Unit Theme:

Grade: 7th Grade

Timeline:
Team Members Brooke Tyler Nicolas Seungjun
Subjects English Social Studies Science Math
Rationale:
Student Learning Outcomes
Focus 7.RL.1
Standards English 7.RL.2
7.RL.3
7.RL.5
7.RL.9
S1 C7 PO1 A-E
Social Studies S1 C7 PO2 A-F

S1 C3 PO1
Biology S1 C3 PO2
S2 C1 PO1
7.G.A.1
Math 7.MP.1
7.MP.2
Enduring Biology: Effects of Theme-Related Biology: How did changes
Understanding: industrialization on the Essential brought about by the
Important environment/human Questions industrial revolution improve
Concepts population (in the or hamper the quality of life
specific setting) for human populations and
the surrounding ecosystems?
Social Studies: Changes
in the landscape of Social Studies: What social
american cities with the and technological advances
invention of new gave rise to urbanization and
technologies how did they impact life in
American cities?
English: Understand
how industrialization is English: In what ways is
a motif within The industrialization present and
Great Gatsby how does it either negatively
or positively affect the novel
Math: Focus on Euler's The Great Gatsby?
Polyhedral Formula as
he was alive and create Math: What are new
his formula during this mathematical advanced made
era. as a result of the Industrial
Revolution
Interdisciplinar Students will create a large group poster that will be based on the cause and
y Project that effects of industrialization during the 1920s. All posters are required to
each content contain four different sections: math, biology, english literature and social
area is working studies. Within each section, students will provide evidence that displays
toward: the specific effects of industrialization in the 1920s. The posters are
expected to contain accurate and well supported information that will
display their knowledge. When complete, students will be present their
poster during each class of the specific content area (ex. students will
present the math portion during their math class).

Selecting and Evaluating Print Digital Resources for Unit Plan:

Resource Which team Author / Publisher Link to original or How will resource be used in
member used citation class (describe whether it will
this source? be a Read Aloud, collaborative
reading, independent research,
etc)

Website #1 Seungjun American http://www.ams.org/publ Lecture off of the website,

Mathematical icoutreach/feature- using it as supplemental aid
Society column/fcarc-eulers-
formula

Website #2 Brooke
Informational Brooke
Text #1

Informational Nick School Textbook, Ideal perfect textbook Read after the video as the
Text #2 using the chapter that probably doesn’t students can now more easily
on Ecology exist but let's assume it understand the words and
does overall concepts depicted in
the text

Online Video Nick Crash Course: https://www.youtube.co Introduction Video to the

Biology m/watch?v=izRvPaAWg concept of ecology and to
yw&t=0s&index=40&list introduce students to the idea
Youtube.com =PL3EED4C1D684D3A of species interacting with one
DF another

Children’s book Tyler

Trade book #1 Tyler

Trade book #2 Seungjun Used for assigned reading

throughout the week.
Individual Unit Theme:
Subject: Biology Grade Level: 7th
Focus Standards
● S1: Inquiry Process-Inquiry Process establishes the basis for students’ learning in
science. Students use scientific processes: questioning, planning and conducting
investigations, using appropriate tools and techniques to gather data, thinking critically
and logically about relationships between evidence and explanations, and
communicating results.
○ C3: Analysis, Conclusions, and Refinements-Evaluate experimental design,
analyze data to explain results and propose further investigations. Design
models.
■ PO1: Interpret data that show a variety of possible relationships between
variables, including:
• positive relationship
• negative relationship
• no relationship
■ PO2: Evaluate whether investigational data support or do not support
the proposed hypothesis.
● S2: History and Nature of Science-Scientific investigation grows from the
contributions of many people. History and Nature of Science emphasizes the
importance of the inclusion of historical perspectives and the advances that each new
development brings to technology and human knowledge. This strand focuses on the
human aspects of science and the role that scientists play in the development of various
cultures.
○ C1: History of Science as a Human Endeavor-Identify individual, cultural, and
technological contributions to scientific knowledge.
■ PO1: Describe how human curiosity and needs have influenced science,
impacting the quality of life worldwide.
Enduring Understanding Learning Outcomes
Important Concepts: Students will know and be able to do:
● Understanding the concept of ● Define in their own words the concept
environmental biomes of a biome
● Identify the impact a growing human ● Identify the effects on an environment
city has on these biomes when a human population moves into
● Have the students complete a Collage an area
poster with sections from other
content area with the Biology section
include

Texts used on this day: Day 1 Assessment

Crash Course: Biology (video) Formative: After Summative: with 5-10
Ecology - Rules for Living on Earth: Crash watching the video minutes left in class
Course Biology #40 (~10 minutes) they we will go over it
https://www.youtube.com/watch?v=izRvPa will spend most of together as a class to
AWgyw&t=0s&index=40&list=PL3EED4C the class time ensure everyone has
1D684D3ADF completing a completed the sheet
worksheet based on correctly and
the video (in groups understand the
if they so choose; concepts mentioned
and if they can
handle it). For
example: 1. Which
higher up on the
ecology scale,
ecosystems or
biomes (Biomes). 2.
What are the two
factors that
determine what a
place looks like
(Abiotic & Biotic)
Learning Plan: Scope and Sequence Differentiation: Having Ipad/computers
This is day 1st of the 5 day plan and is available so students can go back to parts
mostly just introduction to the more of the video they missed or didn’t
complicated concepts and relationships understand. Fortunately the video itself has
cover later in the week. a table of contents at the end of the video
I will introduce to the class that we are with links to different section of the video.
exploring a new unit (Ecology), then
segway into the video. They will watch the
video and when it is finished complete ~10
question worksheet.
At the end of the lesson I will introduce to
them that there is going to be a larger
project due at the end on the week as a
part of unified assignment with other
content areas (more details given later).

Texts used on this day: Day 2 Assessment

The students will be using the ideal and Formative: I will Summative: (May not
perfect textbook that the school will have provide them with an be done on this day
provided enough copies for my classroom exit ticket asking but eventually during
and it has the perfect chapter on Ecology them to the five days of plans)
related to the video I just had them watch draw/demonstrate
:) what the ranking
system in ecology is
(biome, ecosystems,
etc.)and write a one
sentence description
of them.
Learning Plan: Scope and Sequence Differentiation: Student are free to listen to
Day 2nd of the 5 day, which is more music while they work. I will n0ot pass out
introduction, but in more depth as the the exit ticket until 20 minutes into the
textbook goes into more detail. lesson to give student time to fully read and
I will have the students do a book notes not skip to part pertaining to the question.
session and assign them the chapter(s) to
read from.
I will not be grading the book notes, but
instead will grade an exit ticket based on
the reading done in class; the notes is a
personal option to include in their science
notebook.
I will plan to take the last 7-10 minutes of
class to go into more detail on the major
assignment due at the end of the week
(poster with 4 sections, one from each
content area).

Texts used on this day: Day 3 Assessment

None/except for some research article Formative: None, Summative: Start
found online they are to simply preparing for their
pay attention and ask project
any questions they
may have during
lecture. They will do
independent research
for the remainder of
class
Learning Plan: Scope and Sequence Differentiation: Provide written instruction
Day 3rd of the 5 day plan; now a starting as to what the expectation are for the
to address how humans interact with the poster (also the rubric). Also provide
environment as well as the effect (positive laptops/Ipads for them to do research on.
and negative) they might have on it.
I will give a lecture (no more htat 20
minutes) about human populations and the
interacts they have on their environment.
Focusing mostly on the Industrial era as
the is the content area alignment with
History.
They will, for the remainder of the class
period, start doing research for their
poster. They will present on what ecology is
in their own word and what it looked like
during the Industrial era.

Texts used on this day: Day 4 Assessment

None Formative: None, Summative: Complete
they continuing their their presentation in
research/preparation time for class the next
s from the previous day.
day
Learning Plan: Scope and Sequence
Day 4th of the 5 day plan.
Students with continue/complete their
posters for the presentations the next day.
I will be available for any questions or
comments they might have of me.
Differentiation: Students have the option to
present the information in an way they
choose; it does not have to be a poster, but
it must be approved by me or one of the
other content area instructors.

Texts used on this day: Day 5 Assessment

None Formative: Students Summative: This is
will be assessed on the final project that
their presentations has been building up
based on the rubric. over the course of the
The rubric looks at whole week.
their overall
presentation,
content, and
accuracy.
Learning Plan: Scope and Sequence
The 5th and final day of our 5 day lesson.
Student will present their completed
posters. They should not take more the 5-7
minutes to present and should be making
eye contact with the audience and not just
reading off their information the whole
time.
Individual Unit Theme:
Subject: -
Focus Standards
Enduring Understanding
Differentiation: Should any unexpected
delays occur, for either an individual
student or the whole class, time extension
to present next week will be given. If it
looks like the time table is too fast or there
are too many presentations to complete in
the one day, then the 5th day can be turned
into an extra research day and
presentations will start next week.
Grade Level: -
Learning Outcomes
Important Concepts: Students will know and be able to do:
● ●
● ●

Texts used on this day: Day 1 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)

Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 2 Assessment
Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)

Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 3 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)
Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 4 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)
Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 5 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)
Learning Plan: Scope and Sequence Differentiation

Individual Unit Theme:

Subject: - Grade Level: -
Focus Standards

Enduring Understanding Learning Outcomes

Important Concepts: Students will know and be able to do:
● ●
● ●

Texts used on this day: Day 1 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)

Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 2 Assessment
Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)

Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 3 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)
Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 4 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)
Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 5 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)
Learning Plan: Scope and Sequence Differentiation

Individual Unit Theme:

Subject: - Grade Level: -
Focus Standards

Enduring Understanding Learning Outcomes

Important Concepts: Students will know and be able to do:
● ●
● ●

Texts used on this day: Day 1 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)

Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 2 Assessment
Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)

Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 3 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)
Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 4 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)
Learning Plan: Scope and Sequence Differentiation

Texts used on this day: Day 5 Assessment

Formative: (How will Summative: (May not
you quickly check for be done on this day
understanding during but eventually during
this lesson?) the five days of
plans)
Learning Plan: Scope and Sequence Differentiation

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