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UBD Unit Planning Template

Stage 1 - Desired Results


Enduring Understanding:
Grade Level:
Students will understand what
5th grade
GMO/non-GMO food is and what the
pros and cons of it would be to guide
the decisions they make when they go
grocery shopping and when they
participate in politics in the future
related to this topic.

Essential Questions:
What does it mean when a food item
is GMO?
Should we grow GMO food? Why or
why not? What are the benefits and
consequences?

Content Areas Addressed (at


least 2):
Science
Social Science

Common Core and/or Illinois


Standards (depending on subject
be sure to include all content
areas):
NGSS
Develop a model to describe the
movement of matter among plants,
animals, decomposers, and the
environment. 5-LS2-1

Unit Objectives (label with the


assessment number in Stage 2):
Students will be able to discuss and
write about the issue of global
hunger in terms of where it is mostly
located in the world, the causes of it,
and its connection to GMOs. (1)

Students will be able to identify the


movement of matter between
Obtain and combine information about organisms by creating a food web
ways individual communities use
and describing where the energy
science ideas to protect the Earths
first comes from and where it
resources and environment. 5-ESS3-1 ends, and how changes in the web
can cause changes in the movement
NCSS
of matter. (2)
Guide learners in the use of maps and
other geographic representations,
Students will be able to make a

tools, and technologies to acquire,


poster and presentation that defines
process, and report information from a and explains what a GMO is (what it
spatial perspective
stands for, what that means, how it
is made, etc.), and presents an
Challenge learners to examine the
argument in favor of or in opposition
changes that occur in the meaning,
of growing GMOs using information
use, distribution, and importance of
found about it in terms of world
resources
hunger, its effect on the
environment, and safety. (3)

Stage 2 Assessment Evidence


Assessment #1:
Assessment #2:
Students will write about their opinion Students will draw and label their
of whether or not GMOs will help solve own food chain containing the
the issue of global hunger with
Monarch butterfly going from sun to
reference to the causes and location
plant to an animal that eats plants
of hunger/malnourishment.
to an animal that eats an animal,
describing both how the matter
moves through the food chain and
how the food chain can change if
one part changes.

Assessment #3:
Students will make a poster using
Piktochart and do a 5-8 minute
presentation with that poster or
what a GMO is, whether or not it
should be grown, and why or why
not using information related to
global hunger, its effect on the
environment, and safety.

Stage 3 Learning Plan


How Many Lessons of What
Bullet Your Lesson Plans:
Length?
What is GMO food? Intro and
14 lessons (45 minutes each)
vocab.
How does non-GMO food
3 with a specific Social Science focus
grow? How does genetic
(Days 3-5)
modification help?
1 with a specific Science focus (Day 6)
Why is GMO food made and
grown? Intro to global hunger.
Global hunger continued.
Where is there more hunger
and why? What causes
hunger?
Global hunger continued.
What causes hunger? Is there
a need for GMOs to solve this
issue?
What is its effect on the
environment? How can it
disturb the movement of
matter between organisms?
Is it safe to grow? Is it safe to
eat? Research Day 1
Is it safe to grow? Is it safe to
eat? Research Day 2
Poster work day
Poster presentation day

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