Integrated Unit Requirements

ELEM 4525

Long range instructional plan that covers period of 2-3 weeks

Class studies some broad topic on ongoing basis

Way to organize resources, lessons activities and assessments for study

Exactly what you will teach about?

Consult your clinical teacher Get a unit topic to teach during

Senior 2• Example:

I am assigned to first grade. My teacher would like me to do a unit on

PLANTS. MY TOPIC:PLANTS

With your clinical teacher Decide how in-depth you want to study the topic.

Decide how much time you want to spend on the unit.

Gather your on-hand resources.

Check your library for additional resources and ideas.

With the gathered resources in front of you, lay out a plan of what you will cover and projects you want to do.

Begin your unit study with enthusiasm.

End your unit with something exciting (a party, a presentation, field trip).

Check out local field trip possibilities. Plan hands-on activities that relate to

your topic (cooking, experiments, crafts, etc.).

Search the internet for online resources, games and virtual field trips.

The essence of what your students will examine and learn in the course of their study (Jacobs, 1997).

What is the main question you want students to be able to answer?

What is being taught? Why are you studying this topic?

Be sure this question helps relate the topic to their everyday lives.

Ask yourself: What should the children know when you have concluded your unit? Consider your identified goal(s) and objective(s)…

DEVELOP YOUR ESSENTIALQUESTIONS:

Examples: 1. What do plants need to grow and live?2. Can some plants survive with little water or sun?

Science

Example:COMPETENCY GOAL 1: The learner will conduct

investigationsand make observations to build anunderstanding of the needs of livingorganisms.

Objectives 1.01 Investigate the needs of a variety

of different plants: Air…Water…Light…Space.

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.• 4.01 Select and use new vocabulary and language

structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).

• 4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings).

Rationale

•Paragraph 1Who are you teaching unit to and what is the environment?

•Paragraph 2 Why should students be involved in study?

•Paragraph 3How does the topic correlate with NCSCOS? Science and Language Arts?

Who are you teaching unit to and what is the environment?

This unit of study on plants will be taught to Mrs. Jones’ class at ALPHA Elementary School in the Spring 2006. My plans are to teach it during my all days for Senior 2. It will be taught over a three-week period to approximately 20 first graders.

Why should students be involved in study?

First grade students need to develop an understanding of the important role of plants to human life and of the needs of plants in order to grow and thrive. This is important since plants are necessary for food, production of oxygen and support of human and animal life. Plants represent common experiences in the daily lives of most children. It is also important for students to understand the needs of agriculture and supporting the ecosystem.

How related to NCSCOS? Science and Language ArtsThis unit will address the following NCSCOS COMPETENCY GOALS and OBJECTIVES for first grade in science: SCIENCE COMPETENCY GOAL 1: The learner will conduct investigations and make observations to build an understanding of the needs of living organisms. • Objective 1.01 Investigate the needs of a variety of

different plants: Air, Water, Light, and Space.This unit will include a series of inquiry based lessons relating to the growth of and the life cycle of plants. Students will learn what it takes to make plants grow.

This unit will also address English Language Arts competency goals and objectives for first grade as follows:LANGUAGE ARTS COMPETENCY GOAL 4: The learner will apply strategies and skills to create oral, written, and visual texts.• Objective 4.01 Select and use new vocabulary and

language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event). .

• Objective 4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings).

Language arts objectives will be met through development of related vocabulary as well as journaling activities. This will be done by providing continual opportunities to develop appropriate vocabulary and create journal entries regarding observations of plant growth.

This unit of study on plants will be taught to Mrs. Jones’ class at ALPHA Elementary School in the Spring 2006. My plans are to teach it during my all days for Senior 2. It will be taught over a three-week period to first graders.

First grade students need to develop an understanding of the important role of plants to human life and of the needs of plants in order to grow and thrive. This is important since plants are necessary for food, production of oxygen and support of human and animal life. Plants represent common experiences in the daily lives of most children. It is also important for students to understand the needs of agriculture and supporting the ecosystem. Significant language arts objectives will be met through development of related vocabulary as well as journaling activities.

This unit will address the following NCSCOS COMPETENCY GOALS and OBJECTIVES for first grade in science: SCIENCE COMPETENCY GOAL 1: The learner will conduct investigations and make observations to build an understanding of the needs of living organisms.

• Objective 1.01 Investigate the needs of a variety of different plants: Air. Water. Light. and SpaceThis unit will include a series of inquiry based lessons relating to the growth of and the life cycle of plants. Students will learn what it takes to make plants grow.

This unit will also address English Language Arts competency goals and objectives for first grade as

follows:LANGUAGE ARTS COMPETENCY GOAL 4: The learner will apply strategies and skills to create oral, written, and visual texts.

• Objective 4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event). .


Language arts objectives will be met through development of related vocabulary as well as journaling activities. This will be done by providing continual opportunities to develop appropriate vocabulary and create journal entries regarding observations of plant growth.

List (Science) content area goals and objectives that are covered in this unit.

List the (English Language Arts) goals and objectives that are covered in this unit.

SCIENCE COMPETENCY GOAL 1: The learner willconduct investigations and makeobservations to build an understanding ofthe needs of living organisms.

•Objective 1.01 Investigate the needs of a variety of different plants: Air. Water. Light. and. Space

LANGUAGE ARTS COMPETENCY GOAL 4: The learner will applystrategies and skills to create oral, written, and visualtexts.



SCIENCE COMPETENCY GOAL 1: The learner will conductinvestigations and make observations to build anunderstanding of the needs of living organisms.

• Objective 1.01 Investigate the needs of a variety of different plants: Air. Water. Light. and Space

LANGUAGE ARTS COMPETENCY GOAL 4: The learner will applystrategies and skills to create oral, written, and visualtexts.



1. Use standard outline format2. Plan the CONTENT (not activities)

• Define exact content (facts, concepts, and generalizations) that will be taught in unit, not actual teaching activities… but topics and facts to be taught

I. The main ideas take Roman numerals. A. Sub-points under each main idea

take capital letters and are indented.

1. Sub-points under the capital letters, if any, take italic numbers and

are further indented.

I. MAIN IDEAA. Subsidiary idea or supporting idea to IB. Subsidiary idea or supporting idea to I 1. Subsidiary idea to B 2. Subsidiary idea to B a. Subsidiary idea to 2 b. Subsidiary idea to 2

II. MAIN IDEA A. Subsidiary or supporting idea to II B. Subsidiary idea to II C. Subsidiary idea to II

III. MAIN IDEAIt is up to you to decide on how many main ideas and supporting ideas adequately describe the subject. However, if there is a I in the outline, there has to be a II; if there is an A, there has to be a B; if there is a 1, there has to be a 2, and so forth.

I. Plants are living things.II. Plants have requirements in order to live and thrive. A. Plants need water B. Plants need light C. Plants need air D. Plants need spaceIII. Plant variety

A. Some plants can live on little water 1. Shrubs 2. EvergreensB. Some plants can live on little sun 1. Mushrooms 2. Lettuce

IV. Plants have a life cycle. A. Plants grow from seedsB. Seeds germinateC. Plants grow and flowerD. Plants die when the cycle is complete.

Make list of key words from unit

Write the definitions that students will actually use.

1. Life Cycle: the history of a plant from its beginning as a seed, through its growth and flowering period ending with its death

2. Seed: The small unit from which a plant grows3. Germination: The process by which a seed opens

and a plant grows when the seed is exposed to water

4. Flower:

…and so on.

Write a brief letter to your students’ families introducing the main concepts and goals of your unit. Seek their involvement.

Minimum of 5 detailed lesson plans• Use 6-step lesson plan or 5E plan• Include some review of content • How will you assess each lesson plan?

Also plan one separate day for unit assessment

*The assessment lesson plan may not be counted as one of the 5 lesson plans.

Design test instrument

• Administer before unit begins

• Administer at conclusion of unit (SAME TEST)

PlantsName:_________Date: _________

Directions: I will read the directions orally to thestudents.

1. Look at the pictures on the front of your paper. Draw a circle around the pictures which shows something plants need to grow.”2. Look at the pictures on the back of your paper. Circle the one which shows how a plant begins its life cycle.”

Plan for overall assessment of goals and objectives for unit

• How will you assess each lesson plan?

Graphic Organizers Flow Chart

Webbing Venn Diagram KWL Chart (What We Know Chart or Prior Knowledge Chart)

Interviews Observation

Observation Checklist Problem Solving Observation Checklist 3x5 Card Notes Cooperative Group work--Checklist

Performance Tasks

Creative Performances and Exhibitions Use of Drama During Animal Observations Use of Dance in Teaching About Air Presentation Assessment Guide Pictorial Problem Solving Musical Concept Task Oral Contributions

Self- and Peer-Evaluations Problem Solving Rating Scale Portfolio Reflection Items Questions for Reflective Feedback

Journals and Learning Logs Reflective Log Journal Entry Learning Log Note Taking/Note Making

Contracts Learning Contract Sample Contract for a Project Contract Worksheet

Familiar Assessment Tools: Tests Fill in the Blank Matching Example True/False Short Response Essay

Scoring Guides Checklist Concept Checklist Habitat Concept Likert Scale Habitat Concept Analytical Trait Scale Habitat Concept Holistic Scale

Portfolios Reporting:

Report Cards, Grades, Student-Led Conferences

For my unit on plants I will use many assessments strategies tomake sure I have met the objectives for each lesson. I will give aPretest/posttest at the beginning of my unit and give the same test at

theconclusion of my unit. I will compare the data I have collected to helpdetermine the growth of my students. So on………

Assessment Strategies1. Lesson Plan One- SCIENCE COMPETENCY GOAL 1: The learner will

conductinvestigations and make observations to build anunderstanding of the needs of living organisms. Objective 1.01 Investigate the needs of a variety of different plants: Air. Water. Light. and .Space

• Observation of assignments given• Journal entry• Informal questions about plants• Comprehension of directions given by teacher• Vocabulary Quiz

2. Lesson Plan Two- Competency Objective

Provide list of at least 10 children’s books

Provide an APA annotated bibliography of at least 10 additional resources • (websites, teacher’s manuals, instructional

guides, etc.) use if unit is taught again

Examples: Include: author, title, place of publication, publisher, copyright date

1. Fontaine, Cynthia. Our Vegetable Garden. Boston: Allyn & Bacon, 1999.

2. Back, Christine. Bean and Plant. Morristown, NJ: Silver Burdett, 1986.

• List of citations to books, articles, and documents in APA style.

• Each citation followed by a brief

descriptive and evaluative paragraph, the annotation.

Carothers, S., & Henke, E. (2003). Human body. Carson-Delosa Publishing Company.

This is a teacher’s book which contains activities, experiments, investigations and observations about the human body. I used several worksheets from this book to use during the guided practice sections of this unit. Moore, J., & Evans, J. (1987). My skeleton and muscles. Evan-Moor

Educational Publishers.This is a book of posters and reproducible pages about the skeleton and muscles. I used the activities in this book during independent and guided practices. One activity I used from this book was the Dancing Skeletons reproducible.

Unit TopicEssential QuestionRationalNCSCOS Goals and ObjectivesDetailed Content OutlineVocabularyHome NoteLesson PlansPretest/Posttest for the Unit Overall Assessment Plan for UnitResource ListOther material as needed

Integrated Unit Requirements

Education

Transcript of Integrated Unit Requirements