Feedback Sheet

Science & Social Studies

Name: …………………………………………………………………… Class:………………………….

Title: Adaptations WIKI Project Date: 16 May 2011

General Core Targets:   

1. You have made thorough and accurate WIKI postings, as well as
comments for your peers.
2. Your note-taking is complete for each topic and follows the
appropriate format.
3. You have used your new knowledge of climate, geography,
history, life sciences, culture and lifestyle in your charter and letter
explanations.
4. You show you can discuss how different organisms, people and
groups adapt to new situations (using your knowledge!)

Student Evaluation:

Signature:

Teacher Comment:
Please see comments on your rubric and in WIKI project documents.

Parent Comment:

Signature:
 UNIT Adaptations Grade 6
Social
Studies,
Topic Title Adaptations Wiki Project Subject(s) Language
Arts,
Science

UNIT How do organisms adapt to the environments in which they

QUESTION live?
1) How have indigenous and immigrant cultures adapted in different or
similar ways to this environment and each other? How have the physical
landscape, cultural beliefs and economic needs shaped their
GUIDING adaptation?
QUESTIONS
2) How do different factors and environments effect how, where and why
organisms survive?

Assessment Task

Your task will be to participate in a group Wiki. Sometimes you will participate as an individual
and sometimes you will be working within a group. Assignments, instructions and most
materials you need with be posted within your group’s Wiki or on the Home page.

The major assignment within the Wiki will be to fully respond to the Challenge Scenario. We
will review this scenario together within the Wiki (in class). To help you prepare to answer the
Challenge, the Wiki will have smaller tasks and activities and assignments that will provide
information and ideas. You will need to complete these tasks and use what you learn from
them to help you/your group respond to the Challenge.

Activities and tasks will be from three different subject areas: Social Studies, Language Arts
and Science.

You will often be responding within the Wiki, using your group Wiki page as a sort of blog. We
can read and respond to each other’s ideas, and your teachers will provide feedback along the
way.

Remember – you will be assessed along the way. Please take the time to be reflective and
ensure you are answering each task as specifically and thoroughly as possible. Please refer to
each subjects’ Assessment Criteria so you know how you will be assessed.

Adaptations Task Sheet, 2011 FINAL.pages 5/17/11 2

 Instructions and Dates
You will receive subject area activities and assignments throughout this unit. Each will have
instructions and due dates given by Mr. McKinney or Ms Freeman. There are many decisions
you will make during this unit – and much information to be gathered. There will be NO FINAL
“project” as each task within the wiki will be assessed. At the end of this wiki experience, you
will be expected to provide a summary of your understanding of the big ideas throughout this
unit. More details about this will be provided later.

During this unit, we will be covering the following topics about a specific location of your choice
within your group’s climate region:
 significant historical events of the last 200 - 300 years presented on a timeline
 the physical landscapes, geography and climate through the creation of maps
 immigrant and indigenous cultures
 literature (realistic fiction and non-fiction) that reflects social and cultural issues, as well
as native story-telling
SCIENCE
 What is life?
 Classification of living things
 Food chains and food webs
 Adaptations of organisms
 Symbiotic relationships between organisms
 Human impact

You will be expected to have a correct and complete bibliography of sources you used to obtain
your information using bibme.

Key Dates
Review assignment and guiding question: 16 May
Wiki activities: ongoing
End date: 3 June

FUNDAMENTAL
AREAS OF INTERACTION
CONCEPTS
Environment/ Environments: In order to thrive, all living organisms need to Holistic learning
Community & adapt to their environments. What are the consequences for
Service/ Intercultural
both the organisms and the environments? awareness X
Health &
Social Ed/
Human Communication
Ingenuity:
Approaches Research and collaboration
to Learning
LEARNER PROFILE INTERDISCIPLINARY LINKS
Balanced – How do organisms interact to Social Studies, Language Arts and Science
support and each other?

Adaptations Task Sheet, 2011 FINAL.pages 5/17/11 3

 WIKI Project Packet
Task 1: Revise and update your WIKI postings.
You must hand in your pre-peer feedback postings, your peer feedback sheet AND your
revised postings. Label them accurately.

Task 2: Research the following topics for the colonizers and the indigenous
population. Use any of the note-taking systems you have learned this year.

Guiding Questions
!
Laws and Beliefs: What are the most important native laws and beliefs? How do native
laws and beliefs reflect their environment and setting? How are these similar or different
from the laws and beliefs of the colonizer?

Social Organizations: Describe the values of the native society and yourself as a
colonizer. Which values are most needed to keep the settlement peaceful and productive,
and why are they so? How can you protect these?

Environment: You have chosen a specific place to settle. What responsibilities do you
have for this place? What will you charter provide to preserve or develop it in a manner
that is sustainable?

! Ways of life: The three groups have different ways of daily living - housing; !making
money or trading; laws and rules and governing its people. How can you accommodate
each way of life in such a small area? Will there be compromises? How will you guarantee
fairness (if at all?)

! Animals and plants: Your settlement has many different types of unique plants and
! animals. What are some important interactions between these organisms (including
! humans)? Should these interactions be preserved, and how? What dependencies do
these organisms have, and how can these be protected? What will be the impact of any
plants or animals that you introduce to your location?

Task 3: A timeline of most important historical events of last 200-300 years

(5 - 10 events), including a brief summary if the importance of the event.

Task 4: Produce a set of 3 maps for your settlement: Physical landscape

(including contour lines); Resources (including location of plants, animals,
minerals, etc.); Climate. Include a legend, labels a compass rose.

Task 5: Create a Settlement Charter. A charter is an agreement between people in an

organization or a community, such as a school or a government, that all parties agree to uphold.
Before you begin writing your groupʼs charter, discuss the following points:

Adaptations Task Sheet, 2011 FINAL.pages 5/17/11 4

• Who are we?
• Who does this charter serve?
• What do we offer this place?
• Discuss what your settlement plans to do in regards to the following:
• Laws and Beliefs
• Social Organizations
• Environment
• Ways of life
• Animals and plants

Now, as you write your groupʼs charter, be sure to include each bullet point above as a sub-title
of your charter agreement.

Task 6: Write a letter to the Leader of your settlement.

Using the template provided in class, write a formal letter to your leader. You must report on
your progress so far (top 3 successes and top 3 challenges).

Outline for letter

1.Salutation

2.Introduction paragraph - how are things going overall and what is your prediction for the
future?

3.Para 1 - Top 3 successes. What are they and why are they a success?

4.Para 2 - Top 3 challenges. What are they and why are they challenges?

5.Para 3 - What will you do to meet these challenges?

i. Refer to ADAPTATIONS - which ones will be most important to your

success? Choose two examples of adaptations from the areas of culture;
beliefs and values; environment; ways of life or animals and plants
ii. Refer to how your CHARTER will help you meet you challenges.

6.Conclusion

7.Closing and signature

Task 7: Everything is due on 3 June:

1. WIKI assignment Student Feedback Sheet and Rubrics
2. Original WIKI posts
3. Peer feedback on original WIKI posts
4. Revised WIKI posts
5. Maps
6. Timeline
7. Letter
8. Charter
9. All of your note-taking

Adaptations Task Sheet, 2011 FINAL.pages 5/17/11 5

HUMANITIES CRITERION A - KNOWLEDGE (Note-taking, letter and charter, WIKI posts)
Level Descriptors
1–2 The student applies an inaccurate
understanding of their topic.
3–4 The student applies an understanding of their  a basic understanding of geography, history
topic, but it is not always accurate or
appropriate.
5–6 The student applies an adequate and
appropriate understanding of their topic. The
student has some relevant explanations and/or
conclusions.
7-8 The student applies an in-depth
understanding of their topic and develops
thoughtful explanations and conclusions.
9-10 The student shows a sophisticated
understanding of culture and environment and
applies it effectively to thorough
explanations and thought-provoking
conclusions.
Adaptations Task Sheet, 2011 FINAL.pages
Indicators
and culture (1-2 specific examples for each
in your notes)
 WIKI project gives a basic explanation of
why they are unique and/or important
 you leave some key facts out of your
explanations
 you very few conclusions about why your
facts are important
 an adequate overview of your country’s
geography, history and culture (3-4 specific
examples for each in your notes)
 WIKI project gives a good explanation of
why they are unique and/or important but
there are some key points you have left out
 you use some key facts to support your
explanations
 you have some interesting conclusions but
are inconsistent
 a thorough overview of geography, history
and culture (many consistent, specific
examples for each in your notes)
 WIKI project uses key facts to support your
conclusions
 you consistently use key facts to support
your explanations
 you have solid conclusions, mainly
consistently
 a detailed overview of your geography,
history and culture (many consistent,
specific examples of each in your notes)
 your WIKI project gives an insightful
explanation of how they are unique and
important.
 you offer thorough explanations,
consistently, using most relevant facts
 you offer thoughtful and challenging
conclusions from your information
5/17/11 6
HUMANITIES CRITERION B - CONCEPTS (PLACE & SPACE; GLOBAL AWARENESS) -
Letter, Charter, WIKI posts
Level Descriptors
1–2 The student makes few, basic connections
between their knowledge and how humans have
adapted in different ways to their chosen WIKI
place.
3–4 The student describes basic connections
between their knowledge and how humans have  WIKI project gives a basic explanation of why
adapted in different ways to their chosen WIKI
PLACE and native SOCIETY.
5–6 The student makes accurate connections
between their knowledge and how humans have  WIKI project gives a clear explanation of why
adapted in different ways to the environment of
their chosen WIKI PLACE and native
SOCIETY.
7-8 The student makes thoughtful connections
between their knowledge and how humans have
adapted in different ways to the environment of  you have a deep understanding of how
their chosen WIKI PLACE and native
SOCIETY.
9-10 The student applies a sophisticated
understanding of their cultural elements. The
student makes thoughtful connections
between their knowledge and how humans have
adapted in different ways to the environment of
their chosen WIKI place and native society.
The student applies it effectively to other
experiences and learning.
Adaptations Task Sheet, 2011 FINAL.pages
Indicators
PLACE is unique and/or important
 you have a basic understanding of how
colonizer society compares to native society
 you attempt to comment on how different
groups of people have adapted to (or
changed!) the geography, history or culture
the place
PLACE is unique and/or important
 you have a clear, accurate understanding of
how colonizer society compares to native
society
 you give a clear, relevant comment on how
different groups of people have adapted to
(or changed!) the geography, history or
culture of the place
 WIKI project gives a thorough explanation of
why PLACE is unique and/or important
colonizer society compares to native society
 you give a thoughtful comment on how
different groups of people have adapted to
(or changed!) the geography, history or
culture of the place
 your work shows you are starting to ask good
questions about the history and people of
your place and what you can learn from this
 WIKI project gives an insightful explanation of
why PLACE is unique and/or important
 you have a deep understanding and well
supported opinion of how colonizer society
compares to native society
 you give an original and well supported point
of view of how different groups of people
have adapted to (or changed!) the
geography, history or culture of the place
 you make connections to other people or
other experiences you know about, and how
they are similar or different.
5/17/11 7
HUMANITIES CRITERION C: SKILLS (Note-taking, Letter and Charter)

Level Descriptors Indicators

1–2 The student can select and record some
appropriate information from a single source.
Their analysis and interpretation of
information is minimal or absent; they do not
use their own words. Many tasks are
incomplete.
3–4 The student selects and records the mostly  you attempt to use the texts and the note-
appropriate information from more than one taking methods from class to support your
text using class note-taking methods. Their explanations
analysis and interpretation of information is  mostly interpret facts correctly
in their own words but lacks depth and  information is mostly on topic and you
clarity. attempt to use your own words
 analysis of issues or challenges facing
Analysis is basic or overlooked. adaptation is basic or overlooked.

5–6 The student selects and records appropriate  use the texts and the note-taking method
information, using class note-taking methods. from class to support all explanations
Their analysis and interpretation of  interpret facts correctly using 2-3 sources of
information is satisfactory and clear. data such as maps, atlases, etcetera
 information is mainly on topic and mostly
written in your own words
Analysis is clear and well supported.  analysis of issues or challenges facing
adaptation is clear and well-supported

7-8 The student selects and records appropriate  use the texts and the note-taking method
information from a wide range of books, from class to support all explanations
using class note-taking methods. They use a  interpret facts concisely using more than 3
good level of critical analysis and clear source data such as maps, atlases, etcetera
interpretation.  information is clearly on topic and written in
your words
Analysis is thorough and very relevant to  analysis of issues facing adaptation is
issues. thoughtful, thorough and relevant

9-10 The student selects and records a wide
range of appropriate information from a
wide range of sources, using class note-
taking methods. They use a high level of
critical analysis and insightful
interpretation.
Analysis is critical and creative.
 You have used the texts and the note-taking
method from class, and included additional
note-taking of your own.
 using many varieties of source data such as
maps, atlases, etcetera, you interpret facts
correctly, concisely and consistently
 Your information is on topic and clearly
written in your words. It shows insightful
thinking about the implications – WHY IS
THIS IMPORTANT? WHAT CAN WE
LEARN FROM IT?
 analysis of issues and challenges facing
adaptation is deep, original and persuasive.

Adaptations Task Sheet, 2011 FINAL.pages 5/17/11 8

HUMANITIES CRITERION D: ORGANIZATION & PRESENTATION (Maps, Timelines,
Bibliography)

Level Descriptors Indicators

1–2 Information is not understandable or on task.
Bibliography is not included.
3–4 The students presents information in a basic
manner with some inaccuracies or lack of
clarity.
5–6 The students presents information in a clear an
accurate manner with few inaccuracies or
inconsistencies.
7-8 The students presents information in a
thorough, concise and creative manner with
few/no inaccuracies.
 Maps and timelines have mostly relevant
information though they do not show
knowledge of PLACE clearly. There are a
few significant information “gaps.”
 Legends and labels are unclear.
 Bibliography is present but not complete, or
has many errors.
 Maps and timeline are clear and effective
tools to communicate an accurate
knowledge of PLACE. Most information is
included though there are some small gaps.
 Legend and labels are included but perhaps
confusing or partially incomplete.
 Bibliography is complete and has few errors.
 Maps and timelines are detailed, neat and
show high level of knowledge of PLACE.
Information is very thorough.
 Legends and labels are accurate and clear.
 Bibliography is complete and free of errors.

Adaptations Task Sheet, 2011 FINAL.pages 5/17/11 9

SCIENCE CRITERION A: ONE WORLD
Level Descriptors
• Has not reached standard of any descriptors
0 below.
• Provides an example of how science is
applied to addressing a specific local or global  I have provided one example of
issue.
1-2
• Addresses the issue by identifying one
benefit or limitation of science.
 Examines how science is applied to
addressing a specific local or global issue.
Further explanation needed.
 Addresses the issue by identifying two of the
Criterion A: 3-4 benefits or limitations of science.
one world
 Recognizes how the application of science
interacts with at least one of the following
factors: social, economic, political,
environmental, cultural and ethical.
 Describes how science is applied to
addressing a specific local or global issue.
 Provides examples of some of the benefits
and limitations of science.
5-6
 Recognizes how application of science
interacts with at least two the following factors:
social, economic, political, environmental,
cultural and ethical.
STUDENT COMMENTS:
What level do
you think you
should get?
TEACHER COMMENTS:
Adaptations Task Sheet, 2011 FINAL.pages
Indicators
 I have attempted to discuss how the
concept is applied to a specific local
or global issue.
some benefits and limitations of
science.
 I have attempted to discuss how
science interacts with ONE of the
factors (social, economic,
environmental, cultural, ethical)
 I have discussed how the concept is
applied to a specific local or global
issue.
 I have provided a few examples of
some benefits and limitations of
science.
 I have discussed how science
interacts with ONE or TWO of the
factors (social, economic,
environmental, cultural, ethical)
 I have thoroughly discussed how the
concept is applied to a specific local
or global issue.
 I have provided several examples of
some benefits and limitations of
science.
 I have thoroughly discussed how
science interacts with at least TWO
of the factors (social, economic,
environmental, cultural, ethical)
5/17/11 10
SCIENCE CRITERION B: COMMUNICATION IN SCIENCE
Level Descriptors
• Has not reached standard of any
0
descriptors below.
• Attempts to communicate
information, specific to the unit,
using some scientific
language.
• Parts of the information, specific
1-2 to the unit, presented
appropriately.
• An inaccurate attempt was
made to acknowledge sources of
information.
Criterion B:  Communicates information, specific 
communication to the unit, using scientific language,
in science but with some errors or
misconceptions.
3-4  Some information, specific to the
unit, presented appropriately.
 Sources of information
acknowledged with occasional
errors.
 Scientific information and language is 
communicated correctly. Significant
work still needed in order to improve
effectiveness.
5-6
 Most of the information specific to
the unit presented appropriately.
 Sources of knowledge are
acknowledged appropriately.
STUDENT COMMENTS:
What level do
you think you
should get?
TEACHER COMMENTS:
Adaptations Task Sheet, 2011 FINAL.pages
Indicators
 I have attempted to use appropriate
scientific language throughout the
project.
 My wiki project reflections are
sometimes appropriate to the topic at
hand.
 I have occasionally listed resources
where necessary
I have used appropriate scientific
language throughout the project.
 My wiki project reflections are
usually appropriate to the topic at
hand.
 I have usually listed resources where
necessary.
I have consistently used appropriate
scientific language throughout the
wiki project
 My wiki project reflections are
consistently thorough and
appropriate to the topic at hand.
 I have consistently listed resources
where necessary.
5/17/11 11
SCIENCE CRITERION C: KNOWLEDGE & UNDERSTANDING

Level Descriptors Indicators

 Has not reached standard of any

0
descriptors below.

 I have demonstrated a developing

 Identifies some ideas and concepts
1-2 and applies these to unravel
simple problems.
 Define ideas and concepts and
applies understanding to solve
Criterion C: problems in familiar situations.
knowledge and
understanding  Summarize information by
3-4
of science identifying parts, relationships or
causes.
 Provides an explanation that
shows some level understanding.
 Attempts, with guidance, to
explain ideas and concepts and
apply understanding to decipher
problems in familiar and
unfamiliar situations.
5-6
 Identifies relevant information by  I have made thoughtful, appropriate
making judgments about
information, validity of ideas or
quality of work.
STUDENT COMMENTS:
What level do
you think you
should get?
understanding of the science
concepts in the wiki project.
 I have attempted to provide a solution
(s) to familiar and unfamiliar
situations.
 I have attempted to make judgments
and reflections in my wiki project.
 I have demonstrated a decent
understanding of the science
concepts in the wiki project.
 I am able to provide few solutions to
familiar and unfamiliar situations.
 I have made some appropriate
judgments and reflections in my wiki
project.
 I have demonstrated a thorough
understanding of the science
concepts in the project.
 I am able to provide some solutions to
familiar and unfamiliar situations.
judgments and reflections in my wiki
project.

TEACHER COMMENTS:

Adaptations Task Sheet, 2011 FINAL.pages 5/17/11 12

SCIENCE CRITERION F: ATTITUDES IN SCIENCE

Level Descriptors Indicators

• Has not reached standard of any
0
descriptors below.

 I am rarely able to work

• Guidance and supervision is independently and need a lot of
required. teacher guidance.
 I require prompting to pay attention
1-2 • Needs reminders to work and work responsibly.
cooperatively.  I am occasionally an effective and
respectful team member on the wiki
project.
 I am usually able to work
independently, with teacher
guidance.
 Requires frequent guidance  I usually pay attention and work
responsibly.
Criterion F:  Usually pays attention and works  I am usually an effective and
attitudes in 3-4
responsibly. respectful team member on the wiki
science project.
 Generally cooperates with others.  I have made a post for most wiki
questions
 My posts have mostly been done on
time

 I am able to consistently work

 Occasionally works independently
 Always pays attention and works
5-6 responsibly.
 Consistently works as an effective
and respectful team member.
independently, when necessary.
 I always pay attention and work
responsibly.
 I am always an effective and
respectful team member on the wiki
project.
 I have made a post for every wiki
question
 My posts have been done on time

STUDENT COMMENTS:
What level do
you think you
should get?

TEACHER COMMENTS:

Adaptations Task Sheet, 2011 FINAL.pages 5/17/11 13