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ORILLIA CAMPUS
BACKWARD DESIGN/DOWNWARD DESIGN CROSS CURRICULAR PLANNING MODEL
Subjects /Strands: Science
Grade(s):
A. BIG IDEA
FOR THIS
UNIT
CULMINATING
TASK
Rich
Performance
Assessment
Task pg. 69
Drake Text
What is important for students to know? What are the enduring understandings? What is the big
open question to inform learning and link curricula? (consider starting with big ideas in Science
or Social Studies)
The big idea of this unit is to show students the harsh effects that we have on our environment
and to discuss how we effect our environment. Students must show an understanding of plants
in their environment and how us as humans are effecting its eco system.
Complete explanation of what students will do/write/say to demonstrate their understanding of
the big idea. Will it be individual/group work? How will the task be assessed (mode, tool,
strategy)? Is it differentiated? What Achievement Chart Categories will be addressed?
Culminating task:
Students will be asked to research on various types of plants and complete a written report on
the plant of their choosing. They must complete a 1 page report with subheadings of different
facts they have found about the plant of their choosing. e.g. how does the plant fair in society?
The one page write-up will show students knowledge of their plant and the negative effects
society has on this particular plant.
-Students will be able to complete this either hand written or on the computer, so that other
students will be able to use programs such as Kurzweil to aid them.
Lesson #1
Science: Understanding Life Systems: Growth and Changes in Plants
2.3 germinate seeds and record similarities and differences as seedlings develop (e.g., plant
quick-growing seeds nasturtium, morning glory, sunflower, tomato, beet, or radish seeds in peat pellets to
observe growth)
2.4 investigate ways in which a variety of plants adapt and/or react to their environment, including changes in
their environment, using a variety of methods
Lesson #2
1.2 assess the impact of different human activities on plants, and list personal actions they can engage in to minimize
harmful effects and enhance good effects
Clearly identify what students are expected to know & able to do in language they can
understand. What is the strategy/task that will provide information for assessment?
What are the questions that the students will be able to answer at the conclusion of the unit
of study?
Learning Goals
- I will Learn how to spell familiar words correctly
- I will learn how to gather information for a research project
- I will learn how to produce media texts for a certain type of audience
C SUCCESS
CRITERIA
How will students demonstrate what they will learn? What will successful acquisition of the
learning goals look like and sound like?
How will we know they have learned it? How will they demonstrate their learning?
Success Criteria
- I know how to spell unfamiliar words correctly by using the visual aids in the classroom to
help me e.g. anchor charts, textbook, vocabulary book
- I know how to gather information for a research project by using my graphic organizer as an
aid to help me organize my ideas into subheadings
- I can make a poster directed towards people who want to save trees with these key features:
-attractive slogan
-accurate information
-colourful pictures
ASSESSMENT
TOOLS
What recording
strategies will
teachers use?
Observation sheet
Anecdotal Comments
Teacher conference
Teacher edit
Written feedback
mind maps
exit slips
discussions
POSSIBLE
ASSESSMENT
STRATEGIES
For / A
Teacher Conference
Observation checklist
Exit Card
Interview
Self Assessment Checklist
Performance Checklist
Concept Attainment, Mind Map, Concept Map
Select Response
Peer Edit
Thumbs Up/Thumbs Down
Spot Check
Teacher Edit
Quiz
Checklist
Question and Answer
Discussion
Self Assessment Response Form
Demonstration
3-2-1
Other
Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each
lesson. Lessons flow together and scaffold student learning. What teaching skills/concepts
expectations are being introduced for completion of culminating task? Outline or sketch out each
lesson in the unit
LESSON
Learning activity,
specific expectation,
teaching/learning
strategies
WHAT TEACHER
WILL DO
WHAT STUDENT
WILL DO
ASSESSMENT
(say write do)
RESOURCES
Minds on:
Assessment:
https://www.youtube.
com/watch?
v=dUBIQ1fTRzI
-Chart paper
-beans
-cups
-soil
-water
-ziploc bags
-access to sunlight
Action:
Action
Consolidation
-students will be
prompted by their
instructor of
yesterdays lesson
-Students will comment
on what they remember
from the past lesson
-students will be sitting
on the carpet listening
to the story and be
asked to comment on
the pictures of certain
pages
-The students will help
the instructor co-create
success criteria
(checklist) for their
poster
-Students will do a turn
and talk and discuss
certain ideas that they
may want to do for
their poster
-Students will Be
assessed on the co
written checklist for
their poster (See
attached) that they
have created in class.
themes
- Students are
permitted to use the
technology (in the
classroom) to help
them research
information and get
ideas for their poster.
Minds on
Inquiry:
Minds on
Students will be
- microscopes (4-6)
assessed on how well
-Students will be on the
- various plants(4-6)
they can listen to
carpet as they join their
instruction.
- Anchor chart
instructor in creating a
mind map of different
things they would like
to learn about plants
-Students will be
prompted to answer
questions the instructor
poses to them
Action
-Students will be places
in groups and they will
move throughout
different stations with
different types of plants
-Students have already
been notified that they
cannot eat any of the
plants or touch them
without gloves
-Students will go to
each station and be
able to view different
types of plants
-Do they notice any
- student creativity
similarities or
differences?
Consolidation
Minds on
Students will be
working on their
science vocabulary.
Students will be
learning to spell
familiar words
correctly.
-Students will be
creating a booklet of
different science
vocabulary words
about plants and
create pictures to go
along with it.
Minds on
-Students will
participate in a
spelling test to
determine their prior
knowledge of plant
- This is a way for the terms
instructor to get
students engaged
-Student will correct
in the flipbook
one another's
activity
spelling test
Action
Action
Students will be
assessed on the
neatness and
organization of their
booklets.
-Have they filled the
entire booklet out?
-Have they spelled all
the words correctly?
their flip books will be
assessed for 2 things:
-is it neat and
organized?
-Have they spelt all
the words correctly?
- coloured paper
(approximately 5
pieces for each
student)
- markers
Consolidation
-Students will hand in
their flip books as an
exit ticket to finish
the class
Students will be
assessed based on
the checklist they
have co created.
- Various pieces of
Technology (Ipads,
computers)
- Different books
about plants
- Access to library
and librarian
Refer to Learning Skills and Work Habits in Growing Success: Assessment, Evaluation and
Reporting in Ontario Schools Pg. 10
This unit allows students to work on all of their learning skills:
Responsibility: When conducting experiments: Can students show that they can work
with expensive equipment and manage their behaviour. Are students able to submit their
work in a timely manner.
Organization: Students will work on their organizational skills
Independent work: During their culminating task and flip booklets students will show that
they can follow classroom instruction, complete their tasks and meet their goals
Collaboration: Students will learn in experiment activities and classroom discussions that
they can share their ideas, share work in their groups and build peer relationships
Initiative: Throughout this unit students students will show that they can take risks with
their inquiries, have positive attitudes and be willing to learn
Self Regulation: Throughout this unit, students will be encouraged to ask questions,
make mistakes, get messy, have fun and respond positively to challenges.
Opportunities for
Ensure that there are a variety of learning experiences provided to match the class and
flexible groupings.
individual learning profile that you have developed for this group of learners (see next page
Are the learning tasks for listing)
respectful? How are
the students provided
Inquiry
opportunities to share
Report Writing
responsibility their
Class Discussion
learning?
Inquiry Questions
Word Wall
Think Pair Share
Report Writing
Response Writing
Response Journals
Role Playing
Round Robin
Simulation
Snowball
Socratic Dialogue/ Rich
Questioning
Song Creation
Teams Games Tournaments
Three Way Debate
Think Pair Share
Think Pair Square
(Graduated)
Think Together Think
Apart
Thinking Routines
Tiering
Values Line
Venn Diagram
Video Clip
Word Wall
Word Web
Other
__________________________
Inside/Outside Circle
Inquiry
Jigsaw
Journal Writing
KWL chart
Learning Centres
Learning Contracts
Metaphors
Movie Review/Analysis
Mind Map
Model Building
Note Making (student
generated)
Note Making (teacher
generated)
Numbered Heads
Jigsaw
Panel Discussion
Placemat
P/M/I
Problem Based Learning
Puzzle Pieces
RAFTS
Research (Guided)
Research (Independent)
Learning Experiences
Inquiry Questions
Anticipation Guide
Brainstorming
Case Study
Choice Boards
Class Discussion
Computer Simulation.
Concept Attainment
0Concept Formation
Concept Creation
Concept Mapping
Critical Dialogue
Cubing
Debate (Formal)
Debate (Informal)
Examine Both Sides
Four Corners
Game
Game Theory
Graffiti
Graphic Organizer
Graph Creation
Graphing
Guest Speaker