ANNOTATED UNIT PLANNING TEMPLATE

(See example unit template for a model of each section)

STAGE 1

Overview and Context:

Your name: Kathryn Pelton

Grade level and school: 4th grade, Ann Arbor STEAM

Title of unit: Project Dirt Pile: Erosion

Estimated time for unit I plan to teach the unit for 10 days. I will teach it after lunch in collab time which is
from 12:30-1:30 every day. The students will have just finished up a Social Studies
unit, so now we will be switching to science.

Rationale: In a brief set of narrative paragraphs that your mentor

teacher, field instructor, and any other stakeholders can
easily understand:

 Students have a little bit of knowledge on erosion,

however, it is our job to expand that knowledge and
meet the fourth grade standards. The fourth grade
standards for erosion touch on what it is and how it is
seen in the world around us. We will also focus on tying
in writing and language arts as well as science skills
such as reading charts and making observations.

 I decided to focus on this unit because I want to teach

science since science is my major, so this would be
great experience. I consider this important because it is
knowledge that the students will need to have and for
life. My unit supports my children’s learning of the unit’s
concepts because we will have many hands on activities
and checks for understanding to tailor to the student’s
knowledge and success.

 I chose the essential question that I did because it is

one that is applicable to their lives and something that
they can use to apply their knowledge.
 Some of the language and vocabulary are words such
as erosion, deposition, and so forth. We will focus on
introducing this vocabulary and the differences between
them.

 The key learning tasks will have them use knowledge

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 previously learned so they can make connections. It will
also have hands on activities so they can see and
understand the differences and sort the concepts in
their brain according to this.
Sources: List the source(s) you used in the creation of your unit

I used previous lesson, science standards, websites with

erosion ideas

Essential question(s) How can we prevent the negative effects of weathering and
erosion on our landscapes?

Learning Goals

Standards Skills Unit Level Learning Goals

Knowledge

Social-
Emotional

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← For each learning goal,
make an explicit connection to a
standard or
← ←
← 4-ESS2-1. Make
observations and/or
measurements to provide
evidence of the effects of
weathering or the rate of
erosion by water, ice, wind,
or vegetation.
← Use Instructional Planning Consideration (IPC) #1 to guide
your decision-making:
Quality of Learning Goals
← •Are the learning goals well-specified?
K/S
← •Do the learning goals focus on worthwhile content?
← •Do the goals develop a coherent storyline?
←
S Students will be able to recognize the different types of erosion

Students will be able to use observations and recorder measurements to

4-ESS2-2. Analyze and
interpret data from maps to
describe patterns of Earth’s
features.
recognize and support the effects of weathering and erosion on the
environment.
K
Students will be able to use maps and data to recognize and describe
K patterns of Earth

4-ESS3-2. Generate and
compare multiple solutions
to reduce the impacts of
natural Earth processes on
humans.
Students will understand the effect that erosion has on the world and all
those who live in it.
K
Students will be able to generate solutions to reduce the impact of the
natural effects of erosion.

4 – G5.0.1 Assess the Students will be able to recognize both the positive and negative effects
that humans can have on a landscape.
positive and negative effects
of human activities on the
physical environment of the
United States.

CCSS.ELA- K/S
LITERACY.RI.4.3Explain
events, procedures, ideas, or
concepts in a historical,
scientific, or technical text,
including what happened Students will be able to explain how their device will prevent the negative
effects of erosion on the world
and why, based on specific
information in the text.

CCSS.ELA-
LITERACY.RI.4.4Determine
the meaning of general
academic and domain-
specific words or phrases in
a text relevant to a grade 4
topic or subject area.

← CCSS.ELA-
LITERACY.RI.4.7Interpret
information presented
visually, orally, or
quantitatively (e.g., in
charts, graphs, diagrams,
time lines, animations, or
interactive elements on Web
pages) and explain how the
information contributes to an
understanding of the text in
which it appears.

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 STAGE 2

Assessments

Type of Evaluation tool Learning-

Assessme Goals
nt Connecti
on

Summativ How will you evaluate the quality of this evidence? Include the rubric, checklist, and/or specific For each
e: grading criteria for each summative assessment. summative
assessment,
← M We will have a summative assessment before we move along to the scientific experiment and list the
atching application part of the unit. This will ensure that all the students recognize the terms that we have learning
quiz learned so they will be able to apply them in the next part of the lesson. This will be the end goal(s)
← assessment new terms. from above
that directly
connects to
that
assessment.

Students
will
understand
the effect
Students will complete a final diagram or drawing showing how they can combat erosion and the that erosion
Diagram differences between what would happen with and without these solutions intact has on the
world and
Will be graded on both pictures and weather the changes they made to the drawing will truly help all those
Respons who live in
erosion
e Paper it.

Students
will be able
Will write a response on how they can implement this in the real world. This will tie into the English to generate
standards as well. solutions to
reduce the
impact of
the natural
effects of
erosion.

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Formative How will you evaluate the quality of this evidence? Include the rubric, checklist, specific assessment Students
: criteria etc., for each formative assessment. will be able
to use
Student observation
Students will have a journal that the answer and write down observations in s and
Journal
during each day of the unit. I will go through and check these after each day and recorder
measureme
make note of which students are grasping the material so far and which students
nts to
may be struggling and might need extra help. If I notice that all students are recognize
lacking in an area then I will re arrange my lesson for the next day to reteach and support
the effects
what might not have come across well. of
weathering
Link to journal: and erosion
on the
https://docs.google.com/document/d/1AodfdVpB9a7CVXgCnjG_JEouKdDVnpLQg environmen
8QeBdC_NeU/edit t.

Students
will be able
Students will complete a worksheet labeling the different types of erosion and to recognize
Worksheet
how they can affect the world around us. Students will then be graded based on the
different
which questions they got correct. I will know where their knowledge level stands
types of
based on this. erosion

Secure (90-100% correct)

Developing (70-89% correct)

Needs re-teaching (0-69%)

After participating in the augmented reality sandbox students will answer questions based on what Students
Response they observed and what they think this means. How can we relate this to what we are learning? How will
Paper does this show the effects erosion can have on humans? How can we use this to try and prevent the understand
negative effects of erosion? the effect
Use IPC that erosion
#2a to Students will answer this and I will write feedback to them based on their answers. I will record how has on the
guide your world and
they did on this sheet as well
decision- all those
who live in
making: Do
it.
the
formative Students
assessme will be able
nts enable to generate
the solutions to
students reduce the
impact of
and the
the natural
teacher to effects of
monitor erosion.
progress
toward
the
learning
goals?

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Attending to the Learners

Anticipating student ideas: In a brief set of narrative paragraphs that your mentor teacher, field instructor, and
any other stakeholders can easily understand:

Making the content accessible to
all students:
Use IPC consideration 4 to guide your
decision- making: Consideration 4.
Learners in My Classroom
a. Does the lesson provide opportunities
to differentiate instruction to ensure
equitable access to learning for all of
my students?
b. Does the lesson demonstrate an
awareness of and appreciation for
cultural differences and social
diversity, draw on diversity as a
resource in instruction, and help my
students make meaningful
connections between the content
and their own lives?
c. Does the lesson make appropriate
assumptions about prerequisite
knowledge and skills, including
knowledge of the concepts and
vocabulary? Does the lesson
communicate these assumptions and
help me prepare my students so that
they have equitable access to the
learning opportunities?
 I assumed that the students did not have that much prior knowledge on the
topic. I wanted to give a baseline introduction with all the terms just in case
students have not previously been introduced to the terms since not all
students went to the same school for previous grades.
 Students might know how to relate erosion to the world around them
since we have a lot of students in our class who are very keen on the
environment. They might have misconceptions or beliefs about what the
different types of erosion are and how the What beliefs and misconceptions do
you expect students might bring to the study of this topic? What knowledge
might students bring and how will you build on their incoming understandings?
 The learning tasks are meant to help all students at different levels becauase
my assessments have many different forms. I am basing it on small group
discuss, drawings, written work, short responses, notes, individual questioning
with the students, and full class. I tried to think of all my students and their
abilities while I came up with these assessments and I believe there is
something where everyone can shine.
 A strategy that I have to help support students with special needs will be
working one on one with the individual and allowing him to tell me what he
wants to write as opposed to having to write it himself which is something that
would be harder for him. I am also going to make sure to set expectations and
managments in my class for those students to know when it is okay to work
together and when it is okay to work alone. We will not be doing any hard
academic reading to support students of all reading levels and when we
encounter new terms I will make sure to teach them in a way that is able to
be understood.
 This unit is relevant to my students lives, knowledge, and interests because it
is something that they are passionate about in my class is the environment.
They will also see how this happens in the world around them and how they
can think to prevent it.
 I have made lots of hands on activities and different forms of assessment such
as pictures, writing, talking and more. This will help all students be able to
share their knowledge so I can see what they know as opposed to their
abilities in other areas.

STAGE 3

Instructional Sequence

Create one summary per lesson using the model below. Each summary should include goals, assessments, activities, and
management considerations. You do NOT need to write out a full lesson plan for each. During phase 2 of the UTE process you will
select 3 high-impact lessons to write out in extended lesson form using the Instructional Planning Template.

Use what you have learned from your content methods classes, and what you know about teaching and learning to plan for a
coherent sequence of lessons in this content area. Your unit should include a lesson to launch the unit (L), a related sequence of
developing understanding lessons (DU), and a lesson to close the unit (C). Your unit should have a total of at least 10 lessons.

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Attach all documents that you plan to use in your unit, including overheads, assessments, rubrics/answer keys, worksheets, and
handouts. (In creating your handouts, be sure you think carefully about the specific questions you're giving students as well as the
format for them to write any responses. For example, is there enough room for children's large writing? Are the page breaks in the
right spots? Are the instructions clear and kid-friendly? Is everything spelled correctly and grammatically correct? Do the artifacts
look professional?)

Instructional sequence

Lesson Body of the lessons Notes, Reminders, and

type, title, Materials (including
and The example lesson summaries below are not intended to management
duration represent an entire unit. They are designed to show how considerations)
launch, developing understanding, and unit close lessons are
summarized. Your completed instructional sequence of your
Unit Planning Template will include at least 10 lesson
summaries.

Lesson 1 Learning goals Related assessment Materials: pencils,

journals, power point,
Title: Students will be introduced to the idea I will use a whole class discussion graham crackers
of weathering and the three different afterwards to gage how students are
What is Management
types (mechanical, chemical, and beginning to understand these concepts.
Weatherin biological) we will watch a video after Since not all students participate in whole considerations:
g? introducing the driving question. This class discussions I will also use two other
video will give them an explanation of methods. While students are completeing Before doing the
what weathering is. They will then their labs I will walk around and listen to activity go over what I
Time:
practice scientific drawings and their observations and comments and at expect from the
approx 60 students. This is a fun
recording in their notebooks. They will the end of the lesson I will collect their data
min perform a lab on the differences journals and read what they have written activity but the graham
between chemical and mechanical as well. This will help me gage whether or crackers are not just for
weathering. They will write down their not the students understand these terms. eating, we are using
observations. We will discuss as a class them for a purpose.
what they noticed and wrote down. They will not get more
if they just eat them
Students will begin to understand the without doing the
different types of weathering. experiment. Make sure
to record all data and
go over the standards
for scientific recordings
for them. It should be
neat and you’re your
best effort. Share your
ideas with your table
mates but also keep
Summary of lesson activities: During this introduction to volume levels down. I
weathering and the concepts that we will be spending the next two will make sure that I
weeks on students will get an introductory lesson and hands on have all materials ready
for them including their
activity to introduce them to the idea of weathering. We will talk as a
journals to record in.
class a little bit, then watch a short video. This video will have a lot of before doing the knot
good background information about weathering and what it is. After activity as a whole, do
this we will do a hands on activity so they can see firsthand the a brief interactive
modeling experience of
differences between the two mechanical and chemical erosion. They
how to be in close
will record what the observe when they put their graham crackers in
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 their mouth without chewing and wait for it to dissolve and with
chewing. They will make observations, record them , and discuss as a
class.

Connection to EQ:

Students need to be introduced to the ideas of weathering and erosion before they can
answer the essential question of How can we prevent the negative effects of weathering
and erosion on our landscape

Lesson 2 Learning goals Related assessment Materials: straws,

clay, ice cubes,
Title: Students will begin to understand what I will use a whole class discussion
erosion is afterwards to gage how students are
water, dirt, sand,
What is containers to put
beginning to understand these concepts.
erosion? Students will be able to differentiate Since not all students participate in whole each set of
between the three different types of class discussions I will also use two other
materials in (2 per
Time: 60 erosion (ice erosion, wind erosion, and methods. While students are completeing
water erosion) their labs I will walk around and listen to table so 12 total),
min
their observations and comments and at powerpoint
Will make scientific drawings in order to the end of the lesson I will collect their data
show the differences between the types journals and read what they have written as Management
of erosion well. This will help me gage whether or not considerations: The
the students understand these terms. students will be working
hands on with a lot of
messy materials. I will
make sure to remind
them before hand of the
behavioral expectations
such as not throwing the
materials and taking them
out of the bins. They will
need to listen very well
during this or it could be a
mess. I will remind them
Summary of lesson activities: We will introduce the students to the
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 idea of erosion and what it is. We will then go on to explain the of this before and during
the experiment.
different types of erosion and provide them with a hands on activity to
see the effects first hand. The students will receive straws and sand I will ask them questions
for wind erosion to simulate what wind does to the sand and how it as I walk around about
can erode it. They will receive water and dirt for the water erosion to what they are observing

see up close what the effects are, and for ice erosion they will receive Have journals ready and
ice and clay. They will then make observations in their journals about passed back from
what they see happening and why. yesterday.

Connection to EQ: How can we prevent the negative effects of weathering and
erosion on our landscape

Students will once again be introduced to the concepts so they can build off of this
further in the lesson and find out a way to answer this question

You will write at least 7 more summaries before the unit close summary

Lesson 3: Learning goals Related assessment Materials:

Students will begin to understand what Worksheet, powerpoint,

Title: Worksheet highlighting the
deposition is video
Deposition differences between erosion and
deposition Management: Make sure
They will be able to draw connections
Time: to help the class as they
and comparisons between erosion and
are listening to the video
deposition
60 min and doing the worksheet.
Work alone not with
partners so I can see what
they know

Summary of lesson activities: Students will listen to me introduce the idea of

deposition. We will watch a video as a class that will give them a better understanding of what
deposition is. After we will discuss the movie and what they noticed. Differences and similarities
between what they have already learned. They will then fill out a worksheet that has them
notice differences between the three. I will collect this at the end of class and see their
responses

Connection to EQ: Continuing to gather information that they will need to answer this
question.

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 Notes, Reminders, and
Materials (including
management
considerations)

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Lesson 4 Learning goals Related assessment Materials: powerpoint
pencils,
Title: How Students will begin to set out on their I will not do a formal assessment today.
exploration to answer the driving Today will be the day where we get our Management
do we considerations:
question ideas onto the table. Students will write
plan a down some of their ideas and I will look
scientific Students will see what people have through these to see if they make sense Use ways as stated in the
done in the past to combat erosion- and if they are connecting to what we are assessment area to try
test?
why do these help? Are these good learning. and get every student
ideas? How can we improve? involved. It will be a class
Time: full of lots of ideas so
I will also gage knowledge by walking
approx 60 around the classroom as students make sure to remind
min brainstorm and through whole class students not to blurt in
discussion. To get other students involved I class
can ask questions such as if you agree put
your finger on your nose to gage even Before doing the activity
those who aren’t raising their hands to go over what I expect
speak. from the students. This is
a fun activity but the
graham crackers are not
jus
Summary of lesson activities: Students will start to see what ways
erosion occurs in our daily lives. They will see where it occurs and
what people have done in the past to try and stop it or limit its effects.
They will then brainstorm and go through the scientific process of
coming up with a hypothesis as a class, and designing an experiment
to test this hypothesis.

Connection to EQ:

This will finally start to get more in depth with the connection to the EQ. Students will
be introduced to actual ways that erosion has been protected against and start to think
about more ways they can help.

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Lesson 6 Learning goals Related assessment Materials:

Students will continue working on their They will record this information in their Papers
Title: How
ideas and tests for our question of how journals and I will look at it to check what
do we Management
can we reduce erosion by placing they have written down and whether or not
plan a materials on top of the area? they are understanding the concepts considerations: The
scientific students will be working
Students will come up with a solution to I will also have a full class discussion as hands on with a lot of
test?
combat erosion and a way to well as walking around to other groups and messy materials. I will
demonstrate it. tables to have them share their ideas and make sure to remind
Time: 60 them before hand of the
thoughts.
min behavioral expectations
such as not throwing the
materials and taking
them out of the bins.
They will need to listen
very well during this or it
could be a mess. I will
remind them of this
before and during the
experiment.

Summary of lesson activities: We will introduce the students to the I will ask them questions
idea of erosion and what it is. We will then go on to explain the as I walk around about
different types of erosion and provide them with a hands on activity to what they are observing

see the effects first hand. The students will receive straws and sand Have journals ready and
for wind erosion to simulate what wind does to the sand and how it passed back from
can erode it. They will receive water and dirt for the water erosion to yesterday.
see up close what the effects are, and for ice erosion they will receive
ice and clay. They will then make observations in their journals about
what they see happening and why.

Connection to EQ: How can we prevent the negative effects of weathering and
erosion on our landscape

Students will once again be introduced to the concepts so they can build off of this
further in the lesson and find out a way to answer this question

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Lesson 5: Learning goals Related assessment Materials:

Students will see the effects that erosion Pencil, paper, augmented
Augmente Class discussion and
can have over time on an area of land. reality sandbox
d reality drawing/questions about what
sandbox They will be begin to think about what they just observed. Management: Students
this means for conservation and humans will all want to touch and
Time: and what they can do to help. What did you notice occurred play with the augmented
over time in these different reality sandbox. Make
60 min sure they know they
environments? cannot touch it out of
turn and place
Students will write down
observations about what they
see, I will look at these
observations

Summary of lesson activities: We have access to an augmented reality sandbox

which will give students the opportunity to see the real time effects that erosion, weathering,
and deposition can have on the landmarks. Students will make observations about what they see
happening. It will be able to recreate the effects over time of erosion and weathering so that
students can actually see these effects.

We will have a discussion afterwards about what we saw and how we think we can stop it as we
talked about earlier. Plans for prevention. Is all weathering and erosion a bad thing? Why or why
not? What can humans do to effect erosion?

Connection to EQ: Students will start to think about what erosion is, what parts of it
are bad or destructive to the environment, and what humans can do to try and stop this and
save landmarks.

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 )

Lesson 7 Learning goals Related assessment Materials: pencils, ideas,

peer revision sheets
Title: Students will be able to recognize I will look at their peer feedback sheets and
whether or not their peer’s ideas will see if they understood the concepts their Management
Giving and considerations:
solve the problem and will be able to peers stated and if they themselves had
Receiving give feedback to one another solutions that would work
Feedback Make sure to remind
students that their
feedback should be kind,
Time:
specific, and helpful
approx 60
min Go over different phrases
that they can use

Summary of lesson activities: During this introduction to Practice using it as a class

weathering and the concepts that we will be spending the next two
weeks on students will get an introductory lesson and hands on
activity to introduce them to the idea of weathering. We will talk as a
class a little bit, then watch a short video. This video will have a lot of
good background information about weathering and what it is. After
this we will do a hands on activity so they can see firsthand the
differences between the two mechanical and chemical erosion. They
will record what the observe when they put their graham crackers in
their mouth without chewing and wait for it to dissolve and with
chewing. They will make observations, record them , and discuss as a
class.

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 Connection to EQ:

Students need to be introduced to the ideas of weathering and erosion before they can
answer the essential question of How can we prevent the negative effects of weathering
and erosion on our landscape

Lesson 8 Learning goals Related assessment Materials: drawings and

revision sheets
Title: Students will look at their peer’s I will look at student’s corrections to their
critiques of their assessments and make drawings to do an informal check in to
Making
changes to their drawings make sure that what they have is correct. I
changes will try to talk to students about why they
Students will understand the effect that chose to do this and why they think this will
Time: 60 erosion has on the world and all those work
who live in it.
min
Students will be able to generate
solutions to reduce the impact of the
natural effects of erosion.

Students will be able to recognize both

the positive and negative effects that
humans can have on a landscape.
Summary of lesson activities: Students will take their peer
revisions and redo their drawings with the recommended corrections.

Connection to EQ: How can we prevent the negative effects of weathering and
erosion on our landscape

This is a drawing showing what they can do to prevent the negative effects of
weathering and erosion

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Lesson 9: Learning goals Related assessment Materials:

Students will begin to understand what Worksheet, powerpoint,

Title: This will be the step before the
deposition is video
final assessment so there will be
Finishing no formal assessment given. I will Management: Make sure
They will be able to draw connections
drawing/w just make informal observations they are trying their best
and comparisons between erosion and
riting deposition about my students work and making revision

Students may be in
Time: Students will understand the effect that different places so make
erosion has on the world and all those sure they are focused on
60 min who live in it.
what they should be
Students will be able to generate doing.
solutions to reduce the impact of the
natural effects of erosion.

Students will be able to recognize both

the positive and negative effects that
humans can have on a landscape.

Students will be able to explain how their

device will prevent the negative effects
of erosion on the world
Summary of lesson activities: Students will listen to me introduce the idea of
deposition. We will watch a video as a class that will give them a better understanding of what
deposition is. After we will discuss the movie and what they noticed. Differences and similarities
between what they have already learned. They will then fill out a worksheet that has them
notice differences between the three. I will collect this at the end of class and see their
responses

Connection to EQ: Continuing to gather information that they will need to answer this
question.

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 Notes, Reminders, and
Materials (including
management
considerations)

Lesson 10 Learning goals Related assessment Materials: drawing,

paper, pencils, rubric
Title: Students will be able to explain their This will be the final summative assessment
drawings in written form that I will use to understand the student’s Management
Writing considerations:
understanding.
our Students will understand the effect that
Responses erosion has on the world and all those I will look at both their pictures and written I will make sure students
who live in it. work and use a rubric to decide if they understand that this
grasped the material. should be their best work
Time: Students will be able to generate
and their final work that
approx 60 solutions to reduce the impact of the
they will turn in.
natural effects of erosion.
min
Students will be able to recognize both
the positive and negative effects that
humans can have on a landscape.

Students will be able to explain how

their device will prevent the negative
effects of erosion on the world

Summary of lesson activities: Students will take their final

drawings and explain what is going on in them. They will turn this in
to conclude the unit and show their thoughts on what they have
learned in the unit and how they can help stop erosion.

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 Connection to EQ:

This is where they can demonstrate their overall knowledge of the topic. This will show
their solution and a written explanation of it.

UNIT CALENDAR: Create a calendar that indicates what lesson is being taught on what day and date

Monday Tuesday Wednesday Thursday Friday

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Add more weeks if

necessary

Reflection on Planning

Section Description

Learning goal for self
Something I’m working on to improve while I do this unit is to make revisions based on my lesson
the day before and to also really work on my timing. Sometimes it is hard to fit all that I have to do
into the hour slot, so I want to make sure I do that as best as I can. I would like my observer to
focus on all aspects of my teaching. Content, explanations, activities and how I handle the
classroom.

Preparing to teach this I talked to my teacher, did a run through, went over the powerpoints made changes, researched

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For interns beginning the program in Fall 2011 (PPP3) Rev. Jan. 2017
unit information, found worksheets and activities, went through the answers to these myself.

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For interns beginning the program in Fall 2011 (PPP3) Rev. Jan. 2017
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For interns beginning the program in Fall 2011 (PPP3) Rev. Jan. 2017
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For interns beginning the program in Fall 2012 (PPP3) Rev. June 2012
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For interns beginning the program in Fall 2012 (PPP3) Rev. June 2012