and/or language deficits. The learner population has seven students classified as low income. The majority of the students are Caucasian, one student is Asian, and three are Latino. Attitudes, Values, and Opinions When given a student survey, the students demonstrate real-world and current event knowledge through the use of Channel One morning news, classroom media (e.g. video clips, news articles, classroom discussion and informational text). 96% of the students have Internet access at home; however, 100% of the students have access to the Internet (computer) at the school library and/or computer lab. Schedule 30 students attend school regularly with three 45 minutes blocks and a one hour and twenty minute class. Students will study the thematic unit over a 6 week period. Learner Skills 29% of students are proficient in reading comprehension as determined by the SRI (Scholastic Reading Inventory), 36% of the students are basic, and 35% of the students are below basic and in a reading class. Task Analysis 7th Grade Students will: Job Survival in the Wild (or other real-world scenarios) 1. Task: Determine how to survive in the Utah desert a. Skills: gather data, writing reports, reading case studies, research, video clips b. Subskill: use maps, Mormon pioneer case study (e.g. supplies needed for survival), survival video clips 2. Task: Determine how to survive a disease a. Skills: gather data, writing reports, reading case studies, research, video clips b. Subskill: identify the characteristics of living things and human needs for survival, research specific diseases (e.g. symptoms and cures), make connections of how attitude can affect survival 3. Task: Determine how to survive middle school a. Skills: student survey, interview other students, writing reports b. Subskill: reflect upon own experience (e.g. adaptions to middle school from elementary school, block schedule, friendships, clubs, and etc.) 4. Task: Determine how to survive a real or imagined experience (e.g. natural disaster, accident, dinosaur extinction, etc.) a. Skills: video clips, case study, research, writing reports b. Subskill: Knowledge of life skills, supplies, and shelter

Students will work in groups of 4-5 for discussion and to explore and research survival skills and aspects. To maintain data they will log information into a How to Survive journal. Students will identify the main idea for each task. Context for Instruction The equipment available for use will be the computer lab, document camera, science journals and books, survival videos, dinosaur extinction books and videos, and real- life stories about surviving middle school, during eight forty-five minute periods. Students will work in small groups to gather information to form their final project. The class period will end with a review of material learned. The context for learning about survival in the wild is related to English Language Arts curriculum for seventh grade students. The learner analysis identified that students have a basic knowledge of survival skills, but lack the understanding of specific characteristics of survival (e.g. water, food, shelter, and supplies). The unit will provide students an understanding on how to make real-world connections to past and present scenarios.