Understanding by Design Unit Template s4

Understanding By Design Unit Template (Revised & adapted)

Title of Unit Patterns in the World cont’d (sun, moon, and Grade Level 1 stars) Subject Science Time Frame 12/8-1/23 (6weeks) Unit Leaders

Stage 1 - Identify Desired Results Highlighted details the continuation from Unit 1. Items not highlighted are Unit 1 for your reference. Narrative about this Unit of Study: Big Idea: Students will understand that patterns in the world include and can be observed through seasonal and weather changes and occurrences. Unit 1: Patterns in the World (seasons and weather) In this unit, first grade students will continue learning about patterns in natural phenomena that occur on Earth. Students learned about different types of weather conditions through observing, collecting, recording and interpreting data. Through hands-on exploration and observation of the natural surroundings, students recognized seasonal and weather changes and how these changes affect our daily lives. Students will continue learning about seasons and the weather to develop an understanding that seasonal and weather changes are caused by the rotation of earth around the sun. Students will understand time is organized into units based on natural motions of Earth.

Learning Outcomes – Identified Primary Standards What relevant goals will this unit address? Elementary Science Core Curriculum

Standard 4: The Physical Setting Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas of science.

Key Idea 1: The Earth and celestial phenomena can be described of relative motion and perspective.

Key Idea 4: Energy exists in many forms and when these forms change, energy is conserved. Understandings Essential Questions What understandings about the big ideas implied in the PLOs are desired? What provocative questions will foster inquiry into the content? FROM ELEMENTARY SCIENCE CORE CURRICULUM Students will understand that... What kinds of patterns occur in nature?  Earth has natural cycles and patterns.  Time is organized into units based on natural motions of Earth. How can we understand environmental patterns in our natural world?  Weather can be described and measured.  Energy comes in different forms. How do environmental patterns affect our daily lives?

Knowledge: Skills What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit? FROM ELEMENTARY SCIENCE CORE CURRICULUM FROM SCOPE AND SEQUENCE Highlighted is Unit 3 (to be moved into new document soon) Students will know... Students will be able to… 1.1a  Earth spins around once every 24 hours (rotation)  Communicate – identify and discuss the different types of  Earth moves around the sun (revolution) which results in one Earth weather year.  Communicate-identify and discuss the different environmental  Daylight and darkness varies with each season. patterns in our natural world  Weather changes day to day and from season to season.  compare and contrast – the different types of weather: sunny,  The appearance of the moon changes as it moves in a path around rainy, windy, snowy, cloudy, stormy, foggy, etc. Earth to complete a single cycle.  Compare and contrast –the different environmental patterns and 1.1b forms of energy  Humans organize time into units based on natural motions of Earth  Compare what the sky looks like during the day and at night. - Second, minute, hour How is it the same? How is it different? - Week, month  gather and organize data – record the daily weather on the classroom chart 1.1c  gather and organize data-record the moon changes throughout  The sun and stars move in a recognizable pattern both daily and the month seasonally.  generalize – by observing the way people dress and the temperature 2.1a  infer – the types of temperature that is outside by the way people  Weather is the condition of the outside air at a particular moment. dress  infer- the relationship of the sun, moon and earth through the 2.1b day.  Weather can be described and measured by:  interpret data – reading and using the weather charts made 1. temperature;  interpret data –reading and using the sun, moon and earth charts 2. wind speed and direction; made 3. form and amount of precipitation;  measure – throughout the year chart the temperature registered 4. general sky conditions (cloudy, sunny, partly cloudy) on the thermometer  observe – the outside environment: leaves changing, wind 4.2a blowing, dark clouds, rain or thunder sounds  The sun’s energy warms the air and water.  observe- the environmental patterns: moon changes  observe-what can you observe about the sun?  predict - the weather by the way people dress  predict- what would earth be like without the sun?   Observe and describe weather conditions that occur during each season.  Observe and describe: describe phases of the moon  Observe, measure, record, and compare weather data throughout the year (e.g., cloud cover, cloud types, wind speed and direction, precipitation) by using thermometers, anemometers, wind vanes, and rain gauges.  Compare temperatures in different locations (e.g., inside, outside, in the sun, in the shade).  Compare day and night temperatures.  Describe the 24 hour day/night cycle(time).

 Illustrate and describe how the sun appears to move during the day.  Illustrate and describe how the moon changes appearance over time (phases of the moon).  Observe and record the changes in the sun’s and other stars’ position, and the moon’s appearance relative to time of day and month, and note the pattern of this change.  Recognize that the sun’s energy warms the air. Bold words are academic language (vocabulary words) that teacher should introduce AND display on word walls to students

Predict, characteristics, describe, change, observe, different, patterns, depend, properties, affect, discuss, month, week, second, minute,

Sun, sky, moon, stars, earth, solar system, phases of the moon, new moon, full moon, crescent moon, craters, telescope, position, sunlight, shadow, rotate, orbit, axis, brightness, darkness, energy

Stage 2 – Assessment Evidence

Performance Task  Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? Pre-assessment: The teacher will ask the following question to assessment children’s knowledge of the sun, moon and star. Teacher will say: boys and girls, I want to see how much you know about the sun, moon or star. Can you turn and talk and tell your partner what you know about it? After children turn and talk, ask children to go back to their seats and write/draw what they know about the topic.

Post-assessment: children will answer three questions related to the topic. See test below. Rubric for Assessment:

RUBRIC: Grade: K 1 2 3 4 5 Unit: 1 2 3 4 ELA: Reading Writing Speaking & Listening Social Studies Science Mathematics On demand task: children will answer three questions related to the topic. See test below.

Title of Unit 4 Consistently above 3 Consistent 2 Inconsistent 1 Little or very Patterns in the standard evidence of evidence of meeting limited evidence World meeting standard standards Key Ideas Key Idea 2: Demonstrates accurate Demonstrates Demonstrates some Does not demonstrate Many of the understanding of seasonal accurate understanding of understanding of phenomena that we observe on Earth and weather changes and understanding of seasonal and weather seasonal and weather involve interactions how it affects our lives seasonal and changes changes among components of weather changes air, water, and land.

Key Idea 4: Demonstrates accurate Demonstrates Demonstrates some Does not demonstrates Energy exists in many understanding of how the accurate accurate understanding accurate understanding forms and when these forms change, energy sun’s energy helps understanding of of how the sun’s of how the sun’s energy is conserved. humans, plants, and how the sun’s energy helps humans, helps humans, plants, animals to live on Earth energy helps plants, and animals to and animals to live on with multiple humans, plants, and live on Earth Earth details/examples animals to live on Earth Rubric for Assessment:

RUBRIC: Grade: K 1 2 3 4 5 Unit: 1 2 3 4 ELA: Reading Writing Speaking & Listening Social Studies Science Mathematics

Title of Unit 4 Consistently above 3 Consistent 2 Inconsistent 1 Little or very Patterns in the standard evidence of evidence of meeting limited evidence World meeting standard standards Key Ideas Key Idea 1: Demonstrates accurate Demonstrates Demonstrates some Does not demonstrate The Earth and understanding of the big accurate understanding of the understanding of the celestial phenomena can be described of ideas with details/examples understanding of the big ideas big ideas relative motion and big ideas perspective.

Other Evidence Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?

Objective(s) Listed Aim or Learning Intention Assessment Resources Related to knowledge, skills or both? of Each Lesson. Students will recognize Earth has Essential Question: What kinds natural cycles and patterns. of patterns occur in nature?  On-going skills checklist National Geographic big books and  Culminating Activity trade books Mini-Lessons patterns and cycles (refer to protocol above) of the Earth Books: Students will understand Earth spins Sun, Moon and Star around once every 24 hours The Sun (rotation) Websites (pebblego, brainpopjr, Students will understand Earth discovery education…) moves around the sun (revolution) Hands on materials which results in one Earth year.  Globe  Flashlight Humans organize time into units based on natural motions of Earth -Second, minute, hour -Week, month

Mini Lessons about what we see in the sky Students will understand that the Students will identify and describe sun, moon and stars can be seen in characteristics of the sun as a the sky familiar object in the solar system.

Students will recognize that the sun can be seen only during the day.

Students will identify and describe characteristics of the moon as a familiar object in the solar system.

Students will recognize that the moon can be seen sometimes at night and sometimes during the day.

Observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky.

Observe that stars differ in brightness. Students will observe and identify Mini Lessons about the properties of the sun and describe its properties and effects of sun effects on Earth We need the sun for life on earth.

People, plants and animals need sunlight and warmth to survive.

The sun has characteristics that can be observed and described.

Too much sunlight can be harmful to us.

The sun looks different in the sky depending on when we see it.

The earth rotates around the sun, casting different shadows throughout the day.

Students will observe the phases of Mini Lessons about the phases of the moon and describe how they moon and its effect change in a monthly cycle You can observe the moon with a telescope.

You can describe the moon using a telescope. The moon has craters and mountains.

The moon moves and changes position in the sky.

The shape of the moon changes. We can describe the phrases of the moon (new moon, full moon, crescent moon..etc..) Universal Design for Learning

REPRESENTATION ACTION & EXPRESSION ENGAGEMENT The ‘what’ of teaching & learning.. The ‘how’ of teaching & learning… The ‘why’ of teaching and learning…

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)