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Collaborative Unit Planning Template

Teacher: 5th Grade Teachers

Grade: 5

Unit: 2nd Industrial Revolution

Beginning Date: 10/6/2014

Todays Date: 9/24/2014

Duration: 20 days Due Date: 10/31/2014

1. Rationale or purpose for this learning experience: Why are we doing this? What student data is
guiding the learning experience?
To teach students about inventors and their inventions from the 2nd Industrial Revolution. TRAILS
assessments have guided the learning experience.

2. Content Curriculum Standards Addressed in this Unit:

SC 5-3.1 Explain how the Industrial Revolution was furthered by new inventions and technologies,
including new methods of mass production and transportation and the invention of the light bulb, the
telegraph, and the telephone.
SC 5-3.4. Summarize the impact of industrialization, urbanization, and the rise of big business,
including the development of monopolies; long hours, low wages, and unsafe working conditions on
men, women, and children laborers; and resulting reform movements.
CCSS.ELA-LITERACY.W.5.7- Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.5.8- Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.9.B- Apply grade 5 Reading standards to informational texts
ISTE NETS
3.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
6.b. Select and use applications effectively and productively.
AASL Standards
1.1.2. Use prior and background knowledge as context for new learning.
1.1.3. Develop and refine a range of questions to frame the search for new understanding.
1.1.6. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital)
in order to make inferences and gather meaning.
1.1.9. Collaborate with others to broaden and deepen understanding.
2.1.4. Use technology and other information tools to analyze and organize information.
3.2.3. Demonstrate teamwork by working productively with others.
4.3.2. Recognize that resources are created for a variety of purposes.

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3. Outcomes of the Unit: (Need to be measurable): What student learning outcomes do we expect? By
the end of this unit students will be able to . . .
Describe the difference between a primary source and a secondary source.
Understand how to cite sources
Know the inventors of the 2nd Industrial Revolution
Conduct research on an inventor
Summarize their findings
4. Final Product(s): How will students present their findings? What form will the final product(s)
take? What technology applications could be used?
Students will present their findings in a Google document where they will write their findings and
include pictures with citations. The students will use ChromeBooks for research and to create their final
product.

5. Research Process to be used for instruction: Big 6, I-Search, other. . .

No formal research process will be used, but how to find a topic, note taking and citing sources will be
taught

6. Description of Lesson: Information skills lesson will cover. . .

Primary sources, note taking, and citing sources

7. Materials/Resources Needed: (These will be collected in the pathfinder you create).

Databases, ChromeBooks, Smore on Industrial Revolution, Books pulled on inventors and time period
8.What Information and Technology Skills will You Integrate into the Content Curriculum?
(check what is applicable)
How will the students gather the information? This includes both the physical location and extraction
(comprehension) of information. How will students record information? Specific note taking skills may
be taught or reinforced through mini-lessons.
How to
Sheets

Assessment
(Rubrics, etc.)

Online Catalog

_______

_______

____X___

Online Search Skills

_______

_______

_______

Databases

_______

____X___

Introduce

Review

_______

____X___

_______
__X_____

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_______

_____X__

Internet sites (credibility)

_______

_______

____X___

_______

Note-taking

_______

____X___

___X____

_______

Attribution/Citations

_______

____X___

_______

__X_____

Web 2.0 tools

_______

_______

_______

_______

Other?

_______

_______

8.

How will you and the teacher monitor the students learning during over the course of the
unit? Specific strategies for formative assessment?

Informal assessment through observations to make sure students are staying on task and adhering
to the lessons taught
Completed Primary Source Analysis Tool sheets from each group
Completed graphic organizer

Describe how the needs of various learners will be accommodated (differentiation strategies):
Visual, Audio, and interactive teaching and lessons will be done to accommodate for students who learn
in different ways

Summative Assessment: How will you measure whether or not your students met the learning
outcomes of the unit? Some examples: journals, checklists, portfolios, surveys, tests, graphs, rubrics,
self-assessment, etc.
Rubric

13. Unit Evaluation (To be completed after teaching this unit.):

A. What worked well during the unit?
The primary source lesson worked really well and the Primary Source Analysis Tool sheet was
really useful to the students.
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B. What changes need to be made?
The teachers really need to sign up for longer lessons. The original time that was agreed on during
planning was not done, because the teachers said they couldnt do that much time. It might be useful to
have the groups use ipads in the library classroom instead of having the students go to the library
laptops. This took up much needed time

C. Did the library media center's print, non-print, and digital resources meet the unit's
objectives? Using this scale: 5= Excellent; 4=Above average; 3=Average; 2=Below average;1=Poor
__4___ Diversity of formats - print, non print, online
___5__ Timeliness (up to date)
__5___ Relevance to unit needs
____5_ Amount (enough materials for the number of students involved)
__5___ Reading level
__5___Web resources
__5___ Online databases

14. What additional resources are needed if the unit is repeated?

None