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									                                     Unit Design Template

                                            Desired Results

BVSD Standard(s)/Essential Learnings:

Science Standard 4
Students know and understand the processes and interactions of Earth’s systems and the structure
and dynamics of Earth and other objects in space.
1S8: Explains that there are different types of Earth’s materials that come in
different shapes and sizes, and have varied uses

Literacy Standard 2
Students listen, observe, speak, and write for a variety of purposes and audiences.
1LA8 Listens and contributes to class and group discussions in a clear and respectful manner
1LA 9: Makes plans for writing
1LA10: Writes to explain or give basic information about familiar topics
Unit Enduring Understandings                            Unit Essential Questions
Earth’s materials come in a variety of different        What types of materials are found naturally on
forms, sizes, textures, etc and can be compared and     Earth, and where do they come from?
classified based on their properties.                   How do people describe and classify Earth’s
There are established parameters used to communicate
messages orally and in writing.                         How are personal messages shared through
                                                        speaking, listening, writing, and reading?
Students will know……                                    Students will be able to……

Key Academic Vocabulary:                                    a. Describes, sorts, compares and classifies
    Soil                                                      Earth’s materials based on their properties
    Humus                                                     (for example: shape and size)
    Listener                                               b. Separates a simple mixture of Earth’s
    Describe                                                  materials based on size and/or shape
    Discussion                                             c. Follows rules of conversation ‐ taking turns,
                                                               staying on topic, focus attention on
                                                               speaker (P1I2, P1A1, P1A2, I1I2, I1A1,
                                                            d. Explains, inquires, and compares (P1A4,
                                                            e. Rehearses statements to write by talking,
                                                               drawing, listing/labeling ideas and words
                                                               (P4I3, P4I7, P4I9, I4B5, I4B9)±
                                                            f. Fluidly puts words together to form
                                                               sentences (P4I2, P4I4, P4I10, I4B7)±
                                         Assessment Evidence
Performance/Transfer Tasks                                Other Evidence
                                                          Entries in Science Notebook:
Can students successfully design, in a group, a procedure     Soil Drawings Sheet
to separate the “garden soil” on Day Four based on the        Focus Question
separation of the soil they made in class on Day Two?         Prediction
                                                              Claims and evidence
Which students were able to stay on topic during small        Conclusion
group discussions?
                                                          Observations While Writing:
Which students listened to speaker and took turns             Note students’ skill of blending
speaking in small group & large group discussions?                sounds/symbols to form words
                                                              Note students’ skill of planning to write
What degree was each student able to explain, inquire, &          through talking, drawing, listing/labeling
compare information during small & large group                    ideas and words

Rubric                                                     Student Self-Assessment and Reflection

Feedback Guide Proficiency for Pebbles Sand and Silt
                                                                   Reflection in science notebook
Writing Rubric for Planning & - teacher designed or use
Being A Writer resource
                                  Unit Design Template (continued)

                                                      Learning Plans

Learning Activities

See Pebbles, Sand and Silt Teacher Guide and scaffolded guided inquiry notes
Teacher adjusts level of support as needed – guided or shared writing, writing demonstrations; guided,
shared or demonstrated reading
Materials                                                          Accommodations

Advance Preparation:                                               Janie , Cali
For the class:                                                          Sentence starters
1 basin
1 metal spoon
1 bag potting soil                                                 Miles, Brianna
1 vial                                                                 CLOZE sentences
4 plastic cups
Paper towels
1 zip bag, 4-liter
transparent tape                                                             Pre-printed stickers
sand, gravel, small pebbles
whisk broom and dust pan
1 pitcher or 2-liter soda bottle
Soil from a garden or a pre-made mixture of humus and gravel –
enough for every pair of students to have a small zip bag full

For every two students:
1 zip bag, small, containing soil sample from a garden or a pre-
made mixture of humus and gravel
1 self-stick label

For each student:
1 vial with cap
1 self-stick label
1 hand lens
1 student sheet no. 13 “Soil Drawings” (sized or cut to fit in
science notebook) NOTE: On the right side, change the master
to say “Garden soil” instead of “We found this soil near the” .
Science Notebooks

For Me:
Design or find appropriate rubrics
Design system for writing Monitoring Notes when observing

Technology Integration
    FOSS Web
                                Unit Design Template

Essential Learning:


                                Teaching for Understanding
                      Acquire Knowledge         Make Meaning   Transfer
Essential Questions

Learning Activities



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