2010+Survival

=Fourth Grade Unit 4: Survival!=

//What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// || //Students will understand that. . .// //• What are the big ideas?// - All creatures work to survive; this is called natural selection. - Environmental pressure help them change, but all endanger them. //• What specific understandings about them are desired?// - Natural disasters are one type of environmental pressure - Slower changes in the environment can also pressure living creatures. //• What misunderstandings are predictable?// - Natural disasters may be bad for one creature, but good for another. || ===Essential Questions:=== • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? || //• What key knowledge and skills will students acquire as a result of this unit?// - Compare and Contrast //• What should they eventually be able to so as a result of such knowledge and skills?// - hello || ====//Students will be able to know. . .//==== • Through what authentic performance tasks will students demonstrate the desired understandings? • By what criteria will performances of understanding be judged? || ===Other Evidence:=== • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning? || What learning experiences and instruction will enable students to achiever the desired results? Learn about survival of living creatures understanding what natural selection is watch BrainPop on Natural Selection answer questions about natural selection Learn about survival of living creatures understanding what natural selection is watch BrainPop on Extinction
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * ===Understandings:===
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning? ||
 * ^  || ===Essential Background:===
 * ====//Students will know . . .//====
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * ==Stage 3 - Learning Plan== ||
 * ===Learning Activities:===
 * Week One**

Learn about survival and natural disasters understanding what natural disasters are watch BrainPop on Natural Disasters answer questions about natural disasters Learn about survival and natural disasters understanding what natural disasters are watch a video on Natural Disasters
 * Week Two**

Learn about survival and the environment understanding what the environment has to do with survival and how humans affect this watch BrainPop on Humans and the Environment answer questions about how humans affect the environment Learn about survival and the environment understanding what the environment has to do with survival and how humans affect this watch BrainPop on Food Chains
 * Week Three**

Learn about survival and the environment understanding what the environment has to do with survival and how humans affect this watch BrainPop on Natural Resources answer questions about the environment Learn about survival and the environment understanding what the environment has to do with survival and how humans affect this watch BrainPop on Global Warming
 * Week Four**

Learn about survival and the environment understanding what the environment has to do with survival and how humans affect this watch Nature on cattle farms answer questions about cattle farms and the environment Learn about survival and the environment understanding what the environment has to do with survival and how humans affect this
 * Week Five**

Reflect on what we've learned thinking about what we've learned Reflect on what we've learned thinking about what we've learned
 * Week Six**

Links:
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