Works Cited
Boix-Mansilla, Veronica. "What Is Interdisciplinary Learning." What Is Interdisciplinary Learning. Harvard, n.d. Web. 22 Feb. 2015.
George, Paul S., and William M. Alexander. The Exemplary Middle School. Belmont, CA: Thomson/Wadsworth, 2003. Print.
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Semester 1: Under the sea!
Mathematics!
Concept/Skills
Week1
Day 1
CCSS.MATH.CONTENT.6.RP.A.1
Math: Ratios
Understand the concept of a ratio and use
ratio language to describe a ratio relationship
between two quantities.
Week 1
Day 2
CCSS.MATH.CONTENT.6.NS.C.5
Math: positive
Understand that positive and negative
and negative
numbers are used together to describe
numbers
quantities having opposite directions or
values (e.g., temperature above/below zero,
elevation above/below sea level,
credits/debits, positive/negative electric
charge); use positive and negative numbers to
represent quantities in real-world contexts,
explaining the meaning of 0 in each situation.
Activities
Assessment:
formative
The teacher will
Teachers will
display images of
assess how
underwater sea
students respond
creatures. From these with in class
pictures, the teacher participation of
will identify two
finding the ratio of
species for the
the species within
students to focus on. the photos
The students will use displayed in class.
ratio language to
identify the number
relationship between
those species. This
mini lesson would be
exposure to the use of
ratio language for
more difficult future
problems including
Pictures on a smart
Teacher will assess
board will be
how students
presented to students interact with the
which will display
smartboard image.
above and below sea
level. Each level will
be labeled numeral
degrees. The smart
board will allow a
little man that can
Assessment:
Summative
Teachers will assess
students final work of
using images they
find themselves to
represent figures
within the pictures
with both number
form of presenting
the ratio along with
the written out ratio
form.
Week 1
Day 3
Math: area
Week 1
Day 4
CCSS.MATH.CONTENT.6.SP.B.4 Display
numerical data in plots on a number line,
Math: graphs
Week 1
day 5
Concept/Skills
Activities
Assessment:
formative
Assessment:
Summative
Week1
Day 1
Week 1
Day 2
Week 1
Day 3
Week 1
Day 4
are not.
Week 1
day 5
Language Arts
Week/day Focus: Standard
Week1
Day 1
Week 1
Day 2
Concept/Skills
Activities
Assessment: formative
Assessment:
Summative
Students will make up their own Teacher will walk around They will grade
creative writing story about
and observe students
the final product.
being underwater
writing.
Week 1
Day 3
Week 1
Day 4
10
new approach.
Speaking and Listening:
SL. 6.1 Engage effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grade 6
topics, texts, and issues, building
on others ideas and expressing
their own clearly.
RI. 6.5 analyze how a particular
sentence, paragraph, chapter, or
section first into the overall
structure of a text and
contributes to the development
of the ideas.
Week 1
day 5
Concept/Skills
Activities
11
Week1
Day 1
Week 1
Day 2
RST.6-8.3. Follow
make connections Have students dissect a
precisely a multistep
between graph and mini squid. Have a print
procedure when carrying real life.
out diagram of their
out experiments, taking
intestines. Have them label
measurements, or
the intestines by following
performing technical tasks.
the graphics on the print
out.
RST.6-8.8. Distinguish
compare and
Watch/read The Magic
Walk around classroom
among facts, reasoned
contrast
School Bus: On the Ocean to listen to comparisons
judgment based on
Floor.
and contrasts that the
research findings, and
students make between
speculation in a text.
the film and the text.
Have student discuss
what in the film is
factual information and
what is not.
RST.6-8.4 Determine the vocabulary
Have students pick out
Teachers will help with
meaning of symbols, key comprehension
specific key terms from uncovering meaning if
terms, and other domainthe chapter. Have students necessary.
specific words and phrases
either act it out or draw it
as they are used in a
out to further their
specific scientific or
understanding of its
Week 1
Day 3
Week 1
Day 4
Take students to an
aquarium and have them
examine all the different
types of animals they see.
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meaning.
Week 1
day 5
Concept/Skills
Activities
Week1
Day 1
Week 1
Day 2
RST.6-8.7. Integrate
Apply text to real
quantitative or technical
life.
information expressed in
words in a text with a version
Assessment:
formative
Teacher will help
guide discussion if
necessary.
Assessment:
Summative
Check venn diagram
for accuracy and
determine how well
the students
understand the
information.
Week 1
Day 3
Week 1
Day 4
13
Week 1
day 5
Observe discussion
within students and
take note of
apparent effort put
forth.
Skype in a marine biologist from Observe discussion
SeaWorld. Listen to what he/she
and help guide
says about their job and what they discussion if
know about the animals they have necessary.
and allow the students to ask
questions. Have students pick out
and discuss with one another main
points and important topics.
Day five will be kept as a day
available for teachers to use at
their discretion. For example an
activity from day 1 needs to be
completed in day 2. Activities from
day 4 would then need to be
completed on day 5.
This is only
formative.
This is only a
formative assessment.
Concept/Skills
Activities
Assessment:
formative
Assessment:
Summative
CCSS.MATH.CONTENT.6.SP.B.5.B
Describing the nature of the attribute under
investigation, including how it was measured
and its units of measurement.
Week 1
Day 2
Week 1
Day 3
CCSS.MATH.CONTENT.6.SP.B.4 Display
numerical data in plots on a number line,
including dot plots, histograms, and boxplots.
14
Students will
Teacher will ask
Teacher will have
research the
students, to find the students create their
measurement of the circumference of own video teaching
circumference of the their favorite planet how to find the
moon, its distance using the formula circumference of the
from earth, and the to find the
moon, discussing the
units of measurement circumference.
distance from earth
used. They will also Teachers will use and the measurement
investigate what was collect this as an used. They will also
needed to conduct exit slip for class. discuss what they
the measurement and
found about
convert the
conducting the
measurements into
distance
the metric system.
measurement and
measurement of the
moon. Lastly
students will film
themselves teaching
how to convert their
measurement into the
metric system.
Students will pick a Teacher will check Teacher will collect
constellation and
for understanding graphs with
graph it on a four
by observing how constellations and the
quadrant plane.
students respond to written distances
Using the plane,
the example
between each star.
they will find the
presented by
distance between
teacher in the
each star.
beginning of class.
After students are
familiarized with
how a histogram, a
Week 1
Day 4
Week 1
day 5
CCSS.Math.Content.6.RP.A.3.cFind a percent
of a quantity as a rate per 100 (e.g., 30% of a
quantity means 30/100 times the quantity);
solve problems involving finding the whole,
given a part and the percent.
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dot plot, a number individually
charts to rules of use
line and a box plot halfway through presented previously
work in class.
the creation of the in class. Teachers
Students will pick project and assess will also assess
one way of
students progress. students sources as
displaying data and
being reliable.
research one subject
within the context of
outer space. They
will create a poster
board of their chart
displaying their data
and present it at a
science fair.
Students will create a Teacher will assess Teacher will assess
table displaying the students
student created table
ratio of the size of participation with displaying the ratios
each of the planets to examples given
of the size of each of
the size of the sun
within the lesson to the planets to the size
using percentages. find the percent of of the sun using
a quantity. This
percentages.
will be used as an
exit slip at end of
the lesson.
Day five will be kept
as a day available for
teachers to use at
their discretion. For
example an activity
from day 1 needs to
be completed in day
2. Activities from
day 4 would then
16
need to be completed
on day 5.
Reading
Concept/Skills
Week1
Day 1
Week 1
Day 2
Week 1
Day 3
Activities
Assessment:
formative
Students will read an outer space
Teacher will walk
themed poem and will write a paragraph around during this
focusing on how specific words affected activity to see if
the tone of the poem.
anyone is struggling.
Assessment:
Summative
Teachers will
assess paragraph
written by
students.
Teachers will
assess written
part of this
activity.
Teacher will
assess written
portion of this
activity.
17
point of view or purpose shapes the
content and style of a text.
Week 1
Day 4
Week 1
day 5
assess progress.
Teacher will guide
discussion if
necessary.
Read and research material related to
Teacher will assess Teacher will
that planet. Create a research paper and progress by walking assess research
write an annotated bibliography so it
around classroom
paper.
includes how they used the sources in looking for struggling
the paper and in their experiments.
learners.
Concept/Skills
Activities
Assessment:
formative
Assessment: Summative
18
Week1
Day 1
Students will imagine they have Teacher will walk Teacher will look over the
landed on another planet. Ask
around the room as journal when it is
students to journal every day for they write.
completed for completion,
a week about living their life on
and to see their ideas
this new planet. Ask students to
because this activity is
give descriptions of plants,
more about imagination in
animals, environment, and day to
writing rather than
day life.
grammar.
Week 1
Day 2
Week 1
Day 3
Week 1
Day 4
Week 1
Teacher will
provide 2 class
periods to help the
students with
questions.
Teacher will be
observing students
work with sources.
19
day 5
Concept/Skills
Week1
Day 1
Week 1
Day 2
RST.6.8-7. Integrate
Bring textual facts
quantitative or technical
to hands on
information expressed in
project.
words in a text with a
version of that information
expressed visually (e.g., in a
flowchart, diagram, model,
graph, or table).
Week 1
compare and
Activities
Assessment:
Summative
Skype NASA and have the Observe student discussion This is only a formative
students ask questions and and guide discussion if
assessment.
simply let the NASA
need be.
representative discuss life
on the job and the art of the
solar system.
Assessment: formative
Week 1
Day 4
20
Week 1
day 5
Outer space: Students will make certain the students Venn Diagram for what
watch this video together in are engaged and interested they saw in the movie,
class.
and paying attention.
read in the text, and
what the noticed in both
the movie and the text.
Grade for accuracy.
Bring in a variety of rocks Have students draw and
This is only a formative
and soils to class from
describe the different rocks assessment.
different areas on earth and and soils in their learning
have the students identify logs.
which rocks and soils are
from outer space.
Concept/Skills
Activities
21
Week1
Day 1
Week 1
Day 2
Week 1
Day 3
Week 1
Day 4
Week 1
day 5
This is only
formative.
Have students
make a venn
diagram on their
discoveries.
22
23
Gratefully,
The 6th grade Interdisciplinary Team
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25
Dear Parents,
Welcome to 6th grade! Here at North Star Middle School we are beginning a new school year and we want to let you know how
excited we are to teach your wonderful children and allow them to grow to their utmost potential through the acquirement of knowledge. We
realize the importance of communication between the home and classroom so we would like to take this opportunity to inform you on our
plan for this school year. We will be dividing the school year into two different themes. The first semester we will incorporate and ocean
theme into our lessons within Math, Science, Reading, Language Arts and Social Studies. This unit will be titled Under the Sea. During the
second semester, we will incorporate a new theme of Outer space and this unit will be called Blast Off! We have chosen these two themes in
the light that we desire to make school interesting for our 6th graders. Please feel more than free to contact us with any concerns! We would
like to maintain communication throughout the school year. Let the learning begin!
Sincerely,
Ms. Lata, Ms. Bedard, Ms. Matthys, and Ms. Eichman