Unit Plan - University of West Georgiajuliegaines.wiki.westga.edu/file/view/Unit+Plan+&+Less… ·...

Unit Plan

Stage 1 – Desired Results GPS and Elements: S5E1. Students will identify surface features of the Earth caused by constructive and destructive

processes. a. Identify surface features caused by constructive processes.

• Deposition (Deltas, sand dunes, etc.) • Earthquakes • Volcanoes • Faults

b. Identify and find examples of surface features caused by destructive processes. • Erosion (water—rivers and oceans, wind) • Weathering • Impact of organisms • Earthquake • Volcano

c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to

• Seismological studies, • Flood control, (dams, levees, storm drain management, etc.) • Beach reclamation (Georgia coastal islands)

S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

b. Carefully distinguish observations from ideas and speculation about those observations.

S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.

b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts.

S5CS5. Students will communicate scientific ideas and activities clearly.

b. Make sketches to aid in explaining scientific procedures or ideas. S5CS7. Students will be familiar with the character of scientific knowledge and how it is

achieved. Students will recognize that:

a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.

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Julie Gaines 5th Grade Science

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S5CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. Enduring Understandings: Students will understand:

What Landforms Are What Makes Each Landform Different

From Others What causes weathering, erosion, and

deposition How wind, water, and plants cause Earth’s

landforms to change Causes of change in Earth’s landforms and

their effects How movements in the Earth’s crust

change the surface of the Earth How quickly Earth’s landforms can change Causes of earthquakes, volcanoes and

mountains How scientists study earthquakes What helps control floods How nature and people change coasts Ways technology can control natural

processes

Essential Questions:

What are some of Georgia’s landforms? What makes each landform different from

another landform? What are Georgia’s geologic regions? What causes changes to landforms? How do movements of the crust change

landforms? What causes Earth’s plates to move? What causes earthquakes? What causes a chain of volcanoes to form? How do mountains form? How do humans change landforms? How does the work of seismologists help

prevent earthquake damage? What are three major methods of flood

control? How do people restore beaches?

Knowledge: Students will know… How long it takes for a landform to change The differences between each landform Where the different landforms are located Georgia’s geologic regions How long it takes a landform to change What causes changes in landforms How movements in the crust form mountains,

volcanoes and cause earthquakes The effect of the movement of Earth’s plates Why we study earthquakes Why floods need to be controlled What humans do to change landforms The role of technology in natural processes

Skills: Students will be able to… Build a model of a landform Define vocabulary related to landforms List Georgia’s geologic regions and their

characteristics Show how a landform changes through an

experiment Define vocabulary related to landform changes Show a knowledge of how landforms are

changed by wind, water and plants Demonstrate what happens when a volcano

erupts Determine what happens when Earth’s plates

move Explain what causes earthquakes and a chain of

volcanoes to form.

Describe how humans change landforms in a short essay

List the three major methods of flood control Create a project illustrating a jetty and its

importance to beach restoration.

Stage 2 – Assessment Evidence Performance Task(s) and Assessment: Formative Assessments: “Dear Teacher” letter KWL chart “First Word” activating strategy Anticipation/reaction guide Summative Assessments: Landform and Georgia Geologic Region

project Earth surface changes paragraph Graphic organizer drawing of the effects

of the crust’s movement on Earth’s surface

Essay on how humans change landforms Beach restoration and jetty project

Various quizzes and test at the end of the

unit

Other Assessment Format(s) as Evidence: Formative assessments will be evaluated by students filling out graphic organizers and letter preparation. Summative Assessments Evaluated by: Evaluated by use of a rubric Evaluated by grading on a points system Evaluated by use of a rubric Evaluated by grading on a points system Evaluated by use of a rubric Evaluated by grading on a points system

Stage 3 – Learning Plan

See attached Lesson Plans for details of the Learning Plan for each lesson.

Lesson Plan 1 5th Grade Science

Julie Gaines







S5CS5. Students will communicate scientific ideas and activities clearly.

b. Make sketches to aid in explaining scientific procedures or ideas. Enduring Understandings: Students will understand:

What Landforms Are What Makes Each Landform Different From

Others

Real World Understandings:


What are some of Georgia’s landforms?

What makes each landform different from another landform?

What are Georgia’s geologic regions?

Knowledge: Students will know…

How long it takes for a landform to change The differences between each landform

Skills: Students will be able to…

Build a model of a landform Define vocabulary related to landforms List Georgia’s geologic regions and their

characteristics

Where the different landforms are located Georgia’s geologic regions

Stage 2 – Assessment Evidence Performance Task(s) and Assessment: Students will create a project including a landform and a presentation about one of the Georgia geologic regions.

Other Assessment Format(s) as Evidence: Students will be given a short, multiple choice quiz to test understanding of the material.

Stage 3 – Learning Plan Activating Strategy: Use graphic organizer to introduce new vocabulary (landform, topography, sand dune, etc). Use a “Dear Teacher” letter – Have the students write a letter to the teacher discussing what they already know about the topic. Procedures: Introduce lesson by discussion how old mountains are and how quickly or slowly landforms can form. Lecture and have the students fill in a graphic organizer with details that describe mountains, hills and plains. Discuss student letters and discuss Georgia geologic regions and details about each. Materials: Graphic organizers, paper, pencils, for building model (clay, plastic tray, forceps, cup) Differentiation: Students will be put into small heterogeneous groups to work on the landform model project. It will be required that all students participate in forming the model. One student from each group will be selected by the group members to present the landform model. Closure: To wrap up the lesson, we will play a game of Tic, Tac, Toe, What Do You Know? to review the concepts learned above and students will come up with the questions and answers for the game. Teacher will review. Follow with short quiz.

Name: _________________________ Date: ____________ Class Period: ____

Vocabulary List Definitions and Sentences

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www.studenthandouts.com


Julie Gaines





S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism

in science and will exhibit these traits in their own efforts to understand how the world works.

b. Carefully distinguish observations from ideas and speculation about those observations. S5CS7. Students will be familiar with the character of scientific knowledge and how it is

achieved. Students will recognize that:

a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.

Enduring Understandings: Students will understand :

What causes weathering, erosion, and deposition

How wind, water, and plants cause Earth’s landforms to change

Causes of change in Earth’s landforms and their effects

Real World Understandings:


What causes changes to landforms?


How long it takes a landform to change What causes changes in landforms


Show how a landform changes through an experiment

Define vocabulary related to landform changes Show a knowledge of how landforms are changed

by wind, water and plants

Stage 2 – Assessment Evidence Performance Task(s) and Assessment: Students will write a short paragraph summarizing the factors that change the Earth’s surface.

Other Assessment Format(s) as Evidence: Students will draw and complete a graphic organizer to show the effects of weathering, erosion and deposition on landforms.

Stage 3 – Learning Plan Activating Strategy: Use a Word Splash to introduce new vocabulary (weathering, erosion, delta, sinkhole, etc). Use a KWL chart to have students show what they think they know, what they think they will learn, and have them hold in their notebook for the end of the lesson to tell what they learned. Procedures: Introduce lesson by discussing with class how wind, water, erosion, deposition and plants change landforms. Do a demonstration of how soil and sand settles out of water by filling a clear container half full of water and slowly dropping the sand/soil mixture into the water. Have students prepare a lab to show that rivers do not flow in straight lines and how rivers develop their twists and turns. Materials: Paper, pencils, graphic organizers, for delta formation demonstration (clear container, water, mixture of sand and soil), for river lab (paint tray, clay, plastic cup, clean sand, water, spoon, kitchen baster)

Differentiation: Students will work in small heterogeneous groups of 4 to 5 students to prepare the river lab. One student will function as the recorder and make an observation chart with 5 trials and record the data related to the speed of water flow and observations of the group. The rest of the group will use the clay to make a shoreline, beach and a channel in the clay to form the riverbed. The students will use a water/sand mixture placed in a kitchen baster and change the speed of the flow released for each trial. Students will record conclusions and share them with the class. Closure: To wrap up the lesson, we will play a game of “Four Corner Fun” (see attached).

Four Corner Fun: A Review Game

Return to Reviving Reviews: Refreshing Ideas Students Can't Resist

Subjects

All Subjects•

Grades

Pre K•

K-2•

3-5•

6-8•

9-12 •

Brief Description

Multiple choice review questions are center stage in this activity that can be used to review any subject matter, any skill.

Objectives

Students will

learn a new game, and follow the rules of that game. •

use the game to review important skills and content. •

Keywords

multiple choice, review, test, skills

Materials Needed

mural paper or poster board •

markers •

index cards (see instructions for labeling in Lesson Plan section below) •

Lesson Plan

This lesson is an active one; it involves students in moving around the classroom. It will serve as a nice activity to break up a long class period/day.

Before the Lesson

Create four large signs. On one sign, write a large letter A. Write a large letter B on the second sign; a C on the third sign; and a D on the fourth. Post one of the signs in each corner of your classroom.

•

Obtain one index cards for every student in the class. Write the word Player on about three-fourths of the cards; write the word Fibber on the remaining cards.

•

Prepare in advance at least 25 multiple-choice questions relating to a unit or skill students have been studying. All questions should have four possible answers A, B, C, or D.

•

This game can be used for a variety of curriculum areas and subjects. Following are some examples:

About Contact Advertise INFORM

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In math class, provide calculations or word problems for students to solve; they can solve the problems in their math journals/notebooks.

•

In language arts class, the game easily can be adapted to reading content, vocabulary, or grammar. (For grammar, you will probably want to prepare transparencies using an overhead projector; the text might be divided into four lines -- lines a, b, c, and d). Students will identify the line in which they spot the grammar error you have "planted.")

•

In other subject areas, the game can be adapted to review content, concepts, and/or vocabulary.

•

The game can also be used to build standardized test-taking skills. •

The Lesson To begin the lesson, place one of the index cards face down on each student's desk. Instruct students to look at their cards privately to find out if their role in the game is that of a Player or a Fibber. Tell students to not reveal their roles to their classmates.

Run through a couple of practice questions before beginning the game. Pose the first question and four possible responses. Ask students which response they think is the correct one. Have students who think the correct answer is A stand by the A sign. Students who think the correct answer is B, C, or D gather near their respective signs.

Here's the catch! Students who hold the Player cards go to their appropriate corners while students who hold the Fibber cards are free to go to any corner. The Fibber's movements are intended to throw off the other students. Perhaps some of the brightest students are Fibbers and some players will be tempted to follow those students to the wrong corners. Doing this encourages students to think for themselves, not just follow the flock.

When all students have taken their corners, reveal the correct answer to the question. Ask students who chose the correct answer to explain why they selected that answer. Then you're ready to pose the next question

Assessment

Provide a follow-up work sheet with the same questions used in the above activity or with different questions.

Lesson Plan Source

Education World

Submitted By

Gary Hopkins

National Standards

This activity can be adapted for use in almost every subject and for almost any skill.

Click to return to this week's lessons, Reviving Reviews: Refreshing Ideas Students Can't Resist.

Originally published 03/28/2003 Last updated 04/30/2008

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KWL

-K- Think I Know…

-W- Think I’ll Learn…

-L- I Learned…


Julie Gaines







Enduring Understandings: Students will understand:

How movements in the Earth’s crust change the surface of the Earth

How quickly Earth’s landforms can change

Causes of earthquakes, volcanoes and mountains


How do movements of the crust change landforms?

What causes Earth’s plates to move? What causes earthquakes? What causes a chain of volcanoes to

form? How do mountains form?


How movements in the crust form mountains, volcanoes and cause earthquakes

The effect of the movement of Earth’s plates


Demonstrate what happens when a volcano erupts Determine what happens when Earth’s plates

move

Explain what causes earthquakes and a chain of volcanoes to form.

Stage 2 – Assessment Evidence Performance Task(s) and Assessment: Students will draw a complete graphic organizer to show the effects of movements of the crust on landforms to demonstrate knowledge of the lesson.

Other Assessment Format(s) as Evidence: Students will be given a short, multiple choice quiz over topics from the lesson.

Stage 3 – Learning Plan Activating Strategy: Use vocabulary graphic organizer to introduce new terms (plate, earthquake, epicenter, fault, magma, lava, and volcano, etc). Use the “first word” activating strategy to introduce concepts (see attached). Procedures: Introduce lesson by going over vocabulary and discussing the “first word” worksheet. Show a short video on plate tectonics, earthquakes, volcanoes and mountains. Discuss the video and concepts. Materials: pen, paper, graphic organizer worksheets, computer, internet, etc Differentiation: Put students in pairs. Have them research and prepare a think, pair, share graphic organizer discussing what happened to the ancient Roman city of Pompeii. Have them write about it as if they were there.

Closure: To wrap up this lesson, students will fill out exit slips (see attached) before leaving class. This will show if students have understood the material. The information on the exit slips will be used the next day to review the material… especially that material which was not understood.

Instructional Strategies for Engaging Learners Guilford County Schools TF, 2002

The First Word

The First Word

Purpose: To activate students' prior knowledge of a concept, idea, or skill

Description: The First Word is a variation on traditional acronyms. By going through the process of analyzing words and creating related sentences, students will gain a deeper understanding of the meaning.

Procedure:

1. Assign students the name of an object, a topic, or key concept to write vertically down the side of a page.

2. Working in small groups or on their own, students should generate a short phrase or sentence that begins with each letter of the vertical work and offers important information or key characteristics about the topic.

3. Students can illustrate their "First Words" for posting around the classroom. Sharing "First Words" will allow students to identify important concepts that may have been left out of their own work.

Sample First Word:

Sun is the star at the center of the solar system

Orbits are the paths that planets take around the Sun

Lunar eclipses occur when the Moon gets blocked by the Earth

Asteroids are big rocks that orbit the Sun

Rings-- the planet Saturn has them

Saturn is the sixth planet from the Sun

You can see some planets with your naked eye

Some other planets are: Earth, Venue, Mars, Jupiter, Pluto, and Neptune

The Earth is the only planet with life on it

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Every year, the Earth orbits the Sun once

Mercury is the planet closest to the Sun

Lipton, L., & Wellman, B. (1999). Patterns and practices in the learning-focused classroom. Guilford, Vermont: Pathways Publishing.

Sample First Word Activity Sheet

from Instructional Strategies for Engaging Learners Guilford County Schools TF, 2002

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Exit Slips (also called One Sentence Summaries)

Purpose: To engage students in summarizing their learning

Description: Using this strategy, students will synthesize learned information, skills, and processes by writing an Exit Slip. An Exit Slip can be a One Sentence Summary of what students learned or can be used in a variety of other ways. Other uses are: to answer a review question, to pose a question related to the topic studied, to make a short list of facts learned, to set a learning goal for the next day, etc.

Procedure:

1. Prior to using the Exit Slip as a summary activity in your classroom, decide upon its purpose (including whether or not it will be used as an assessment or evaluation tool).

2. During the last 5-10 minutes of class, inform students of the purpose/task associated with their Exit Slip.

3. Tell students to take out a half-sheet of paper and complete the assigned Exit Slip. 4. As students exit your classroom that day, collect their Exit Slips as a pass out the door.

Hint: Exit Slips are a great way to assess your own teaching. They will often indicate whether or not students understood the presented material. When used to pose a question, they can provide discussion questions for the next day's lesson.


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Julie Gaines


processes. c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to • Seismological studies, • Flood control, (dams, levees, storm drain management, etc.) • Beach reclamation (Georgia coastal islands)


a. Observe and describe how parts influence one another in things with many parts. S5CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

Enduring Understandings: Students will understand:

How scientists study earthquakes What helps control floods How nature and people change coasts

Ways technology can control natural processes

Essential Questions: How do humans change landforms? How does the work of seismologists help prevent

earthquake damage? What are three major methods of flood control? How do people restore beaches?


Why we study earthquakes Why floods need to be controlled What humans do to change landforms The role of technology in natural processes


Describe how humans change landforms in a short essay

List the three major methods of flood control Create a project illustrating a jetty and its

importance to beach restoration.

Stage 2 – Assessment Evidence

Performance Task(s) and Assessment:

Short essay on how humans change landforms

Project on beach restoration and jetties with scoring rubric

Other Assessment Format(s) as Evidence: Short fill-in blank quiz on flood control

Stage 3 – Learning Plan Activating Strategy: To begin this lesson, have students fill out the anticipation/reaction guide (see attached) Procedures: Introduce lesson by discussing how people change the environment and what parts they change. Also, discuss how we can fix the problems we have caused. Have students prepare a lab to demonstrate how we clean water. Show a short video on the impact of flooding. Materials: Paper, pens, pencils, graphic organizers, for water treatment lab (spoons, soil, water, 2 funnels per group, 3 clear plastic cups per group, cotton balls, coffee filters, charcoal, and pea sized gravel) Differentiation: Place students into small groups of 2 to 3 students. Students will research websites that deal with seismology, flood control, and beach reclamation. Students will compile a list of websites and present them to the class and tell the most interesting thing they learned from each website. Closure: To wrap up this lesson, we will review all four lessons by playing some review games in order to prepare for our upcoming unit exam. We will also fill out our study guide together.


Sample Anticipation/Reaction Guide for Temperature Scales

Directions: Read the statements below and decide if you AGREE or

DISAGREE with each statement. Write your answer underneath the "Anticipation" column. At the end of your lesson, write your answer underneath the "Reaction" column. Compare your answers? What did you learn?

Anticipation Statement Reaction 1. __________ There is only one scale for measuring 1. __________ temperatures. 2. __________ Water freezes at 32o Fahrenheit. 2. __________ 3. __________ Anders Celsius invented the thermometer. 3. __________ 4. __________ Well known British scientist, Gabriel 4. __________ Daniel Fahrenheit was the first to boil Water. 5. __________ The Celsius scale is used as a part of the 5. __________ metric measurement system. 6. __________ The Greek prefix "centi" means 6. __________ one-hundreth. 7. __________ Using the Fahrenheit scale, water boils 7. __________ at 212 o. 8. __________ Both the Fahrenheit and Celsius scales 8. __________ are based upon the temperature that water boils and freezes.


Anticipation/Reaction Guide for ___________________

Directions: Read the statements below and decide if you AGREE or

DISAGREE with each statement. Write your answer underneath the "Anticipation" column. At the end of your lesson, write your answer underneath the "Reaction" column. Compare your answers? What did you learn?

Anticipation Statement Reaction 1. __________ _______________________________ 1. __________ _______________________________ 2. __________ _______________________________ 2. __________ _______________________________ 3. __________ _______________________________ 3. __________ _______________________________ 4. __________ _______________________________ 4. __________ _______________________________ 5. __________ _______________________________ 5. __________ _______________________________ 6. __________ _______________________________ 6. __________ _______________________________ 7. __________ _______________________________ 7. __________ _______________________________ 8. __________ _______________________________ 8. __________ _______________________________

Anticipation/Reaction Guide

Purpose: Activate and evaluate prior knowledge

Description: Using the Anticipation/Reaction Guide, students will make predictions based upon prior knowledge and evaluate those predictions after exposure to new information.

Procedure:

1. Generate a list of 8-10 statements related to your topic of study. Place these on an Anticipation/Reaction Guide.

2. Pass out a copy of your guide to each student.

3. Prior to introducing new information, engage students by having them write whether or not they AGREE or DISAGREE with the statements listed on the guide.

4. Teach your lesson content.

5. After the new content has been taught, have students react to the new information by responding again to the statements on the Anticipation/Reaction Guide.

6. Discuss why their before and after answers are different. What did students learn that caused them to change their answers?

Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.

Sample Anticipation/Reaction Guides


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