Dr. Melinda WilderMelinda.wilder@eku.edu

Eastern Kentucky University859-622-1476

• The single overarching concept that is designed to connect learning with prior knowledge and/or experiences.

• Engages students.

• Focus on one or more realistic issues or problems.

• Uses a question format

• Reflect the content standards.

Develop a Unit Organizer

How Does Land Use Impact Streams?

How Do Humans Impact Habitats?

How Does Coal Mining Affect the Environment?

Anticipate what students misconceptions/prior knowledge about your topic may be in order to design effective learning strategies.

Information Google “Science misconceptions about _____” EBScHost search—Science misconceptions, grade

level (high school), topic (carbon cycling)

Science misconceptions Children’s Misconceptions About Science: http://www.amasci.com/miscon/opphys.html

Recurring Science Misconceptions in K-6 Textbooks: http://www.eskimo.com/~billb/miscon/miscon.html

SamCATS Science Misconceptions: http://www.shsu.edu/~sciteach/misc/misc.html

Earth Science Misconceptions: http://www.shsu.edu/~sciteach/misc/misc.html

Science Misconceptions: http://www.services-center.net/science-misconceptions/science-misconceptions.html

Science Misconceptions: http://www.geocities.com/lclane2/misconceptions.html

Misconceptions in Science: http://www.indiana.edu/~w505a/studwork/deborah/

Physics Resource Page: http://www.aber.ac.uk/education/PGCE/Secondary/Resources/Physres_02/scienmiscon.htm

Next Generation Science Standards A Framework for K-12 Science Education:

Practices,Crosscutting Concepts, and Core Ideas http://www.nap.edu/catalog.php?record_id=13165

Example Core Idea ESS3: Earth and Human Activity ESS3.A: Natural Resources ESS3.C: Human Impacts on Earth Systems

OR Combined Curriculum Document 4.1

OR Other States—appropriate state standards School requirements and implementation

Address the topic.

Can be taught within the allotted time.

Will be assessed.

Are grade level and developmentally appropriate.

• Guide instruction and learning.

• Narrow the focus of the learning by breaking the content into logical, sequenced parts for instruction.

• Encourage higher order thinking and promote inquiry.

• Can not be answered with a simple “yes” or “no”.

• Are written in student friendly language.

Organizer: How do Humans Affect Habitat? What are the basic needs of an organism? How does an organism’s habitat help it meet its

basic needs?

Organizer: How is geometry useful in

describing the trees around us? How can the diameter and height of a tree be useful

in determining the quantity of lumber in that tree?

Essential QuestionsEngage students, promote critical

or abstract thinking, and have to potential

to have more than one right answer

• Materials list—

• A list of all the materials including quantity needed

• May want to list this by day

• Resource List

• A list of at least 10 resources that can be used by teachers and students throughout the unit, including several types of media (multiple forms), web sites, objects, and text

• In APA bibliographic format

Assesses all targeted standards

Demonstrate critical thinking skills

Demonstrate learning in different ways

Allow for diverse needs of students

• Community/ school service projects

• Debate

• Diorama

• Dramatic presentation

• Multimedia Presentations

• Photo/picture journal or essay

• Transactive writing piece

• Web page

Designed to evaluate your summative/end of unit assessment

Questions for consideration What do we want students to know and be able to

do? How well do we want them to know it and be able to

do it? How will we know when they know it or do it well?

How do the learning experiences Address individual student needs?

Support active learning?

Promote critical thinking skills?

Address student interest and motivation

Consider the perspectives of the learner?

Include varied and rigorous experiences?

Day Essential Question

Learning Targets/Objectives

(Keyed to Standards)

Instructional Strategies

Assessment(Types of assessment list --Summative or Formative)