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Samples - UbD Stage 1

By Rose Mills,2014-04-08 21:19
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Samples - UbD Stage 1

    Samples - UbD Stage 1

    This material, developed by the CT Center for Science Inquiry Teaching and Learning, is based upon work supported by the Connecticut State Department of Higher Education through the No Child Left Behind Act of 2001, Title II, Part A, Subpart 3, Improving

    Teacher Quality State Grant Funds; CFDA#84.367B.

    The complete documents can be found on Wallingford‟s Curriculum Web page at

    http://wallingford.ccsct.com/page.cfm?p=39

    Grade 3 Water Cycle ....................................... Page 2 Grade 3 Plant Life Cycles and Soil Properties .. Page 5

    Grade 3 Sound .................................................. Page 8 Grade 4 Electrical Circuits and Magnets......... Page 12 Grade 4 Rocks and Mineral ............................ Page 16 Grade 5 Sun, Moon & Earth ........................... Page 19 Grade 8 Laws of Motion ................................. Page 22 Grade 8 Genetics ........................................... Page 25

    Stage 1 Examples of UbD Page 1 of 27

    Grade 3 Water Cycle

During this unit students investigate how the sun‟s energy impacts the water cycle and the effect of

    heat energy on the melting, evaporation, condensation and freezing of water. Students will also

    recognize that water can be found many places on earth. Different cloud types and weather tools such

    as a thermometer, barometer, wind vane and water gauge will be explored.

    STAGE 1- STANDARDS/GOALS

    What should students understand, know, and be able to do? Stage one identifies the desired results of the unit including the related state science content standards and expected performances, enduring

    understandings, essential questions, knowledge and skills.

    Content Standard(s)

    Generalizations about what students should know and be able to do.

    CSDE Content Standards CSDE Primary Expected Performances

    (CSDE Science Framework 2004) (CSDE Science Framework 2004)

     Properties of Matter How does the structure of matter affect the properties and uses of materials?

     3.1 - Materials have properties that can be

    B2. Describe the effect of heating on the melting, identified and described through the use of evaporation, condensation and freezing of water. simple tests.

     Heating and cooling cause changes in some of

     the properties of materials.

     Energy in the Earth’s Systems How do external and internal sources of energy affect the Earth’s systems?

    4.3 - Water has a major role in shaping the B12. Describe how the sun‟s energy impacts the water Earth’s surface. cycle.

     Water circulates through the Earth‟s crust, oceans and atmosphere.

    B INQ.1 Make observations and ask questions

    about objects, organisms and the

    environment.

    B INQ.2 Seek relevant information in books,

     magazines and electronic media.

    Scientific Inquiry B INQ.3 Design and conduct simple

    investigations.

    B INQ.4 Employ simple equipment and measuring

    tools to gather data and extend the senses.

    Stage 1 Examples of UbD Page 2 of 27

    B INQ.5 Use data to construct reasonable

    explanations.

    B INQ.6 Analyze, critique and communicate

    investigations using words, graphs and Scientific Literacy drawings.

    B INQ.7 Read and write a variety of science-

    related fiction and nonfiction texts.

    B INQ.8 Search the Web and locate relevant

    science information.

    B INQ.9 Use measurement tools and standard

    units (e.g., cm, m, g, kg) to describe Scientific Numeracy objects and materials.

    B INQ.10 Use mathematics to analyze, interpret

    and present data.

    Enduring Understandings Essential Questions

    Insights earned from exploring generalizations via the

    essential questions (Students will understand THAT…) Inquiry used to explore generalizations

    K-12 enduring understandings are those understandings

    that should be developed over time, they are not expected

    to be mastered over one unit or one year.

    Overarching Enduring Understandings:

     Science is the method of observation and How is inquiry used to investigate the answers

    investigation used to understand our world. to questions we pose?

    (K-12)

     Inquiry is the integration of process skills, the How does water change states as it travels

    application of scientific content, and critical through the water cycle?

    thinking to solve problems. (K-12)

     How does the water cycle impact the

     environment?

    Unit Specific Enduring Understanding

     A change in temperature can affect the How does energy from the sun affect the

    physical properties of water. weather?

     Water circulates through a continuous

    cycle. How does heat energy (temperature) change The sun‟s energy drives weather patterns. the state of a liquid/solid/gas? Scientists use various tools to measure and describe weather in order to help How do you measure and describe weather? predict future weather patterns. Why do we need to predict the weather?

    Stage 1 Examples of UbD Page 3 of 27

    Knowledge and Skills

    What students are expected to know and be able to do

    The knowledge and skills in this section have been extracted from Wallingford’s

    K-5 Science Scope and Sequence.

    Knowledge

    The students will be able to…

    K1. Identify the stages in the water cycle (evaporation, condensations, precipitation, ground water,

    transpiration).

    K2. Explain the relationship between evaporation and condensation within the water cycle. K3. Describe that melting and evaporation require the addition of heat energy and condensations and

    freezing require removal of heat energy.

    K4. Recognize that water can be found many places on earth. (plants, animals, humans, soil, etc.) K5. Explain the function and purpose of weather tools such as a thermometer, barometer, wind vane,

    and rain gauge.

    K6. Recognize that different cloud types determine weather conditions.

    K7. Identify different forms of precipitation.

Skills

    S1. Generate investigable and non-investigable questions.

    S2. Observe objects (water, soil, plants) and describe commonalities and differences among

    them.

    S3. Classify, based on observations of properties of water.

    S4. Predict:

    - The state of water dependent upon temperature

    - Future weather conditions based on clouds

    - The effects of the addition or removal of heat on solids, liquids, or gases

    S5. Design an investigation to help answer an investigable question.

    S6. Conduct simple investigations.

    S7. Collect and record data utilizing simple equipment and measuring tools.

    - thermometer

    - tumbler

    - graduated cylinder/rain gauge

    S8. Organize results in an appropriate manner, using:

     Graphic organizers

     Charts and graphs.

     Illustrations or diagrams.

     Simple reports

     Journaling

    S9. Communicate results or information in an appropriate manner, using:

     Presentations, visuals, simple reports, journal, writing prompt

    Stage 1 Examples of UbD Page 4 of 27

    Grade 3 Plant Life Cycles and Soil Properties

     In this unit, Plant Life Cycle & Soil Properties, students will focus their study on the life cycle of flowering plants and the properties of different types of soils. The unit begins with an exploration of a lima bean and the plant embryo inside of it, concentrating students‟ attention on the beginning of the

    plant‟s life cycle. Students will then participate in planting Brassica seeds (Wisconsin Fast Plants) to

    observe the remaining stages in the plant‟s life cycle (including sprout, leaf and bud growth, growth

    spurt, pollination, development of seed pods, and seed production). Particular focus will be applied to observing and recording changes in the plant structure in students‟ science journals. It is important to note that, because of time constraints, specific time frames have been provided for lesson planning and execution. During “lulls” in the plant part of the unit, lessons regarding soil properties will be introduced.

     Several themes are emphasized in this unit. They are (1) plants have a distinct life cycle, (2) other

    living things depend on plants, (3) fertilization through pollination is essential for plant reproduction, and (4) soils have different properties that are important for plant growth.

    STAGE 1- STANDARDS/GOALS

    What should students understand, know, and be able to do? Stage one identifies the desired results of the unit including the related state science content standards and expected performances, enduring understandings, essential questions, knowledge and skills.

    Content Standard(s)

    Generalizations about what students should know and be able to do.

    CSDE Content Standards CSDE Primary Expected Performances

    (CSDE Science Framework 2004) (CSDE Science Framework 2004)

    Structure and Function-How are organisms

    structured to ensure efficiency and survival?

    A 19. Describe the life cycles of flowering plants 2.2-Plants change their form as part of their

    as they grow from seeds, proceed through life cycles.

    maturation and produce new seeds. The life cycles of flowering plants

    A 20. Explore and describe the effects of light and include seed germination, growth,

    water on seed germination and plant growth. flowering, pollination and seed

     dispersal.

     The Changing Earth-How do materials cycle

     through the Earth’s systems?

    A 21. Sort different soils by properties such as 2.3-Earth materials have varied physical

    particle size, color and composition. properties which make them useful in

    A 22. Relate the properties of different soil types different ways.

    to their ability to retain water and support the Soils can be described by their color,

    growth of certain plants. texture, and capacity to retain water.

     Soils support the growth of many kinds

    of plants, including those in our food

    Stage 1 Examples of UbD Page 5 of 27

    supply.

    B INQ.1 Make observations and ask questions

    about objects, organisms and the

    environment.

     B INQ.3 Design and conduct simple Scientific Inquiry investigations.

    B INQ.4 Employ simple equipment and measuring

    tools to gather data and extend the senses.

    B INQ.5 Use data to construct reasonable

    explanations.

    B INQ.6 Analyze, critique and communicate Scientific Literacy investigations using words, graphs and

    drawings.

    Enduring Understandings Essential Questions

    Insights earned from exploring generalizations via the

    essential questions (Students will understand THAT…) Inquiry used to explore generalizations

    K-12 enduring understandings are those understandings

    that should be developed over time, they are not expected

    to be mastered over one unit or one year.

    Overarching Enduring Understandings:

     Science is the method of observation and How is inquiry used to investigate the answers

    investigation used to understand our world. to questions we pose?

    (K-12)

     Inquiry is the integration of process skills, the

    application of scientific content, and critical

    thinking to solve problems. (K-12)

     Matter (Soil) can be described and classified What are the properties by which soils are

    for understanding. (K-12) sorted?

     The environment is a complex assemblage of

    interacting and evolving chemical, physical,

    and biological processes. (K-12)

     How is inquiry used to investigate the amount

    Unit Specific Enduring Understandings: of water different soils can retain?

     Soils have different properties and What properties of soil are important for plant

    compositions that make them useful in growth?

    different ways. What are the conditions necessary for Flowering plants have a life cycle that flowering plants to grow?

    involves changes in growth and structure that How does the plant change over the course of

    ensures production of new plants. its life?

     Other living things depend on plant How do flowering plants produce seeds and

    reproduction to supply the food they need. new plants?

     Fertilization through pollination is essential How are plants connected with other living

    for flowering plant reproduction and things?

    continuation of the life cycle.

    Stage 1 Examples of UbD Page 6 of 27

    Knowledge and Skills

    What students are expected to know and be able to do

    The knowledge and skills in this section have been extracted from Wallingford’s

    K-5 Science Scope and Sequence. Knowledge

    K1. Summarize the conditions necessary for plant growth.

    K2. Identify the distinct stages in the life cycle of a flowering plant from the germination of a seed to

    the production of new seeds.

    K3. Conclude that flowering plants must be pollinated in order to produce new seeds. K4. Recognize the interdependence between the pollinator and the plant. K5. Explain why it is advantageous for a plant to produce more than one seed. K6. Identify the properties of different types of soil.

    K7. Recognize how soil supports the growth of many plants.

    K8. Relate the properties of different soil types to their ability to retain water.

Skills

    The student will be able to…

    S1. Generate testable and questions that need to be answered through print resources.. S2. Observe objects (soils, leaves, seeds, etc.) and describe commonalities and differences among

    them.

    S3. Classify, based on observations of properties, the different types of soil. S4. Predict:

    o Future plant growth based upon measurements of previous growth.

    o The amount of water different soils might hold.

    o The effect of pollination on the plant‟s life cycle.

    o The effects of different types of soil on seed germination.

    o The effects of other conditions (light, temperature, etc.) on plant growth S5. Design an investigation to help answer an investigable question

    S6. Conduct simple investigations

    S7. Collect and record data utilizing simple equipment and measuring tools. (measure and record the

    daily growth of plants)

    S8. Organize results in an appropriate manner, using

    o Graphic organizers

    o Charts and graphs.

    o Illustrations or diagrams.

    o Simple reports.

    S9. Communicate results or information in an appropriate manner, using

    o Presentations

    o Visuals

    o Simple reports

    Stage 1 Examples of UbD Page 7 of 27

    Grade 3 Sound

     Through hands-on investigations students will understand how sound is generated and how sounds can be made louder and softer (loudness) and higher and lower (pitch). They will also investigate how sound travels through a variety of materials, and how sound is reflected and/or absorbed by different materials. Students will also understand the structure and function of the ear.

    STAGE 1- STANDARDS/GOALS

    What should students understand, know, and be able to do? Stage one identifies the desired results of the unit including the related state science content standards and expected performances, enduring understandings, essential questions, knowledge and skills.

    Content Standard(s)

    Generalizations about what students should know and be able to do.

    CSDE Content Standards CSDE Primary Expected Performances

    (CSDE Science Framework 2004) (CSDE Science Framework 2004)

     Energy Transfer and Transformations What is the

    role of energy in our world? B17. Describe the factors that affect the pitch and

    loudness of sound produced by vibrating objects. 5.1 - Sound and light are forms of energy.

    B18. Describe how sound is transmitted, reflected ; Sound is a form of energy that is produced by and/or absorbed by different materials. the vibration of objects and is transmitted by the

    vibration of air and objects.

     Structure and Function How are organisms B21. Describe the structure and function of the human structured to ensure efficiency and survival? senses and the signals they perceive. (ear for sound) 5.2 - Perceiving and responding to information

     about the environment is critical to the survival

    of organisms.

    The sense organs perceive stimuli from the

    environment and send signals to the brain through the

    nervous system.

    B INQ.1 Make observations and ask questions

    about objects, organisms and the

    environment.

     B INQ.2 Seek relevant information in books,

    Scientific Inquiry magazines and electronic media.

    B INQ.3 Design and conduct simple

    investigations.

    B INQ.4 Employ simple equipment and measuring

    Stage 1 Examples of UbD Page 8 of 27

    tools to gather data and extend the senses.

    B INQ.5 Use data to construct reasonable

    explanations.

    B INQ.6 Analyze, critique and communicate

    investigations using words, graphs and Scientific Literacy drawings.

    B INQ.7 Read and write a variety of science-

    related fiction and nonfiction texts.

    B INQ.8 Search the Web and locate relevant

    science information.

    B INQ.9 Use measurement tools and standard

    units (e.g., cm, m, g, kg) to describe Scientific Numeracy objects and materials.

    B INQ.10 Use mathematics to analyze, interpret

    and present data.

    Enduring Understandings Essential Questions

    Insights earned from exploring generalizations via the

    essential questions (Students will understand THAT…) Inquiry used to explore generalizations

    K-12 enduring understandings are those understandings

    that should be developed over time, they are not expected

    to be mastered over one unit or one year.

    Overarching Enduring Understandings:

     Science is the method of observation and How is inquiry used to investigate the answers investigation used to understand our world. to questions we pose?

    (K-12) What is sound?

     Inquiry is the integration of process skills, the How is sound produced?

    application of scientific content, and critical How does sound travel?

    thinking to solve problems. (K-12) How does sound interact in our environment? How is energy transformed into sound? Unit Specific Enduring Understandings: How do humans perceive („hear‟) sound? Energy is motion (movement). How do you describe differences in sound? Sound is a form of energy. What materials and variables affect how you Sound is energy that is produced by hear sound? vibrating objects. (The only way sound is How does the shape of an object (shape of created is through vibration.) room, dome, microphone, speaker etc.) impact Sound can be described by pitch hearing? (frequency) and volume and other aspects.

     Sound energy (form of kinetic energy) is

    transmitted through different materials

    and the air.

     Sound is reflected and/or absorbed by

    different materials. The nature of

    materials that sound travels through

    Stage 1 Examples of UbD Page 9 of 27

    affects the transmission and absorption of

    sound.

     The structure of the human ear and sound

    devices can enhance the quality of

    hearing.

    Knowledge and Skills

    What students are expected to know and be able to do

    The knowledge and skills in this section have been extracted from Wallingford’s

    K-5 Science Scope and Sequence.

    Knowledge

    K1. Describe the factors that affect the pitch and loudness of sound produced by vibrating objects.

     Pitch (frequency) is the lowness or highness of a sound, also know as musical note.

     Vibration is to move back and forth (or up and down).

     Changing the length, width, tension, or thickness of an object affects the pitch of the sound

    when it vibrates. Longer, thicker, wider items usually produce a lower pitch. Shorter

    smaller items usually produce a higher pitch.

     Volume is the loudness of a sound. Changing the amount of vibration affects the loudness.

    More vibration (more energy) is louder. .

    K2. Produce sounds with different pitches and volume levels.

    K3. Describe how sound is transmitted, reflected and/or absorbed by different materials.

     Some materials absorb sound and some materials reflect sound. Smaller, softer, more

    irregular materials absorb sound better. Harder, more regular, and larger objects reflect

    sound better.

     Sound can be reflected and heard as an echo.

     Sound travels differently through solids, liquids and gases. (fastest in solids and slowest in

    air).

    K4. Demonstrate how sound is affected by different materials (air, water, foam etc.) in different

    environments. (large room, small room, room with dome etc.)

    K5. Describe the structure and function of the human ear.

    K6. Explain how humans perceive sound including how the ear functions and how the nervous system

    sends messages to the brain (receptors).

     Explore appropriate decibel levels of common sounds and justify reasons for having sounds

    at different decibels.

     Explore technological applications of sound. (hearing aids, microphones, speakers,

    megaphones)

    K7. Explore decibel levels of common sounds and explain reasons why sounds are different decibel

    levels.

    K9. Explore technological applications related to sound. (hearing aids, microphones, speakers,

    megaphones)

Skills

    S1. Generate investigable and non-investigable questions.

    S2. Observe objects and describe commonalities and differences among them.

    S3. Classify, based on observations of properties.

    S4. Predict what might happen.

    S5. Design an investigation to help answer an investigable question.

    Stage 1 Examples of UbD Page 10 of 27

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