Grade 6: Module 4: Unit 1 - Antioch 34

Grade 6: Module 4: Unit 1

“In nature nothing exists alone.” -Rachel Carson, writer, scientist, and ecologist

NAME: ________________________________________

TEACHER: __________________________________

PERIOD: _______________________

GRADE 6: MODULE 4: UNIT 1: LESSON 1

Learning from Frightful’s PerspectiveChapter 1

Name:

Date:

Foc

us

Qu

esti

on:

Iden

tify

one

hum

an r

elat

ions

hip

or o

ne a

nim

al r

elat

ions

hip

that

Fri

ghtf

ul h

as in

this

cha

pter

.

Do

you

thin

k th

is r

elat

ions

hip

is h

elpf

ul o

r ha

rmfu

l to

Frig

htfu

l’s s

urvi

val?

Exp

lain

you

r th

ough

ts.

Evi

denc

e fr

om th

e Te

xt:

Hum

an o

r A

nim

al

Rel

atio

nshi

pM

y Th

ough

ts:

Cha

pter

1: “

Frig

htfu

l Ta

kes

Off

”

Wor

ds

I F

oun

d

Dif

ficu

lt:

jess

es (9

)

culv

ert (

11)

tier

cel (

19)

Glo

ssar

y:

talo

ns—

noun

: the

cla

w

of th

e bi

rd

perc

h—no

un: a

nyth

ing

upon

whi

ch a

bir

d re

sts

prey

—no

un: a

n an

imal

hu

nted

or

kille

d fo

r fo

od b

y an

othe

r an

imal

pred

ator

—no

un: a

n an

imal

that

hun

ts o

ther

an

imal

s fo

r fo

od

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.© Public Consulting Group, Inc., with a perpetual license granted toExpeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G6:M4:U1:L1 • June 2014 • 1



Name:

Date:

Foc

us

Qu

esti

on:

Wha

t is

som

ethi

ng th

at F

righ

tful

lear

ns fr

om h

er r

elat

ions

hip

wit

h C

hup?

Evi

denc

e fr

om th

e Te

xt:

Thin

gs F

righ

tful

Lea

rns

from

C

hup

My

Thou

ghts

:

Cha

pter

2:

“Fri

ghtf

ul G

oes

to

Falc

on S

choo

l”

Wor

ds

I F

oun

d

Dif

ficu

lt:

Glo

ssar

y:ae

rie—

noun

: the

ne

st o

f a b

ird

on a

cl

iff, m

ount

aint

op,

or h

igh

plac

e

eyas

es—

noun

: un

deve

lope

d bi

rds,

no

t fea

ther

ed o

r re

ady

for

fligh

t, ne

stlin

gs



Frightful Goes to Falcon School, Peregrine Falcon FactsChapter 2

Name:

Date:

Directions:1. Each member of your group should choose a different topic from the four listed below.

2. Then, read the text pages in the parentheses that correspond to your topic.

3. As you read the text, find at least three facts, evidence, that support the topic.

4. Record what you’ve learned about peregrine falcons in the space provided.

5. Also refer to your homework, Learning from Frightful’s Perspective: Chapter 2, to get additional information.

Physical description of Adults and Eyases (pages 21, 22, 29)

-

-

-

Habitat (pages 21 and 22)

-

-

-



Frightful Goes to Falcon School, Peregrine Falcon FactsChapter 2

Mating (page 22)

-

-

-

Hunting and Eating (pages 23, 24, 27, 28)

-

-

-



Learning from Frightful’s Perspective:Chapter 3

Foc

us

Qu

esti

on:W

hat a

re s

ome

of th

e ph

ysic

al a

nd

beha

vior

al c

hang

es th

at o

ccur

as

Dru

m, L

ady,

and

Duc

hess

be

com

e yo

ung

pere

grin

e fa

lcon

s? U

se e

vide

nce

from

the

text

to

sup

port

you

r th

ough

ts.

Evi

denc

efr

om th

e Te

xt:

The

Phys

ical

and

Beh

avio

ral

Cha

nges

My

Thou

ghts

:

Cha

pter

3: “

The

Eya

ses

Get

on

Win

g”

Wor

ds

I F

oun

d

Dif

ficu

lt:

Glo

ssar

y:ni

ctit

atin

g m

embr

ane—

noun

:a

thin

mem

bran

e fo

und

in m

any

anim

als

at th

e in

ner

angl

e or

ben

eath

th

e lo

wer

lid o

f the

eye

an

d ca

pabl

e of

ext

endi

ng

acro

ss th

e ey

ebal

l

fledg

ling—

noun

: a y

oung

bi

rdan

othe

r

Name:

Date:



Notice and WonderJohn Stossel Video

Name:

Date:

Notice Wonder



Tracing an Argument

Name:

Date:

SL.6.3 I can outline a speaker’s argument and specific claims.I can determine whether a speaker’s argument is supported by reasons and evidence or not.

Title of Article/Video: Author/Speaker:

Author’s Claim: Evidence to Support Claim:

Is claim supported by sufficient evidence?Yes No





Tracing an Argument



After identifying the claims and evidence presented by this author, what argument do you think she/he is making?



Tracing an Argument

After evaluating the evidence that supports each claim, is the overall argument supported by sufficient evidence? Explain why or why not.




Name:

Date:

Foc

us

Qu

esti

on: P

ereg

rine

falc

ons

use

thei

r in

stin

cts

to k

now

w

hen

they

sho

uld

mig

rate

sou

th. W

hat “

sign

s in

nat

ure”

sig

nal t

he

falc

on th

at it

is ti

me

to m

igra

te?

Use

evi

denc

e fr

om th

e te

xt to

su

ppor

t you

r th

ough

ts. I

nclu

de th

e pa

ge n

umbe

r(s)

whe

re y

ou fo

und

your

evi

denc

e.

Evi

denc

e fr

om th

e Te

xt:

Sign

s th

at I

t Is

Tim

e to

Mig

rate

My

Thou

ghts

:

Cha

pter

4: “

The

Wild

erne

ss T

ests

the

Eya

ses”

Wor

ds

I F

oun

d

Dif

ficu

lt:

Glo

ssar

y:

inst

inct

—no

un:

a na

tura

l abi

lity

or

incl

inat

ion

juve

nile

—ad

ject

ive:

show

ing

inco

mpl

ete

deve

lopm

ent;

im

mat

ure,

chi

ldis

h

pilg

rim

age—

noun

: a

jour

ney




Theme: How leaders help their peopleFocus: Leaders help people to make change

Foc

us

Qu

esti

on:A

s th

e w

eath

er c

hang

es, m

any

othe

r ch

ange

s oc

cur

in F

righ

tful

’s e

nvir

onm

ent.

Thes

e ch

ange

s an

d th

e ne

ed to

su

rviv

e pu

ll he

r in

two

diff

eren

t dir

ecti

ons.

Wha

t tw

o di

rect

ions

is F

righ

tful

pul

led

in?

Whi

ch d

irec

tion

doe

s Fr

ight

ful c

hoos

e? U

se e

vide

nce

from

the

text

to s

uppo

rt y

our

thou

ghts

.

Evi

denc

e fr

om th

e Te

xt:

Nam

e th

e tw

o di

rect

ions

and

Fr

ight

ful’s

cho

ice.

My

Thou

ghts

:

Cha

pter

5: “

Frig

htfu

l Pe

regr

inat

es”

Wor

ds

I F

oun

d

Dif

ficu

lt:

Glo

ssar

y:

curr

ent—

noun

: air

or

wat

er m

ovin

g co

ntin

uous

ly in

a

cert

ain

dire

ctio

n

mig

rati

on—

noun

: m

ovem

ent f

rom

one

pl

ace,

reg

ion,

or

clim

ate

to a

noth

er



Tracing an Argument

Name:

Date:

RI.6.8 I can identify the argument and specific claims in a text. I can evaluate the argument and specific claims for sufficient evidence.








Tracing an Argument






Tracing an Argument




Exit Ticket:Argument, Claims and Evidence

Name:

Date:

Define the following.

1. Author’s Argument:

2. Claim:

3. Evidence




Name:

Date:

Foc

us

Qu

esti

on:

Who

is th

e en

emy

that

Fri

ghtf

ul e

ncou

nter

s? W

hy d

o th

ey w

ant t

o ca

ptur

e Fr

ight

ful?

Use

evi

denc

e fr

om th

ete

xt to

exp

lain

you

r an

swer

.

Evi

denc

e:W

ho is

Fri

ghtf

ul’s

ene

my

and

why

?M

y Th

ough

ts:

Cha

pter

6: “

Frig

htfu

l Fin

ds

the

Ene

my”

Wor

ds

I F

oun

d

Dif

ficu

lt:

Glo

ssar

y:

hem

lock

tree

—no

un:

ever

gree

n co

nife

rous

tree

s of

the

pine

fam

ily

pree

ned—

verb

:To

smoo

th

or c

lean

(fea

ther

s) w

ith

the

beak

or

bill

offe

nse—

noun

: a c

rim

e



SidebarTask Card

Name:

Date:

Side

bar T

ask

Car

d

Arg

umen

t: D

DT

is th

e be

st o

ptio

n av

aila

ble

for s

avin

g liv

es fr

om m

alar

ia.

Cla

im

Evid

ence

Is e

vide

nce

suffi

cien

t?

Why

or w

hy n

ot?

Cla

im

Evid

ence

Is e

vide

nce

suffi

cien

t?

Why

or w

hy n

ot?

Cla

im

Evid

ence

Is e

vide

nce

suffi

cien

t?

Why

or w

hy n

ot?




Name:

Date:

Foc

us

Qu

esti

on: I

n th

is c

hapt

er, F

righ

tful

sur

vive

s a

near

-de

ath

expe

rien

ce th

anks

to a

pers

on n

amed

Jon

. How

ever

, man

y pe

regr

ine

falc

ons

have

not

sur

vive

d an

d th

e bi

rds

have

bec

ome

an e

ndan

gere

d sp

ecie

s. W

hat a

re tw

o th

ings

that

hav

e ca

used

the

deat

h of

man

y pe

regr

ine

falc

ons?

Use

evi

denc

e fr

om th

e te

xt to

su

ppor

t you

r an

swer

.

Evi

denc

e fr

omth

e Te

xt:

The

caus

es o

f dea

th fo

r pe

regr

ine

falc

ons.

My

Thou

ghts

:

Cha

pter

7:“

Dis

aste

r Le

ads

to S

urvi

val”

Wor

ds

I F

oun

d

Dif

ficu

lt:

Glo

ssar

y:

pest

icid

es—

noun

: ch

emic

als

used

for

killi

ng p

ests

, es

peci

ally

inse

cts

and

rode

nts

mew

s—no

un:

encl

osur

es fo

r tr

aine

d ha

wks

dest

iny—

noun

: so

met

hing

that

is to

ha

ppen

or

has

happ

ened

to a

pa

rtic

ular

per

son

or

thin

g; lo

t or

fort

une



Tracing an Argument

Name:

Date:

I can identify the argument and specific claims in a text. I can evaluate the argument and specific claims for sufficient evidence. (RI.6.8)








Tracing an Argument






Tracing an Argument




Sam Interacts with FrightfulCascading Consequences Chart

Name:

Date:

Sam Interacts with Frightful



Sam Does Not Interact with FrightfulCascading Consequences Chart

Name:

Date:

Sam Does Not Interact with

Frightful




Name:

Date:

Foc

us

Qu

esti

on:

Whe

re d

oes

Frig

htfu

l bui

ld h

er n

est?

Wha

t tw

o im

port

ant e

vent

s ha

ppen

at F

righ

tful

’s n

est?

H

ow d

o th

ese

even

ts s

how

the

cons

eque

nces

of h

uman

in

tera

ctio

n an

d th

e na

tura

l wor

ld?

Use

evi

denc

e fr

om th

e te

xt to

sup

port

you

r th

inki

ng.

Evi

denc

e fr

om th

e Te

xt:

My

Thou

ghts

on F

righ

tful

’s

nest

and

wha

t it s

how

s ab

out

the

inte

ract

ion

betw

een

hum

ans

and

the

natu

ral

wor

ld:

Cha

pter

9:“

Frig

htfu

l Fi

nds

Sam

”

Wor

ds

I F

oun

d

Dif

ficu

lt:

Glo

ssar

y:

gird

er—

noun

:a s

tron

g be

am u

sed

to b

uild

bu

ildin

gs, b

ridg

es, e

tc.

impr

int—

verb

:to

caus

e (s

omet

hing

) to

stay

in

your

min

d or

mem

ory

incu

bate

—ve

rb:t

o si

t on

eggs

so

that

they

will

be

kept

war

m a

nd w

ill h

atch

scra

pe—

noun

:the

nes

t of

a bi

rd c

onsi

stin

g of

a

usua

lly s

hallo

w

depr

essi

on in

the

grou

nd

mot

tled

—ad

j.:m

arke

d w

ith

colo

red

spot

s or

ar

eas

pore

s—no

un: t

iny

open

ings

esp

ecia

lly in

an

anim

al o

r pl

ant;

one

by

whi

ch m

atte

r pa

sses

th

roug

h a

mem

bran

e



Wikipedia. "Summer Resorts Among the Catskills." December 30, 2011. http://upload.wikimedia.org/wikipedia/en/2/2c/Udmap.jpg. Public Domain.



Harmful Consequences of DDT Cascading Consequences Chart

Name:

Date:

Resources: Articles: “Welcome Back” (EX)Videos: “DDT”

Harmful consequences of DDT

Harmful to all kinds of creatures(V-DDT)

DDT makes their eggshells thinner(V-DDT)




Name:

Date:

Foc

us

Qu

esti

on:F

righ

tful

lays

thre

e eg

gs in

her

nes

t on

the

Del

hi b

ridg

e. E

xpla

in h

ow s

he a

nd 4

26 c

are

for

thei

r eg

gs.

Late

r, in

Cha

pter

10,

hum

an im

pact

thre

aten

s Fr

ight

ful a

nd

her

eggs

. Des

crib

e w

hat t

hrea

tens

Fri

ghtf

ul’s

egg

s an

d ho

w

Sam

hel

psFr

ight

ful t

hrou

gh th

is c

halle

nge.

Evi

denc

e fr

om th

e Te

xt:

My

Thou

ghts

:

Cha

pter

10:

“The

re A

re

Egg

s an

d Tr

oubl

e”

Wor

ds

I F

oun

d

Dif

ficu

lt:

Glo

ssar

y:

chal

azas

—no

un: e

ithe

r of

tw

o sp

iral

ban

ds in

the

whi

te o

f a b

ird’

s eg

g th

at

exte

nds

from

the

yolk

and

at

tach

esto

opp

osit

e en

ds

of th

e lin

ing

mem

bran

e

albu

men

—no

un: t

he

whi

te o

f an

egg

clut

ch—

noun

: the

act

of

gras

ping

, hol

ding

, or

rest

rain

ing

tran

ce—

noun

:the

sta

te o

f be

ing

lost

in th

ough

t

cons

erva

tion

—no

un: a

care

ful p

rese

rvat

ion

and

prot

ecti

on o

f som

ethi

ng;

espe

cial

lypl

anne

d m

anag

emen

t of a

nat

ural

re

sour

ce to

pre

vent

ex

ploi

tati

on, d

estr

ucti

on,

or n

egle

ct



Interpreting Charts and Graphs

Name:

Date:

Issue: Do the Benefits of DDT Outweigh the Consequences?

Graph/Chart/Map Title:

What is the graph telling the reader? Where does it take place?

Who is affected? When did it happen?



Interpreting Charts and Graphs

Using DDT caused

Not using DDT caused

What are the benefits?: What are the harmful consequences?:




Name:

Date:

Foc

us

Qu

esti

on:E

ffor

ts a

re b

eing

mad

e by

the

kids

in D

elhi

to

stop

bri

dge

cons

truc

tion

whi

le F

righ

tful

and

426

’s e

ggs

hatc

h.

Use

evi

denc

e fr

om C

hapt

er 1

1 to

des

crib

e at

leas

t thr

ee th

ings

the

kids

are

doi

ng to

get

peo

ple’

s at

tent

ion

to h

elp

Frig

htfu

l and

426

.

Evi

denc

e fr

om th

e Te

xt:

My

Thou

ghts

:

Cha

pter

11:

“The

Kid

s A

re H

eard

”

Wor

ds

I F

oun

d

Dif

ficu

lt:

Glo

ssar

y:

embr

yos—

noun

:hum

ans

or a

nim

als

in th

e ea

rly

stag

es o

f dev

elop

men

t be

fore

they

are

bor

nor

hatc

hed

prot

este

rs—

noun

:peo

ple

who

sho

w o

r ex

pres

s st

rong

dis

agre

emen

t w

ith

or d

isap

prov

al o

f so

met

hing

deto

ur—

noun

:the

act

of

goin

g or

trav

elin

g to

a

plac

e al

ong

a w

ay th

at is

di

ffer

ent f

rom

the

usua

l or

pla

nned

way

hatc

hing

—ve

rb:c

omin

g ou

t of a

n eg

g;be

ing

born

by

com

ing

out o

f an

egg



Resource Reference Sheet:Benefits of DDT Cascading Consequences Chart

Name:

Date:

Resources

Article: “The Exterminator” (EX)“Double Whammy” (EX/D.W.)“Public Fear” (EX/P.F)“Seriously Sick” (EX/S.S.)“Killer Genes” (EX/K.G.)

Video: John Stossel DDT (V-J.S. DDT)

Graphs and Charts (G&C):“DDT Bad, Malaria Much Worse”—(world map)“Malaria Trends in South Africa”—(graph)“Increases in Malaria for South American Countries”—(graph)“DDT and Malaria in Ceylon”—(graph)



Resource Reference Sheet:Harmful Effects of DDT Cascading Consequences Chart

Name:

Date:

Resources

Article: “Welcome Back” (W.B.)“Rachel Carson: Sounding the Alarm on Pollution” (R.C.)

Video: “DDT dichloro-diphenyl-trichloroethane” (V-DDT)

Graphs, Tables, Charts, Diagrams, Maps (G&C):“Lake Kariba, Africa DDT Levels” (diagram)“DDT in Human Body Fat in U.S.” (table)“DDT in Breast Milk” (graph)“Changes in Thickness of Egg Shells” (graph)




Name:

Date:

Foc

us

Qu

esti

on:

Whe

n Fl

ip P

ears

on a

nd D

r. W

erne

r ta

ke th

e ey

ases

, Mol

ly w

ants

a

chan

ce to

see

them

. Wha

t doe

s M

olly

not

ice

whe

n Fl

ip a

llow

s he

r to

lo

ok in

the

bag?

Evi

denc

e fr

om th

e Te

xt:

Wha

t doe

s M

olly

see

?M

y Th

ough

ts:

Cha

pter

12:

“The

re

are

Thre

e”

Wor

ds

I F

oun

d

Dif

ficu

lt:

Glo

ssar

y:

hori

zont

al—

adj.:

po

siti

oned

from

si

de to

sid

e ra

ther

th

an u

p an

d

dow

n;pa

ralle

l to

the

grou

nd

vert

ical

—ad

j.:po

siti

oned

up

and

dow

n ra

ther

than

fr

om s

ide

to s

ide;

go

ing

stra

ight

up

torr

ents

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at m

ove

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ickl

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one

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mor

sel—

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all

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food


Documents

Grade 6: Module 4: Unit 1 - Antioch 34