Objectives
This curriculum unit is important because I can teach my students to see the relationship between different disciplines of education. Currently, the education that our students receive is very disconnected — disconnected from real situation in the world, disconnected from the students and each discipline is disconnected from one another. The students go to math class to calculate numbers and they go to science to learn about chemical processes. They can not and have not learned to bring things together for overall comprehension.
The personality of the students will develop by learning about the circumstances of another culture. They will gain empathy, compassion and humanity. By exposing them to this type of tragedy I hope students will be more interested community outreach and disease research.
The students' academic knowledge will be increased greatly due to the integration of other subject areas. They will be exposed to more reading, history, art, and math than they normally would be. Their study will allow them to build a stronger foundation of basic knowledge while delving deeper into area they may never have been exposed to.
The students will directly develop several academic skills from this unit. They will learn graphing techniques, reading strategies, and cooperative learning skills. They will also develop metacognitive skills. They will be able to analyze and question their own methods of learning and thinking. They will be able to choose reading and learning strategies that bet suit their style of learning.
This curriculum unit will address the Sunshine State Standards that are used by Duval County Public Schools. After completing the unit the students will be able to evaluate how populations of organisms can influence other populations of organisms. The students will examine the effects of limiting factors such as food and disease. They will explain the relationship between organisms and their habitats on both a local and global scale. Students will also analyze activities of humans and other organisms that lower productivity, reduce fertility, alter the flow of energy, and reduce the carrying capacity of an ecosystem.
Students will select and use pre-reading strategies that are appropriate to the text. They will select and use strategies to understand words and texts, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations. They will apply a variety of response strategies, including rereading, not taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings.
The students will locate, gather, analyze, and evaluate written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. They will select and use appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news source, and information services. They will synthesize information from multiple sources to draw conclusions.
The students will understand how cultural and technological characteristics can link or divide regions. They will understand how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions. They will understand past and present trends in human migration and cultural interaction and their impact on physical and human systems. They will understand the relationship between resources and the exploration, colonization, and settlement of different regions of the world.
The student will describe, analyze, and generalize relationships, patterns, and functions using words, symbols, variables, tables, and graphs. They will represent real-world problem situations using finite graphs, matrices, sequences, series, and recursive relationships.
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