Science Unit Plan s1

Art Unit Design

Unit Title: Unit Length: Course: Date Created:

Unit Overview Unit Components Equipment Materials Process/Procedure Safety Clean up Product Evaluation

Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics

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Generating Ideas Artists Planning My for a Product Strategies/Techniques Product

Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Objectives/Learning Targets: The student will . . ./I can . . . Assessments/Evidence 1. Define and use unit vocabulary. •Selected response (e.g., multiple choice, matching, true/false) 2. •Closed-ended selected response (e.g., multiple choice, matching, true/false) 3. 4. •Open-ended constructed response (e.g., fill-in-the-blank, short answer, label, graphic) 5. 6. •Products (e.g., essay, model, project) 7. •Performances (e.g., speech, recital, demonstration) 8. •Process-focused (e.g., conferences, observations, logs)

•Student Self-Assessment (e.g., journal reflection, portfolio)

• Portfolio (e.g., collections of products, performances, artifacts, tests)

Resources/Materials: • • • •

Formative Assessment Plan (Types, Placement, Frequency) Corrective and Enrichment Activities/Practices/Strategies Select/Create Possible Modifications Select/Create Correctives Select/Create Enrichments/Extensions •re-teaching •tutoring peers Content •alternative textbooks •developing practice exercises Vary what students will learn and the materials that represent the content. •alternative materials •developing related media materials •workbooks •completing special projects, experiments Process •study guides •developing games, problems, and contests Vary the activities through which students make sense of key ideas using essential •academic games (crossword •using advanced computer-assisted lessons skills. puzzles, simulations) •locating background materials for future •small group study sessions or current topics Product Vary how students demonstrate and extend what they understand and can do as a •individual tutoring •developing additional formative result of a span of learning. •learning centers and assessments laboratories •planning to teach a mini-unit Learning Environment •technology-assisted •creating bulletin boards and displays Vary the classroom conditions that set the climate, expectations for learning, instruction (e.g., Podcasts, •applying knowledge to a new situation physical conditions, or equipment. computers, video)

6/12 Select literacy skills that could also be featured in this unit/chapter of study. Writing Reading for Informational Text Speaking and Listening

1. Explanatory/Informative 1. Main/Central Ideas 9. Evaluating Information and 1. Lead and participate in group 8. Use media and other 2. Narrative 2. Supportive Details Detecting Discrepancies discussion. visual resources during 3. Persuasive/Argumentative 3. Sequential/ Order Relationships 10. Interpreting and Applying 2. Read/orally interpret text. presentations/speeches. 4. Research 4. Comparison Relationships Instructions and Processes 3. Create and present speeches for 9. Summarize/paraphrase 5. Functional (e.g., letters, 5. Cause and Effect Relationships 11. Author’s Purpose, Techniques, different purposes (e.g., persuade, was is heard, read, and directions, technical 6. Problem-Solution Relationships Claims, Views, and inform, describe). viewed. content-related pieces) 7. Understanding Generalizations Arguments 4. Debate 10. Restate and carry out 6. Summary (see reading and Conclusions 12. Integrating/ Synthesizing 5. Interact with partners and small multi-step oral skills to the right for 8. Using Words and Symbols Multiple Sources and Formats groups about content and skills. instructions. summary purposes) 13. Interpreting and Translating 6. Ask relevant questions. 11. Identify and manage Maps, Charts, and Graphs 7. Listen to and respond thoughtfully barriers to listening. and appropriately to questions and 12. Take notes during comments. lectures and discussions.