Unit Planning Guide NAMES: Unit planning should follow a “backwards design” process of beginning by thinking about what your students will know and be able to do as a result of instruction. Planning should follow this sequence: Identifying content, developing student outcomes / goals, deciding how to assess those outcomes, and determining the teaching sequence(Content, Outcome, Assessment, Instruction, Teaching – COAT). This planning guide will help you as you develop your science instructional sequence for teaching science. TOPIC: CONTENT Related District or State Standards Background Research on Topic: Use the teacher notes from “Uncovering Student Ideas” probes (at least two) to clarify what students should understand about the topic. Research on Student Learning: Use the teacher notes from at least two “Uncovering Student Ideas” probes to determine this. Your Student Ideas: Make age-appropriate modifications to one “Uncovering Student Ideas” probe and implement with your clinical students. Summarize your findings here OUTCOMES: Learning Goals: Identify your two biggest learning goals / outcomes for this unit. Your goals should answer the question, “What do I want my students to know at the end of my unit?” Skill Goals: Identify one process skill goal or outcome for this unit. Your goal should answer the question, “What science skill do I want my students to be able to use at the end of this unit?” REMEMBER: For this course you are expected to reinforce “evidence-based explanations” with your students. You will need to carefully scaffold this with your students since they may not be comfortable doing it. ASSESSMENT: Formative Assessment: Identify at least one formative assessment strategy that you can use during the unit in order to monitor student progress towards your goals. Summative Assessment: Describe how you will determine if your students have met your learning goals. NOTE: You should also use the same “Uncovering Student Ideas” probe that you used at the beginning of unit planning to gauge how your students’ ideas change. INSTRUCTION – part 1: Identify at keast two education resources from Polk Library that may be useful for teaching this topic. Identify 2 online resources that may be useful for teaching this topic. Start with Science Netlinks! If you are teaching K-2, you should also identify at least one children’s book related to the topic. INSTRUCTION – part 2 Briefly describe your instructional sequence using this learning cycle approach that emphasizes “Activity Before Content”. Include the day (1-5) that you will be doing each component. NOTE: There are no set time requirements for each component. For example, your “Engage” activity may only take 10 minutes while your “Explore” activity may take 2 days. Yes, this learning cycle approach is called the “5E” model. However, DO NOT confuse this with the 5 essential features of science inquiry! ENGAGE: How will you excite your students about the topic an activate their prior knowledge? A KWL or KLEW chart may work well here, but you can’t use it every time! EXPLORE: What opportunities will you include to allow students to explore the topic prior to introducing content? EXPLAIN: How will you introduce the “content” of the topic and connect it to students’ prior knowledge and explorations? ELABORATE: What can you do to allow students to apply their new knowledge? EVALUATE: How will you evaluate student learning in a summative sense? NOTE: Don’t forget that formative assessment should be done throughout the unit in order to monitor student progress.