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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