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 Subject Area
The subject area you are spec/ically targeting for the unit (addressed in the
standards, objectives, and instructional procedures)
Science Grade Level
The targeted grade level(s) for the unit
1st Grade Standards repeated in 5th Grade. Approximate Time Needed
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. Standards:
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. Student Objectives/Learning Outcomes
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.) Essential Question
Why is the universe the way it is?
Unit Questions
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
Module 8 Showcasing Unit Portfolios
Full name: Michael GammillTime 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
Subject Area
The subject area you are spec/ically targeting for the unit (addressed in the
standards, objectives, and instructional procedures)
Science
Grade Level
The targeted grade level(s) for the unit
1st Grade Standards repeated in 5th Grade.
Approximate Time Needed
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.
Standards:
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.
Student Objectives/Learning Outcomes
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.)
Essential Question
Why is the universe the way it is?
Unit Questions
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