Unit Calendar - Integrated Thematic Unit (ITU)

Day 1
Intro
to the
Unit

Objectives

Student Activity

Assessment

Content: After students

watch a video on poverty
and another on nutrition
students will be able to
brainstorm ideas to how to
improve poverty around
their community in order to
implement ways they can
help shift the poverty line.

Students will watch the two

videos that the teacher shows
the class. Students will work
within their tables or 3 to 4 to
brainstorm ideas that they can
implement in order to help shift
the poverty line. Students will
have to make connections of
how poor nutrition may
negatively affect the activity of
major body systems that
provides cells with oxygen.
Students will also analyze
statistical data and make
inferences or predictions on what
would happen to a certain
population facing poverty over a
certain time period.

Content: Students
will be assessed on
their ability to come
up with 5 unique ways
they can help to shift
their local poverty
line.

Language: Students will

be able to explain 2-3
ideas that are specific
about the videos to their
group by writing 2-3
detailed sentences for
each of the 5 guiding
questions related to the
videos.

Language: Students
will be assessed
based on their ability
to explain their ideas
with at least 2-3
pieces of evidence
from the video in 2-3
sentence explaining
how their groups
ideas will help to shift
the poverty line.

Day 1
Science Standard:
9. As a result of the coordinated structures and functions of organ systems, the internal
environment of the human body remains relatively stable (homeostatic) despite changes in the
outside environment. As a basis for understanding this concept:
a. Students know how the complementary activity of major body systems provides
cells with oxygen and nutrients and removes toxic waste products such as carbon
dioxide.
Math Standard:
S IC. 1: Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
ELD Standard:
Bridging:
Interpretive: 6. Reading/viewing closely
a) Explain ideas, phenomena, processes, and relationships within and across texts (e.g.,
compare/contrast, cause/effect, themes, evidencebased argument) based on close reading of a
variety of gradelevel texts, presented in various print and multimedia formats, using a variety of
detailed sentences and a range of general academic and domainspecific words.

Objectives

Student Activity

Assessment

Day 2 & 3
Art
Lesson

Content: After students

analyze the photo that they
are given students will
divide their photo
implementing the rule of
thirds by filling out their
graphic organizer to help
convey the message of the
photo.
Language: Students will be
able to collaborate in their
groups by exchanging 2-3
pieces of information that
they learned from the
different art pieces.

Students will watch a

video that helps them
implement the rule of
thirds. Students will be
put in groups of 4
heterogeneously and will
be given a photo per
group. Students will be
expected to divide their
photo was
collaboratively
implementing the rule of
thirds in order to help
convey the message of
the photo. Students will
participate in a gallery
walk and fill out their
graphic organizer as
they go fro group to
group.

Content: Students will

be assessed on the
completeness of their
graphic organizer as
defined by the rubric for
the art component.
Language: Students will
be assessed on their
ability to use the
academic content
language while
communicating 2-3
unique pieces of
information in their
groups about the art
lesson and poverty. Data
will be collected using the
following
chart.

Day 2 & 3
Science Standard:
1. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content of the other
four strands, students should develop their own questions and perform investigations. Students
will:
a. Formulate explanations by using logic and evidence.
Math Standard:
N Q. 2: Define appropriate quantities for the purpose of descriptive modeling.
ELD Standard:
Bridging
A. Collaborative. 1. Exchanging information/ideas Contribute to class, group, and partner
discussions, sustaining conversations on a variety of age and grade appropriate academic
topics by following turntaking rules, asking and answering relevant, ontopic questions,
affirming others, and providing coherent and wellarticulated comments and additional
information.

Day 4 & 5
Service
Learning

Objectives

Student Activity

Assessment

Content: After
students
investigate within
their groups of 4

Investigation- students will form groups of

3-4 and pick one of the following topics to
research.

Content: Students
will be assessed on
their scientific
notebook (journal).

the effects of
poverty on their
community
students will
collaborate with
their group
members to make
a plan that will help
shift the poverty
line in order to help
the community
overcome or
reduce the
negative impact of
poverty.

1. Percent of people in their city who are

living below the poverty line.

Language:
Students will be
able to collaborate
in their groups by
exchanging 2-3
pieces of
information that
they learned from
the different
resources they
found.

2. Calculate the cost of the food and

materials. As well as how they will obtain
the funds for these items.

2. Nutritional importance (how a lack of

healthy food affects the body)
3. Percentage of students in their district
who receive free and reduced lunches.
They will also research the qualifications
for receiving free and reduced lunches.
4. Effects of poor nutrition on academic
performance
Preparation/ Planning
1. Where/how are they going to get the
food to prepare, cooking utensils

3. Obtain permission from the school to

use the kitchen facility

they will be expected

to document their
research
(investigation) and
their preparation and
planning for
implementation.
Language: Students
will be assessed on
their ability to use the
academic content
language while
communicating 2-3
unique pieces of
information in their
groups about the art
lesson and poverty.
Data will be collected
using the following
chart.

4. Decide who are they going to serve and

where
5. research recipes and their nutritional
values
6. learn how to measure, modify recipes
based on the serving sizes, kitchen safety,
food handling processes

Day 4 & 5
Science Standard:
1. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content of the other
four strands, students should develop their own questions and perform investigations. Students
will:
b. Formulate explanations by using logic and evidence.
Math Standard:
N Q. 2: Define appropriate quantities for the purpose of descriptive modeling.
ELD Standard:
Bridging
B. Interpretive 6. Reading/viewing closely
c) Use knowledge of morphology (e.g., derivational suffixes), context, reference materials, and
visual cues to determine the meaning, including figurative and connotative meanings, of
unknown and multiplemeaning words on a variety of new topics.

Day 6
Service
Learning

Objectives

Student Activity

Assessment

Content: Students will be

able to show us what their
group did in their service
learning by presenting in
their groups.

Students will gather

all the information
that they have
collected as a
group. Students will
collaboratively
make a powerpoint

Content: Students will be

assessed on their presentation
based on the rubric.

Language: Students will

Language: Students will be

assessed on their presentation
and their ability to back their

be able to present their

group's findings by
supporting their claims
with 2-3 pieces of
evidence.

presentation in
order to present
their findings to the
class. Students will
present.

claims using 2-3 pieces of

evidence

Day 6:
Science Standard:
1. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content of the other
four strands, students should develop their own questions and perform investigations. Students
will:
c. Formulate explanations by using logic and evidence.
l. Analyze situations and solve problems that require combining and applying concepts
from more than one area of science.
Math Standard:
S IC. 1: Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
ELD Standard:
Bridging
C. Productive 9. Presenting Plan and deliver a variety of oral presentations and reports on
grade appropriate topics that express complex and abstract ideas, well supported by
evidence and reasoning, and are delivered using an appropriate level of formality and
understanding of register.

Day 7, 8, 9
Cooperative
Learning
Activity

Objectives

Student Activity

Assessment

See cooperative
Learning Page for
content

See cooperative
Learning Page

See cooperative Learning Page

Language (Day 7):

Students will be able to
activity listen to their
peers by answering 1-2
questions based on
their project.
Language (Day 8):
Students will be able to
collaborate in their
groups by exchanging
2-3 pieces of
information that they
learned from the
different resources they
found.
Language ( Day 9):
Students will be able to
present their group's
findings by supporting
their claims with 2-3
pieces of evidence.

Content: See Cooperative

Learning Assessment
Language (Day 7): Students
will be assessed based on their
ability to answer 1-2 questions
in their groups.
Language (Day 8): Students
will be assessed on their ability
to use the academic content
language while communicating
2-3 unique pieces of information
in their groups about the art
lesson and poverty. Data will be
collected using the following
chart.
Language (Day 9): Students
will be assessed on their
presentation and their ability to
back their claims using 2-3
pieces of evidence

Day 7 & 8 & 9:

Science Standard:
1. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content of the other
four strands, students should develop their own questions and perform investigations. Students
will:
d. Formulate explanations by using logic and evidence.
l. Analyze situations and solve problems that require combining and applying concepts
from more than one area of science.
9. As a result of the coordinated structures and functions of organ systems, the internal
environment of the human body remains relatively stable (homeostatic) despite changes in the
outside environment. As a basis for understanding this concept:
b. Students know how the complementary activity of major body systems provides
cells with oxygen and nutrients and removes toxic waste products such as carbon
dioxide.
Math Standard:
S IC. 1: Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.

ELD Standard:
Bridging
(Day 7) B. Interpretive 5. Listening actively Demonstrate comprehension of oral presentations
and discussions on a variety of social and academic topics by asking and answering detailed
and complex questions that show thoughtful consideration of the ideas or arguments with light
support.
(Day 8) A. Collaborative. 1. Exchanging information/ideas Contribute to class, group, and
partner discussions, sustaining conversations on a variety of age and grade appropriate
academic topics by following turntaking rules, asking and answering relevant, ontopic
questions, affirming others, and providing coherent and wellarticulated comments and
additional information.
(Day 9) C. Productive 9. Presenting Plan and deliver a variety of oral presentations and reports
on grade appropriate topics that express complex and abstract ideas, well supported by
evidence and reasoning, and are delivered using an appropriate level of formality and
understanding of register.

Day 10
Reflection

Objectives

Student Activity

Assessment

Content: After students reflect on

the data that they have
researched and information they
have obtained from other group
presentations students will
analyze statistical data in order to
make inferences about population
parameters based on the data.

Students will
use all the
information they
have learned
about poverty
and their
community and
come up with
different ways
they can help to
sift the poverty
line.

Content and Language:

Students will be assessed
on a final written
assignment that includes
unique ideas on how they
can help to shift the
poverty line. Students
final paper must be clear
and concise and all claims
are backed with evidence
on what they have
learned from the past two
week unit. The written
assignment will be at a
minimum of one page
double spaced in 12 point
font.

Language: After students

analyze data from other group
presentations and reflect on their
own findings students will write
clear and coherent summaries of
the data using complete and
concise sentences in order to
make inferences about population
parameters based on the data.

Day 10:
Science Standard:
1. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content of the other
four strands, students should develop their own questions and perform investigations. Students
will:
e. Formulate explanations by using logic and evidence.
l. Analyze situations and solve problems that require combining and applying concepts
from more than one area of science.
Math Standard:
S IC. 1: Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
ELD Standard:
Bridging
Productive Writing 10b.: Write clear and coherent summaries of texts and experiences using
complete and concise sentences and key words (e.g., from notes or graphic organizers)