Understanding By Design Unit Template

Title of Unit
Curriculum Area
Developed By

Land and Water chap 3

Science
Etienne and Bonner

Grade Level
Time Frame

1st
5 days 3-09-16- 4/ 1/16

Identify Desired Results (Stage 1)

Content Standards
SC.1.N.1.2- Using the five senses as tools makes careful observations, describe objects in terms of number, shape,
texture, size, weight, color, and motion, and compare observations with others.
SC.1.N.1.1 Raise questions about the natural world, investigate them through free exploration.
SC1.N.1.4 Ask how do you know in appropriate situations.
SC.1.E.6.3- Recognize that some things in the world around us happens fast and some happen slowly.
SC.1.E.6.1- Recognize that water, rocks, soil, and living organisms are found on Earths surface.
SC.1.E.6.2 Describe the need for water and how to be safe around water.
SC.1.N.1.3 Keep records of appropriate, such as pictorial and written records, of investigation conducted.
SC.1.E.5.4 Identify the beneficial and harmful properties of the Sun.
Understandings
Overarching Understanding

How does earths land change?

That the ocean is a part of Earths body of waters.
Related Misconceptions

Essential Questions
Overarching

Chapter 1 How do people use

Earths land?

Topical
What properties of rock can
you observe?

Chapter 2 How do people use

Earths Water??

What happens to water when it

falls on rivers, lakes and soil?

Chapter 3 How does earths land

change?

What happens to different

kinds of soil when water falls
on them?

Knowledge

Skills

Students will know

Students will be able to

How earths land changes slowly and fast.

How people use Earths water

- Recognize that some things in the world around us

happens fast and some happen slowly.

Recognize that the Earth is covered by water.

Assessment Evidence (Stage 2)

Performance Task Description
Goal
Role
Audience
Situation
Product/Performan
ce
Standards

Land and Water Unit Assessment

Scientists
Teacher and Classmates
Complete Science Inquiry

Other Evidence

Science Notebook

Science
Engage
This phase of the 5 E's starts the process. An
"engage" activity should do the following:
1. Make connections between past and
present learning experiences
2. Anticipate activities and focus students'
thinking on the learning outcomes of
current activities. Students should
become mentally engaged in the
concept, process, or skill to be learned

Day 1 (3/09 /16) Chapter 3 Think like a scientist pg T27c- T27f

Introduce
-Tap prior knowledge
-Teach (Estimating)
-Assess
Chapter 3 Guided Inquiry T27g-T27j
-Investigate Erosion
Introduce
Build vocabulary
Guide the investigation
Explain and conclude
Find out more
Reflect and Assess

Explore
This phase of the 5 E's provides students with a
common base of experiences. They identify and
develop concepts, processes, and skills. During
this phase, students actively explore their
environment or manipulate materials.
Explain
This phase of the 5 E's helps students explain
the concepts they have been exploring. They
have opportunities to verbalize their conceptual
understanding or to demonstrate new skills or
behaviors. This phase also provides
opportunities for teachers to introduce formal
terms, definitions, and explanations for
concepts, processes, skills, or behaviors.

Elaborate
This phase of the 5 E's extends students'
conceptual understanding and allows them to
practice skills and behaviors. Through new
experiences, the learners develop deeper and
broader understanding of major concepts, obtain
more information about areas of interest, and
refine their skills.

Day 2 (3/21 /16) Chapter 3 Big idea and Vocabulary Lessons 3A-3B T27KT27n
Introduce Chapter 3
-Tap prior knowledge
-Teach vocabulary (earthquake, volcano, erosion, weathering)
-Assess
Day 3 (3/ 23 /16) Chapter 3 Lesson 3C 4B Slow Changes

Introduce
Introduce Chapter 3 Big Idea
Teach
Introduce Big Idea
Science Vocabulary (erosion, earthquake, volcano, weathering)
Read Pages 28-29, 30-31, 32-33, 34-35, 36-37
Describe Earths Fast Changes
Describe Earths Slow Changes
Assess
Chapter 3 Vocabulary
Day 4 (3/28 /16 3 Chapter 3 Lesson 5A-5B
Introduce
Ask students if they have ever dug a hole
Teach
Read Pages 38-40
Compare Water Properties
Use a sorting chart to describe properties of water
Assess
Complete Chapter 2 Share and Compare

Evaluate
This phase of the 5 E's encourages learners to
assess their understanding and abilities and lets
teachers evaluate students' understanding of
key concepts and skill development.

Day 5 (3/30/16)

Chapter 3 Test
*Review Land and Water chapter 3
Day 6 (4/1/16 Land and Water Unit Test

Review Land and Water