Understanding By Design



Unit Design

For

Interdependent Relationships in Ecosystems: Environmental Impacts on Animals

Developed by

Melissa Termine

Cesar Chavez Upper Elementary Academy

Understanding by Design

Unit Design Worksheet

|Unit Title: Interdependent Relationships in Ecosystems |Subject/Course: Science |

|Topic: Environmental Impacts on Animals (Organisms) |Grade: 3 |Staff Name: Melissa Termine |

|Stage 1 - Desired Results |

|Established Goals: |

|Content Goals: |

|1. 3-LS2-1 Construct an argument that some animals form groups that help members survive. |

|2. 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |

|3. 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at |

|all. |

|4. 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may |

|change. |

| |

| |

|Literacy Goals (CCSS): |

|SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an |

|understandable pace |

|RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |

|RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. |

|RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language |

|that pertains to time, sequence, and cause/effect. |

|RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. |

|W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. |

|W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

|W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided |

|categories. |

| |

|Understandings: |Essential Questions: |

|Students will understand that | |

| | |

|1. animals help their ‘family’ or group to stay alive or survive. |1. What are the different ways that animals help each other survive? |

|2. fossils are from animals that lived and died long ago due to the environmental|2. What information do we get from fossils? |

|changes. |3. How do animals adapt to their habitat when it changes? |

|3. how animals adapt to a change in the habitat depends on their survival. |4. How do the plants and animals adapt to environment change? |

|4. when the environment changes then the animals can change. | |

|Students will know |Students will be able to |

|1. the hierarchy within an animal group. |1. research an animal group and how they work together to survive within their |

|1. why an animal group needs to migrate. |habitat. |

|2. what is a fossil, are there different types, what does it tell us, and how do |2. examine a fossil to determine what it is. |

|I interpret data. |2. examine a fossil to determine the habit it is from. |

|3. how does the animal adapt to the environment, what is the criteria to |3. research and prepare an argument for a debate on how certain habitats are |

|determine if an animal survives in an environment. |better for certain animal groups. |

|4. in what way did the environment change? How did the landform, food and/or |4. display or present how a solution for a change in the animal habitat. |

|water access, climate, or other inhabitants have changed? | |

|Unit Enduring Understanding: |Unit Question: |

| | |

|The students will understand that animals help their ‘family’ or group stay alive |How do animals help their ‘family’ or group stay alive or survive within their |

|or survive within their habitat. |habitat? |

| | |

|Stage 2 - Assessment Evidence |

|Performance Tasks: |

|Goal: To create a research report on an animal group and what it does for survival in its habitat. This will be presented to your fellow researchers (classmates).|

|Role: You are a Research Scientist that is investigating how animal groups work to survive. You will research the animal group, the environment/habitat they live |

|in, adaptions made by animal groups, and how they help each other to survive. |

|Audience: You are at a symposium presenting your findings to fellow researchers (classmates). |

|Situation: Your report on the animal group will include: the environment/habitat they live in, adaptions made by animal group to changes in the |

|environment/habitat, and how they help each other to survive. |

|Product: You will Present your Research Report to inform others about how animals help each other to survive in their habitat. |

|Standards: The rubric will be supplied to students for their knowledge of how to obtain 3’s and 4’s. |

|Key Criteria: |

| |

|CATEGORY |

|4 |

|3 |

|2 |

|1 |

| |

|Graphic Organizer |

|Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics. |

|Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics. |

|Graphic organizer or outline has been started and includes some topics and subtopics. |

|Graphic organizer or outline has not been attempted. |

| |

|Science Concept |

|The student has demonstrated through ALL vocabulary, ideas, and connections the concept of animals working together for survival. |

|The student has demonstrated through (2 of the 3) vocabulary, ideas, and connections the concepts of animals working together for survival. |

|The student has demonstrated through (1 of the 3) vocabulary, ideas, and connections the concepts of animals working together for survival. |

|The student has demonstrated through (only bits and pieces) vocabulary, ideas, and connections the concepts of animals working together for survival. |

| |

|Paragraph Construction |

|All paragraphs include introductory sentence, explanations or details, and concluding sentence. |

|Most paragraphs include introductory sentence, explanations or details, and concluding sentence. |

|Paragraphs included related information but were typically not constructed well. |

|Paragraphing structure was not clear and sentences were not typically related within the paragraphs. |

| |

|Mechanics |

|No grammatical, spelling or punctuation errors. |

|Almost no grammatical, spelling or punctuation errors |

|A few grammatical, spelling, or punctuation errors. |

|Many grammatical, spelling, or punctuation errors. |

| |

|Presentation |

|The student demonstrated knowledge of the topic. They presented using proper voice, posture, and eye contact. |

|The student demonstrated knowledge of the topic. They presented using mostly proper voice, posture, and eye contact. |

|The student demonstrated knowledge of the topic. They presented using some proper voice, posture, and eye contact. |

|The student demonstrated knowledge of the topic. They presented using little proper voice, posture, and eye contact. |

| |

| |

|Other Evidence: |

|Question anchor Chart- A chart that sticky notes are used for students to post questions that need to be addressed throughout the unit. They can be about the |

|activity, the concept, or the writing/presentation portion. Reviewed at the beginning/end of lesson (class). |

|“I wonder” Anchor Chart—this is a chart similar to a KWL but used with the question formed. An example “I wonder if fossils are real?’ This would be reviewed |

|periodically. |

|Checklist of “what I know” about adaptions |

|KWL |

|Interactive Science Notebooks |

|Think Pair Share |

|Research with Graphic Organizer |

|Experiments-creating a fossil with partner/group |

|Report based on findings |

|Research Report |

|Presentation of Experiment |

|Presentation |

|Before |During |After |

| | | |

|Question Anchor chart |Interactive Science Notebooks |Research Report |

|“I wonder” Anchor Chart |Frayer Model for Vocabulary |Presentation of Experiment |

|Checklist of “what I know” about adaptions |Think Pair Share |Presentation |

|KWL |Experiments | |

| |(create a fossil) | |

| |partner/group | |

| |Research | |

| |with Graphic Organizer | |

|Describe the assessment/s and state the prompt if applicable. x F x S | | |

| | | |

|What type of scoring tools will be used for evaluation? | | |

|x Analytic rubric x Checklist | | |

|□ Holistic rubric x Answer Key | | |

|x Criterion rubric x Other | | |

| | | |

|Student Self-Assessment and Reflection: |

| |

|Interactive Science Notebook |

|Presentation |

|Stage 3 - Learning Plan |

|Differentiated Instruction: |

| |

|Level C: Choose between one of the following for 10 points: |

| |

|Interactive Notebook |

|1. Using foldables in a notebook to record information and vocabulary. |

| |

|2. Using online notebook to record information and vocabulary. |

| |

| |

|Level B: Choose in each category between A or B of the following for 15 points: |

| |

|1. Experiments |

|A. Fossils-create your own fossil. Include the background on the fossil and when/where it was ‘found’. |

|B. Research a specific fossil online and give a written report on the background of the fossil and when/where it was ‘found’. |

| |

|2. Research on Computer on Fossils- see rubric for knowledge |

|A. Graphic organizer to take notes on |

|B. Writing out notes long hand |

| |

|Level A: Complete both GRASP and presentation for 20 points. |

| |

|Research Project (GRASP)-16 points |

|Presentation-4 points |

|Learning Activities: |

| |

|Where/Why/What – |

|Where are we going? Content and Language Objectives will be listed on the board for the students. They will also receive a copy of the rubric for the Research |

|Project. |

|Why? Students will understand that animals work together to survive. |

|What? Students will understand how animals adapt to the environment/habitat they live in, adaptions made by animal group to changes in the environment/habitat, and|

|how they help each other to survive. |

| |

|Hook/Hold – I will hook the students’ attention/interest with fossil and animal information. |

| |

|Equip – Students will be equipped in this unit to understand concepts through their interactive notebooks usage. They will work on different parts of the whole at|

|different times then bring it together to demonstrate knowledge. There will be a variety of checkpoints to check for understanding. |

| |

|Rethink/Revise – Students will have the opportunity to check their understanding with their interactive notebooks using think/pair/share, class discussions of |

|misconceptions, and KWL. |

| |

|Evaluate – Students will self-evaluate using their interactive notebooks, class discussion, think/pair/share, experiment writing, graphic organizer, and |

|researching notes. |

| |

|Tailor – Learning will be tailored by differentiated instruction during interactive notebooks, research topic choices, and teaching styles. Modifications for all |

|learners will include extended time, group work, think/pair/share, microphone, and partner work. IEP/ESL learners will have smaller group accommodations along |

|with extended teacher time. |

| |

|Organize – The unit will be organized so that students will be able to understand the basics of a group that form to help the individuals survive. There will be |

|frequent check ins on the interactive notebook as the kids |

|Essential Vocabulary |

|Academic – conforming to set rules, standards, or traditions; conventional. |

| |

|Answer – a spoken or written reply or response to a question, request, letter, etc. |

| |

|Argument – a discussion involving differing points of view; debate. |

| |

|Analyze – to learn the nature and relationship of the parts of (something) by a close and careful examination. |

| |

|Animals – any such living thing other than a human being or a mammal, as opposed to a fish, bird, etc. |

| |

|Answers – a solution to a problem. |

| |

|Area – extent, range, or scope. |

| |

|Brief – using few words; concise; succinct. |

| |

|Categories – any general or comprehensive division; a class. |

| |

|Caused – a person or thing that acts, happens, or exists in such a way that some specific thing happens as a result. |

| |

|Cause/effect – noting a relationship between actions or events such that one or more are the result of the other or others. |

| |

|Change – to make the form, nature, content, future course, etc., of (something) different from what it is or from what it would be if left alone. |

| |

|Claim – to assert or maintain as a fact. |

| |

|Concepts -an idea of something formed by mentally combining all its characteristics or particulars. |

| |

|Construct – to build or form by putting together parts. |

| |

|Construct – to contrive, plan, or elaborate; invent from existing principles or ideas. |

| |

|Convey – to communicate; impart; make known. |

| |

|Data – a body of facts; information. |

| |

|Demonstrate – to describe, explain, or illustrate by examples, specimens, experiments, or the like. |

| |

|Describe – to tell or depict in written or spoken words; give an account of. |

| |

|Details – attention to or treatment of a subject in individual or minute parts. |

| |

|Determine – to conclude or ascertain, as after reasoning, observation, etc. |

| |

|Digital – displaying a readout in digital form. |

| |

|Domain – a region characterized by a specific feature, type of growth or wildlife, etc. |

| |

|Environments – the air, water, minerals, organisms, and all other external factors surrounding and affecting a given organism at any time. |

| |

|Events – the outcome, issue, or result of anything. |

| |

|Evidence – that which tends to prove or disprove something. |

| |

|Examine – to inspect or scrutinize carefully. |

| |

|Experiences – a particular instance of personally encountering or undergoing something. |

| |

|Explain – to assign a meaning to; interpret. |

| |

|Form – to make or produce. |

| |

|Fossils – any remains, impression, or trace of a living thing of a former geologic age, as a skeleton, footprint, etc. |

| |

|Gather – to bring together or assemble from various places, sources, or people; collect gradually. |

| |

|Groups – a number of persons or things ranged or considered together as being related in some way. |

| |

|Habitat – the natural environment of an organism; place that is natural for the life and growth of an organism. |

| |

|Idea – a thought, conception, or notion. |

| |

|Information – knowledge communicated or received concerning a particular fact or circumstance; news. |

| |

|Informative/explanatory – giving information/serving to explain. |

| |

|Interpret – to understand (something) in a specified way. |

| |

|Language – any system of formalized symbols, signs, sounds, gestures, or the like used or conceived as a means of communicating thought, emotion, etc. |

| |

|Live – to continue in existence, operation, memory, etc.; last. |

| |

|Lived – to be alive:  have the life of an animal or plant. |

| |

|Long ago – of or pertaining to the distant past or to remote events; ancient. |

| |

|Make – to bring into existence by shaping or changing material, combining parts, etc. |

| |

|Meaning – what is intended to be, or actually is, expressed or indicated. |

| |

|Members – a person, animal, plant, group, etc., that is part of a society, party, community, taxon, or other body. |

| |

|Merit – the inherent rights and wrongs of a matter. |

| |

|Opinion – a belief or judgment that rests on grounds insufficient to produce complete certainty. |

| |

|Organisms – a form of life composed of mutually interdependent parts that maintain various vital processes. |

| |

|Phrases – a way of speaking, mode of expression, or phraseology. |

| |

|Pieces – a more or less definite portion or quantity of a whole. |

| |

|Plants – any member of the kingdom Plantae. |

| |

|Point of view – a specified or stated manner of consideration or appraisal; standpoint. |

| |

|Print – to write in letters like those commonly used in print. |

| |

|Problem – a question proposed for solution or discussion. |

| |

|Procedures – a particular course or mode of action. |

| |

|Provide – to supply (someone or something) with something. |

| |

|Provide – to make available; furnish. |

| |

|Questions – a problem for discussion or under discussion; a matter for investigation. |

| |

|Reasons – a basis or cause, as for some belief, action, fact, event, etc. |

| |

|Recall – to bring back from memory; recollect; remember. |

| |

|Recount – to relate or narrate; tell in detail; give the facts or particulars of. |

| |

|Referring – to direct for information or anything required. |

| |

|Relationships – a connection, association, or involvement. |

| |

|Sequence – a continuous or connected series. |

| |

|Solution – the act of solving a problem, question, etc. |

| |

|Sort – manner, fashion, or way. |

| |

|Sources – a book, statement, person, etc., supplying information. |

| |

|Supporting – to bear or hold up (a load, mass, structure, part, etc.); serve as a foundation for. |

| |

|Survive – to remain alive after the death of someone, the cessation of something, or the occurrence of some event; continue to live |

|Survive- to endure or live through (an affliction, adversity, misery, etc.) |

| |

|Text – the actual wording of anything written or printed. |

| |

|Time – a particular period considered as distinct from other periods. |

| |

|Topic – a subject of conversation or discussion. |

| |

|Using – to avail oneself of; apply to one’s own purposes. |

| |

|Well – thoroughly, carefully, or soundly. |

| |

|Words – a unit of language, consisting of one or more spoken sounds or their written representation, that functions as a principal carrier of meaning. |

| |

|**At CCA we teach Science 4 days a week.** |

|Sequencing the Learning |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|“I wonder” Chart |Research topics Interactive |Research topics |Research topics | |

|KWL Chart interactive notebook |Notebook- hard or online |Interactive Notebook-hard or |Interactive Notebook-hard or | |

| |Vocabulary |online |online | |

| |Checklist of what I know |Vocabulary |Vocabulary | |

| | |Checklist of what I know |Checklist of what I know | |

| | | |Check the “I wonder” chart | |

| | | | | |

| | | | | |

| | | | | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Experiment with fossils or |Experiment with fossils or |Experiment with fossils or |Complete interactive Notebook for | |

|researching online |researching online |researching online |experiment/ research | |

|Think/Pair/Share |Think/Pair/Share |Think/Pair/Share |Think/Pair/Share | |

|Interactive Notebook: hard or |Interactive Notebook: hard or |Interactive Notebook: hard or |Present in small groups | |

|online |online |online |Vocabulary check | |

|Vocabulary |Vocabulary |Vocabulary |Check the “I wonder” | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Research animal group using |Research animal group using |Research animal group using |Research animal group using | |

|graphic organizer |graphic organizer |graphic organizer |graphic organizer | |

|Interactive Notebooks: hard or |Interactive Notebooks: hard or |Interactive Notebooks: hard or |Interactive Notebooks: hard or | |

|online |online |online |online | |

| |Begin Writing |Begin Writing |Begin Writing | |

| | | |Check the “I wonder” | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Write presentation |Write presentation |Presentation |Presentation | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download