Micael_Gammil

=Module 8 Showcasing Unit Portfolios= Full name: Michael Gammill Time Submitted: 11/01/07 03:OOPM Unit Plan Unit Overview Unit Title A descriptive or creative name for your unit It’s A small world, or is it? Unit Summary A concise overview ofyour unit that includes the topics within your subject that are covered, a description of the main concepts learned, and a brief explanation for how the activities help students answer the Content, Unit, and Essential Questions The subject area you are spec/ically targeting for the unit (addressed in the standards, objectives, and instructional procedures) Science The targeted grade level(s) for the unit 1st Grade Standards repeated in 5th Grade. Example. 850-minute class periods, 6 weeks, 3 months, and so forth Two Weeks, 2 hours home work. Will be used to aid in math and sometime my be borrowed. P0 2. Compare celestial objects (e.g., Sun, Moon, stars) and transient objects in the sky (e.g., clouds, birds, airplanes, contrails). STANDARD 4: Technology Communications Tools Building on productivity tools, students will collaborate, publish, and interact with peers, experts and other audiences using telecommunications and media. STANDARD 5: Technology Research Tools Students utilize technology-based research tools to locate and collect information pertinent to the task, as well as evaluate and analyze information from a variety of sources. Enter a prioritized list of content objectives that are assessed and students are expected to master by the end ofyour unit. ack to top Students will will be familiar with the dicriptive characteristics of celestial objects. Curriculum-Framing Questions (See Resources tab > CFQs link for more information.) Why is the universe the way it is? Unit Questions
 * Subject Area**
 * Grade Level**
 * Approximate Time Needed**
 * Standards:**
 * Student Objectives/Learning Outcomes**
 * Essential Question**

How are celestial objects (e.g., Sun, Moon, stars)diffemt? Content Questions Content area or definitional questions What are planets and how are they differnt? Assessment Plan Assessment Timeline Before project work Students work on projects After project work is begins and complete tasks completed Enter assessments that Enter assessments that Enter assessments that help determine a gauge student needs, assess students’ student’s background, monitor progress, check for understanding and skills, skills, attitude, and understanding, and encourage metacognition, misconceptions encourage metacognition, and gauge student needs self-direction, and for future instruction collaboration Short Quiz Teacher Teacher Discussion. Rubric Project Show case. observation Assessment Summary Describe the assessments that you and your students use to gauge needs, set goals, monitor progress, provide feedback, assess thinking and processes, and reflect on learning throughout the learning cycle. These might include graphic organizers, journal prompts, anecdotal notes, checklists, conferences, questioning, and rubrics. Also describe the artifacts of student learning that you assess, such as products, presentations, written documents, or performances and the assessments you use. Describe in the Instructional Procedures section who uses the assessments, how they are used, and where they occur. Teacher discussion will be used combined with openended questions. Students will add work to portfolios. Student will particpate in surveys, use rubrics to access peers, and self evatuion. Unit Details Prerequisite Skills Conceptual knowledge and technical skills that students must have to begin this

unit Instructional Procedures A clear picture of the instructional cycle a description of the scope and sequence of student activities and an explanation for how students are involved in planning their own learning Accommodations for Differentiated Instruction Resource Student Describe accommodations and support for students, such as extra time for study, adjusted learning objectives, mod/ied assignments, grouping, assignment calendars, adaptive technologies, and support from specialists. Also describe mod/ications in how students express their learning (for example, oral interview instead of a written test). Nonnative English Speaker Describe language support, such as English Language Learner (ELL) instruction and tutoring from more able bilingual students or community volunteers. Describe adaptive materials, such as first-language texts, graphic organizers, illustrated texts, dual-language dictionaries, and translation tools. Describe mod/Ications in how students express their learning, such as first language rather than English or an oral interview instead of a written test. Gifted Student Describe the various ways students may explore curriculum content, including independent study, and various options through which students can demonstrate or exhibit what they have learned, such as more challenging tasks, extensions that require in-depth coverage, extended investigation in related topics of the learner’s choice, and open-ended tasks or projects. Materials and Resources Required for Unit Technology—Hardware: List all required hardware and where it is needed Computer(s) Projection SystemVideo Camera Digital Camera Scanner Internet ConnectionTelevision Other Technology—Software: List all required hardware and where it is needed Database/Spreadsheet Internet Web BrowserWord Processing Desktop Publishing Multimedia Encyclopedia on CD-ROM Other Printed Materials Textbooks, curriculum guides, story books, lab manuals, reference materials, and so forth. Supplies Essential items that have to be ordered or gathered to implement your unit and are

specfic to the course of study. Do not include everyday items that are common to all classrooms Internet Resources Web addresses (URLs) that support the implementation of your unit Other Resources Field trips, experiments, guest speakers, mentors, other students/classrooms, community members, parents, and so forth http ://teachonline .intel.com/us/mod/assess/preview.php?a=74695 &submissionid=28489&u... 11/1/2007