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Understanding By Design Unit Template Title of Unit Curriculum Area Developed By Endless Discovery Language Arts, Art, Science,

Social Studies Grade Level Time Frame 5th and 6th combo 2-3 weeks

Identify Desired Results (Stage 1) Content Standards


6.RL.9- Compare and Contrast texts in different forms or genres in terms of their approaches to similar themes and topics 6-8.RH.7- Integrate visual information with other information in print and digital texts 6-8.RH.8- Distinguish among fact, opinion, and reasoned judgment in a text 6-8.RST.3- Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks 5.W.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences 5.SL.1- Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly

Understandings
Overarching Understanding

Essential Questions
Overarching - How do nature and weather affect people? - How are businesses affected by weather, both locally and globally? - How and why do people mask their emotions? - How do climate and land factors affect the plant variety in any given area? Topical - How do tornados affect the land? - How to plants interact with their environment? - What types of plants will grow the best in the Arizona weather? - What are some reason people mask both good and bad feelings? How can we write an effective narrative that expresses

Students will understand


Weather can affect the land and people Communities have many safety mechanisms in place to protect from natural disasters Self-discovery is a constant learning process Planning, developing and taking care of a community garden is hard work, but rewarding

Related Misconceptions N/A

ourselves as a human being?

Knowledge
Students will know

Skills
Students will be able to

(S1)- Students will be able to discover their personal characteristics and feelings they might not have been aware of, or were nervous about. Examples of such traits would be bravery, courage, strength and even happiness. (S2)- Students will learn how to use scientific inquiry methods like observation, questioning and hypothesizing throughout the lesson. Students will discover ways in which people prepare for extreme weather events; and how communities deal with the aftermath of a weatherrelated natural disaster. (S3)- Students will know what it is like to be an active member in their community. Students will feel a sense of citizenship and community while creating something that can be enjoyed by others.

(S1)- Students will be able to create a personal narrative of the emotional masks they wear to cover up their emotions; and will be able to explain which masks they wish they could wear. In this process, students will learn that they actually do possess the personal characteristics they always wished they could have. (S2)- Students will be able to accurately identify the parts of a tornado, and how they form as well as lesson specific vocabulary. Students will discover the regions in which tornadoes occur. Students will discover the safety mechanisms set in place to protect communities from danger. (S3)- Students will learn how to grow and maintain a community garden. They will also learn how to attend to a variety of different plants. Students will learn how to design, plan, and build a community garden that can be accessed and enjoyed by everyone in their community.

Assessment Evidence (Stage 2) Performance Task Description


Goal

During this unit, students will be discovering themselves, their environment and their ability to influence. They will participate in group activities and collaborate with their peers in order to better themselves and their community. Researcher, designer, consumer, community member, architect Role The students will be completing activities that benefit both the school community and the neighborhood community. The student body is a 5th and 6th grade combination class, this unit may be adjusted to either, depending on the class dynamics. It may also be adjusted for and ELL students, which there may be a few in tis class. Throughout the unit, the students will create products according to lesson. The final products include a mask (s1), a tornado presentation (s2) and finally, a community garden for their school (s3). Science Standard- Concept 1: Changes in environments, describe the interactions between human population, natural hazards, and the environment.

Audience Situation

Product/Performan ce Standards

Other Evidence
Students will be providing one another with feedback, and peer grading. Their ability to work as a team member will be evident through their peer editing.

Learning Plan (Stage 3)


Where are your students headed? Where have they been? How will you make sure the students know where they are going?

As the unit begins, the students will start to discover new things about themselves such as characteristics they possess that they can carry

over into occupying roles in a society to complete a common goal. To ensure students know where they are going, clear objectives will be presented and placed within eyesight of the students as they work. Students will meet with the teacher throughout the project to make sure they are keeping on track.
How will you hook students at the beginning of the unit?

At the beginning of the unit, students will be read Spoon by Amy Krouse Rosenthal, a story that highlights personal discovery. Students will then discuss what types of masks people wear. The main events that will help the students explore are the self discovery lesson plan and the garden lesson plan. We plan on giving them the tools to complete the lesson plans by doing a lot of self discovery and reflection through making masks and being great community members. We will, as a class, have many discussions about the concept of community. The students have been provided with multiple web sites for them to access and work within a peer group for further discussion. The questions asked promote reflection and thinking; think about when, what do you see when, can you think of a time, etc. During all class time and group work the teacher will be walking between groups and observing the learning process of the students. Their work will be refined before they present to their entire school. The idea of providing a community garden will force the students to perform for their peers. In order to help students exhibit their growing skills they will complete a collaborative community project displaying their newly found skills. Students will be able to self evaluate themselves by completing selfevaluation forms at the end of each class session.

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

In each lesson there is an element of group work; and as students progress form one lesson to the next, the level of group work increases. When students work in groups, any student who may be struggling can receive support from his or her group members. The teacher will also constantly monitor each group, and be available should the students have any questions. The teacher will also be available for one-on-one help with any students who may need additional assistance. At no time during the unit will any student be left on their own and confused. Read Spoon by Amy Krouse Rosenthal Discuss the masks people wear Fill in a graphic organizer of at least 3 types of masks they wear with descriptions of each masks characteristics Write a draft of self-narratives about their masks Peer editing of self-narratives Introduce the tornado project and review performance task expectations Hand out packet of instructions to each group Scavenger hunt on watchknowlearn.org Investigate earthalbum.com for photos of tornados around the world Simulate a tornado on nationalgeographic.com Research tornados on weather.com Research the effect of tornados on the planet on climateandweather.net Read 10 steps to starting a community garden Read why community gardens are valuable Assess prior knowledge and discuss plants the students have in their yards, or plants they see around the larger community in which they live Go over the community garden checklist Discuss different types of plants and the regions in which they

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

are found. Allow students to develop an understanding of why certain plants can survive in some areas, while others cannot Identify an area of the school that can be transformed into a community garden Draft an outline/blueprint of the garden Identify plants that can be sustained by the present soil and climate conditions and are easily maintained Have students navigate through the garden website

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)