Science Unit Plan - Achievement Strategies



Unit/Chapter Design

|Unit Title: The Nervous System |Unit Length: 18 days |

| |Date Created: |

Unit Components/Sub-Headings

|How It Works |System Divisions |The Senses |Alcohol & Drugs |

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

| | | | |

|•stimulus |•brain |•cornea |•drug |

|•response |•spinal cord |•pupil |•drug abuse |

|•neuron |•cerebrum |•iris |•tolerance |

|•impulse |•cerebellum |•lens |•withdrawal |

|•dendrite |•reflex |•retina |•depressant |

|•axon |•brainstem |•eardrum |•stimulant |

|•synapse |•concussion |•semicircular canal |•alcoholism |

Objectives/Learning Targets: The student will . . ./I can . . . Assessments/Evidence

|1. Define the vocabulary in this unit. |•Closed-ended selected response (e.g., multiple choice, matching, true/false) |

|2. Define the functions of the nervous system. |End-of-unit test |

|3. Draw and label a neuron and how an impulse travels. | |

|4. List the functions of the central & peripheral nervous systems. |•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label, graphic) |

|5. Describe a reflex. |Quizzes (7) |

|6. List activities that can harm the nervous system. | |

|7. Describe the parts of the eye and how they enable sight. |•Products (e.g., essay, model, project) |

|8. Identify the parts of the ear and explain how sound travels. |Create an ear with clay showing all the parts. |

| | |

| |•Performances (e.g., speech, recital, demonstration) |

| |Speech about one part of the nervous system |

| | |

| |•Process-focused (e.g., conferences, observations, logs) |

| |observations during lab |

| | |

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

| |daily prompts |

| |end-of-unit refelction |

| | |

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

Unit/Chapter Title:

Resources/Materials

| | |

Select literacy skills that could also be featured in this unit/chapter of study.

|Writing |Reading for Informational Text |Speaking and Listening |

|Explanatory/Informative |Main/Central Ideas |Evaluating Information and Detecting |Lead and participate in group discussion. |Use media and other visual |

|Narrative |Supportive Details |Discrepancies |Read/orally interpret text. |resources during presentations/ |

|Persuasive/ Argumentative |Sequential/ Order Relationships |Interpreting and Applying Instructions |Create and present speeches for different |speeches. |

|Research |Comparison Relationships |and Processes |purposes (e.g., persuade, inform, describe). |Summarize/paraphrase was is heard, |

|Functional (e.g., letters, |Cause and Effect Relationships |Author’s Purpose, Techniques, Claims, |Debate |read, and viewed. |

|directions, technical content-related|Problem-Solution Relationships |Views, and Arguments |Interact with partners and small groups about|Restate and carry out multi-step |

|pieces) |Understanding Generalizations and |Integrating/ Synthesizing Multiple |content and skills. |oral instructions. |

|Summary (see reading skills to the |Conclusions |Sources and Formats |Ask relevant questions. |Identify and manage barriers to |

|right for summary purposes) |Using Words and Symbols |Interpreting and Translating Maps, |Listen to and respond thoughtfully and |listening. |

| | |Charts, and Graphs |appropriately to questions and comments. |Take notes during lectures and |

| | | | |discussions. |

| | | | | |

Flexible and Responsive Instruction

Select/create accommodations/differentiation activities/practices/strategies. Select/create corrective and enrichment activities/practices/strategies.

|Content |Correctives |Enrichments/Extensions |

|How will you vary what students will learn and the materials that represent the content?|re-teaching |•tutoring peers |

|Process |alternative textbooks |•developing practice exercises |

|How will you vary activities through which students make sense of key ideas using |alternative materials |•developing related media materials |

|essential skills? |workbooks and study guides |•completing special projects and experiments |

|Product |academic games |•developing games, problems, and contests |

|How will you vary the way students demonstrate and extend what they understand and can |learning kits |•using advanced computer-assisted/web-based lessons |

|do as a result of a span of learning? |cooperative groups/teams |•locating background materials for future or current topics |

| |peer and individual tutoring |•developing additional formative assessments |

|Learning Environment |learning centers and laboratories |•planning to teach a mini-unit |

|How will you vary the classroom conditions that set the climate, expectations for |technology-assisted instruction (e.g., |•creating bulletin boards and displays |

|learning, and physical conditions? |Podcasts, internet applications, video) |•applying knowledge to a new situation |

| | | |

|(See Differentiation Survey for ideas.) | | |

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