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disease. For each of these identified problems, there are ways for humans to counteract them. This unit will
introduce to students some methods of identifying and solving issues that yield to both successful and unsuccessful
outcomes. Throughout this unit, students will: identify problems that affect them and their community, collect data
to better understand the problems at hand, propose solutions that combat the issues, and evaluate other proposed
solutions in a way that demonstrates their critical thinking and problem-solving skills. The end results of this unit
will be student-created, implemented, and evaluated solutions for environmental problems.
Table of Contents
Unit Plan...4
Curriculum Map....8
Lesson...9
Transfer Goals:
Students will be able to independently use their learning to:
1. Identify problems
2. Research various issues
3. Think critically when solving problems
Meaning:
Understandings:
Students will understand that their actions have an effect on the environment around
them.
Essential Questions:
- What effect do I have on the planet?
- How can I make a positive impact on my surrounding environment?
- What are possible solutions the the environmental problems within my
community?
Acquisition:
Students will know how to:
- Utilize the scientific method
- Research problems
- Develop hypotheses
- Propose solutions to problems
- Work in groups to solve problems
Summative Assessments:
1. Tests
Student Self-Assessment and Reflections:
Monday
Tuesday
Wednesday
Thursday
Friday
Tasks:
Journal Writing
Vocab Quiz
Collaboration
Tasks:
Journal Writing
Vocab Quiz
Collaboration
Tasks:
Journal Writing
Collaboration
Tasks:
Journal Writing
Collaboration
Tasks:
Journal Writing
Mid-Unit Test
Class Activity + Short
Presentation
Standards:
MS-ETS1-1
MS-LS2-2
Standards:
MS-ESS3-3
Tasks:
Journal Writing
Vocab Quiz
Finish Lab Reports
Work on Presentations
Standards:
MS-LS2-5
MS-ETS1-2
Tasks:
Journal Writing
Develop criteria/rubric
Vocab Quiz
Research
Lab Report
Tasks:
Journal Writing
Collect Data
Lab Report
Tasks:
Journal Writing
Lab Report
Presentation
Standards:
MS-LS2-2
Standards:
MS-LS2-5
MS-ETS1-2
MS-ESS3-3
Tasks:
Journal Writing
Final-Unit Test
Presentations
Evaluations
1.
1.
Learning Objective:
STUDENT-FRIENDLY
TRANSLATION
(What will students know & be
At the end of this lesson,
able to do as a result of this
students will be able to
lesson?)
think about and guess how
a really bad drought can
At the end of this lesson, students will
affect the creatures and
be able to predict how a severe drought
plants living in the affected
can affect the organisms living in the
area by creating and
affected environment by creating and
presenting either a poster
presenting either a poster board or a
board or a PowerPoint
PowerPoint presentation that
demonstrates an example of this cause presentation that shows an
1.
Relevance/Rationale:
1.
What do you think would happen to the human race if there were
no insects?
Whats the point of learning about the environment?
How does learning more about ecology affect me?
Part II STUDENTS INFORMATION
7. Class Information:
a. Total number - 28
b. English Learners/Standard English Learners - 12/16
c. Students with Special Needs 5
d. Academic language abilities, content knowledge and skills in
content area - Information not provided
e. Linguistic background 12 out of the 28 students are English
Learners.
f. Cultural background (home/family) - information not provided
g. Health considerations (if any) information not provided
h. Physical development factors that may influence instruction in
this academic content area information not provided
i. Social development factors that may influence instruction in
this academic content area 8 students identified to be in a
homeless program
j. Emotional development factors that may influence instruction
in this academic content area unknown
k. Interests/Aspirations (relevant to this academic area) -
unknown
1.
1.
Communication
Collaboration
Creativity
Critical Thinking
Technology - How will you incorporate technology into your
lesson?
I will utilize PowerPoint as I present.
For students' summative assessments, they have the option of
choosing to use PowerPoint, Prezi, or a poster board to present
their information. PowerPoint and Prezi require some
technological skills.
1.
Formative:
- Thoughts/ Feelings on Video--- this is a formative assessment in
the sense that it gives me an idea of students' writing abilities. If
a student elaborates thoroughly on their ideas or feelings, then
that student is likely to have strong written skills. If a student
does not write anything, I don not have much to decide on. If a
student scribbles the entire box up, then I have an opportunity to
speak with a student to find out more information. This formative
assessment does not necessarily tell me how much my students
know about the content, but it does tell me something about my
students.
- Quickwrite-- This part of the lesson handout will allow me to
get an idea of my students' prior knowledge. It will also let me
know whether the way that I am communicating directions is
working. If many of my students struggle with this section, then I
will need to figure out a way to ensure that understanding of
task is gained by the students.
- Pretest-- This is a quick, logically accomplished, task for
students. Students who have an understanding of certain words-outside of science context--should be able to answer most
questions correctly. This pretest will help me determine: which
a.
Inquiry
1.
Cooperative Learning
1.
CLOSE: (How will you pull the lesson together? Come back to the
objective.)
-- Students will be informed of the PowerPoint/ poster board
presentation.
-- Students will be redirected to the lesson objective that was
covered earlier in the lesson, and they will connect the
summative assessment to the learning objective