Mid-Unit 3 Assessment Part 1: Researching Information about Buying Fish Caught Using Sustainable Methods | EL Education Curriculum

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ELA 2012 G6:M3B:U3:L5

Mid-Unit 3 Assessment Part 1: Researching Information about Buying Fish Caught Using Sustainable Methods

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Long Term Learning Targets

  • I can conduct short research projects to answer a question. (W.6.7)
  • I can use several sources in my research. (W.6.7)
  • I can refocus or refine my question when appropriate. (W.6.7)
  • I can interpret information presented in different media and formats. (SL.6.2)      

Supporting Targets

  • I can interpret information from different resources as part of my research about what consumers need to know about overfishing and fish depletion when buying fish.
  • I can refine the research question to focus my research.

Ongoing Assessment

  • Mid-Unit 3 Assessment, Part 1: Researching Information about Buying Fish Caught Using Sustainable Fishing Methods

Agenda

AgendaTeaching Notes

1.  Opening

A.  Unpacking Learning Targets (4 minutes)

2.  Work Time

A.  Mid-Unit Assessment Part 1: Interpreting Resources (38 minutes)

3.  Closing and Assessment

A.  Debrief (3 minutes)

4.  Homework

A.  Read Chapter 9 of World without Fish to the end of page 127. Remember to record new words on your word-catcher. As you read, mark the text with evidence flags to help you answer the focus question on your structured notes:

  • According to Mark Kurlansky, what is pollution doing to fish? How?

B.  Continue reading your independent reading book.

  • This lesson is the mid-unit assessment. There are two parts to this assessment. Students complete Part 1, in which they analyze and interpret the information presented in different kinds of media including photographs, charts, and maps to find answers to the question: What do consumers need to know about overfishing and fish depletion when buying fish? They fill in the graphic organizer included with the Mid-Unit 3 Assessment, which is very similar to the Researching graphic organizers they used in Lessons 2-4. This is to assess W.6.7 and to prepare for SL.6.2.
  • To address SL.6.2, students watch a video titled "How to Buy Fresh, Sustainable Seafood" (accessed here: http://www.youtube.com/watch?v=C7mMzL9Snqc) as part of their research. How you choose to manage this depends on the technology you have available. You may choose to show it to the whole group, or have it set up on devices for students to access independently.
  • Please bear in mind that Youtube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. While some lessons include these links as the most efficient means to view content in preparation for the lesson, be sure to preview links, and/or use a filter service, such as www.safeshare.tv, for actually viewing these links in the classroom.
  • In the next lesson, students will complete Part 2 of the Mid-Unit 3 Assessment, in which they orally explain in a triad discussion with the teacher how the resources they analyzed in Part 1 deepen their understanding of what consumers need to know about sustainable fishing when buying fish. This is to complete the assessment of SL.6.2.
  • Consider using the NYS Grade 6 2-Point Rubric--Short Response (see supporting materials) and the Mid-Unit 3 Assessment (answers, for teacher reference) to assess W.6.7. Please note that students may have responses that differ from those on the suggested answer key--use your judgment as you assess.
  • Students will need Part 1 of the Mid-Unit 3 Assessment in order to complete Part 2 in the following lesson, so be aware of this as you collect students' work at the end of Work Time A.
  • Continue to emphasize to students that the ideas presented are just one point of view and that there are other points of view out there about the idea of overfishing and fish depletion.
  • In advance:

-   Prepare the assessment research folders. Note where these materials can be accessed. These guides are updated regularly, and it is important that students are given the most up-to-date information to research from:

Materials

  • Performance Task Prompt: Informative Consumer Guide (from Lesson 1; one per student
  • Mid-Unit 3 Assessment: Researching Information about Buying Fish Caught Using Sustainable Methods (one per student; one for display)
  • World without Fish: Pages 150-153 and 160 up to "We need more information" on page 164 (book; distributed in Unit 1; one per student)
  • Assessment research folder (one of each article per student; distributed by teacher during Work Time A)

-   "Choosing Sustainable"

-   "What We Eat Makes a Difference"

-   Monterey Bay Aquarium Seafood Watch Pocket Guide (see Teaching Notes regarding downloading best version)

-   Marine Conservation Society "Good Fish Guide" (see Teaching Notes regarding downloading best version)

  • "How to Buy Fresh, Sustainable Seafood" video (see link in Teaching Notes, above)
  • Evidence flags (three per student for homework)
  • Structured notes (from Unit 2, Lesson 1; one new blank copy per student)
  • NYS Grade 6 2-Point Rubric--Short Response (optional; for teacher reference)

Opening

OpeningMeeting Students' Needs

A. Unpacking Learning Targets (4 minutes)

  • Direct students' attention to the posted learning targets and ask a volunteer to read them aloud:

*   "I can interpret information from different resources as part of my research about what consumers need to know about overfishing and fish depletion when buying fish."

*   "I can refine the research question to focus my research."

  • Explain to students that in this lesson they will complete their mid-unit assessment, which is researching to find out more information to answer the question that will be the focus of their informative consumer guide: What do consumers need to know about sustainable fishing when buying fish?
  • Learning targets are a research-based strategy that helps all students, especially challenged learners.
  • Posting learning targets allows students to reference them throughout the lesson to check their understanding. The learning targets also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.

Work Time

Work TimeMeeting Students' Needs

A. Mid-Unit Assessment Part 1: Interpreting Resources (38 minutes)

  • Ask students to take out their Performance Task Prompt: Informative Consumer Guide; display a copy and invite students to refer to their own copies.
  • Focus students on the fourth bullet: "Include suggestions for how to buy fish that have been caught using sustainable methods."
  • Display and distribute the Mid-Unit 3 Assessment: Researching Information about Buying Fish Caught Using Sustainable Methods
  • Invite students to read through the directions with you and the columns of the graphic organizer.
  • Point out that the graphic organizer on the Mid-Unit 3 Assessment should look familiar to them, as it is identical to the Researching graphic organizer they used in Lessons 2-4.
  • Invite students to ask any questions they may have about the assessment. Ensure you do not answer any of the assessment questions students are expected to answer.
  • Distribute assessment research folders.
  • Also direct students to the relevant pages in World without Fish by posting those page numbers:

-   Pages 150-153

-   Page 160-164 up to "We need more information" on page 164

  • Explain that students should analyze each resource in the folder and the posted pages of World without Fish using their Mid-Unit 3 Assessment graphic organizer.
  • If you are going to play the "How to Buy Fresh, Sustainable Seafood" video to the whole group at once, you may choose to play it here a couple of times before they begin working with the Assessment Research Folders; however, if you have set it up for students to watch the video on devices independently, explain to students how this will work.
  • Remind them that since this is an assessment, they will be doing it individually. They are not to discuss their ideas with other students. Ask students to begin.
  • Circulate to answer students' questions. Some students may require additional support in reading some of the texts.
  • Collect students' Mid-Unit 3 Assessments.
  • For some students, this assessment may require more than the 38 minutes allotted. Consider providing students time over multiple days if necessary.
  • If students receive accommodations for assessments, communicate with the cooperating service providers regarding the practices of instruction in use during this study as well as the goals of the assessment.

Closing & Assessments

ClosingMeeting Students' Needs

A. Debrief (3 minutes)

  • Ask students to turn and talk with an elbow partner:

*   "What did you learn about buying fish caught using sustainable methods from the resources you analyzed and interpreted in this lesson?"

*   "Could any of this information be useful to use in your informative consumer guide?"

  • Preview homework and distribute structured notes and evidence flags.
  • The debrief after the assessment can help build a culture of achievement in your classroom.

Homework

Homework
  • Read Chapter 9 of World without Fish to the end of page 127. Remember to record new words on your word-catcher. As you read, mark the text with evidence flags to help you answer the focus question on your structured notes:

-   According to Mark Kurlansky, what is pollution doing to fish? How?

  • Continue to read your independent reading book.

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