UbD - Grade: 3rd. Strands: Science. Topic: Sun, Moon and Earth. Stage 1: Desired Results:

Transcription

1 UbD - Grade: 3rd Strands: Science Topic: Sun, Moon and Earth Stage 1: Desired Results: Enduring Understanding: The same basic rules govern the motion of all objects. Earth systems can be broken down into individual components, which have observable measurable properties. Earth s components form systems. These systems continually interact at different rates of time, affecting the Earth, regionally and globally. Technology enables us to better understand Earth s systems and the impact of Earth s systems on human activities. The Sun, Earth, and Moon have observable, predictable patterns of movement. The sun is a star. Essential Questions: 1. How would the universe be different if one or more of the laws of motion were suspended? 2. How do the Sun, Moon, and Earth affect each other? 3. Why does the moon seem to change in appearance? 4. How does understanding the properties of Earth materials and the physical laws that govern behavior lead to predictions of Earth events? 5. What predictable, observable patterns occur because of the interaction between the Earth, Moon, and Sun? What causes these patterns? 6. How are planets and other objects in the Solar System similar and different from Earth? 7. What implication does this have for the existence and sustaining of life? 8. What characteristics does our Sun share with other stars? New Jersey Core Curriculum Standards: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science A.1, A.2, A.3, B.1, B.2, B.3, B.4, C.1, C.2, C.3, D.1, D.2, D.3, D Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science E Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe A.1, A.2, A.3 1

2 Knowledge and Skills: Describe the Sun and Moon by comparing and contrasting their physical features, sizes, and locations relative to Earth Describe how the Earth rotates on its axis once a day, the moon revolves around the Earth about once a month, and the Earth revolves around the Sun once a year Describe how the atmosphere protects the Earth Describe the effects of not having an atmosphere on the Moon Observe and describe the moon and its phases Describe that seasons occur because of earth s movement and position relative to sun Compare/contrast and describe the difference in moon and earth s gravity Describe why living organisms need the Sun to survive Describe the Sun as a star, or ball of gases Describe why stars appear to move during the night due to Earth s rotation Stage 2: Evidence of Understanding: Millstone Township Benchmarks: Benchmark Performance Assessments Quizzes, Tests, Prompts: Teacher-Created Assessments for each Investigation/Chapter/Unit Mid-Year Assessments End-of-Year Assessments Other Evidence and Student Self-Assessment: Portfolios for unit Quick draw Quick write Enter/exit slips Word web card KWL chart Pair and share Popcorn share Learning logs Slates Thumbs up/down Question/answer ladder ABC Brainstorm Students map constellations Seasons mobile explaining reasons for season Use SMART board or pictures on magnets to order and label phases of moon Learning log Moon journal Poem with Two Voices Trip to the moon narrative paragraph Venn Diagrams Anticipation/Reaction Guides 2

3 Coding text as reading Think-Tac-Toe RAFT Online quizzes I have, Who has? game Jeopardy computer game Hollywood Squares Computer Game Are You Smarter Than a Fifth Grader Computer Game Quiz, Quiz, Trade Game Stage 3 Learning Plan W: Students will know expectations of this unit through: What we will learn today list on board Read related article to introduce topic Demonstration that illustrates main concept(s) Teacher states objective(s) Sorting cards to find supporting details and big ideas H: This unit will hook and hold students attention by: Relating topics to current world events Showing video clips Word Splash (The Moon Book) Wonder Walk Generating questions Investigating what students know, want to know, have learned (KWL) Introducing fun facts Showing photos of Moon and Sun up close Reading stories about astronauts and their experiences on the Moon or in Space Posing problems for students to actively solve through investigation and experimentation E: The following learning experiences will help students explore the big ideas and essential questions: ABC brainstorm (pre-assessment or assessment) Using scientific method and conducting experiments Star lab (portable planetarium) Make vocabulary wheels Add important words to a science word wall Visit websites Record observations of the moon in a daily moon journal Lunar Olympics Students will participate in a variety of activities and calculate what they can do on Earth and the moon. They will then compare Earth and Moon s Gravity. Students will consider conditions on moon and build a Moon Base for astronauts. Moon Outing activity Astronauts Readers Theater Make a solar system model Measure distance between planets, sun, earth, moon 3

4 Use telescopes to observe sky Sundial/Star-clock activities Measure how many moons across Earth Constellation Project students map constellations Space suit project (performance assessment) Experiment with orange and flashlight for phases of moon Participate in making craters experiment to see what impacts the size and shape of a crater View a You Tube video of first moon landing Read trade books/ guided reading books Make a seasons mobile Participate in seasons demonstration with flashlight and globe Observe stars and different brightness, color (temperature) SMART board demonstrations Performance assessment/informal assessment (differentiate) kids are given pictures of phases of the moon and labels to order/match up Go on a field trip to a planetarium or Moon/Outer space exhibit Video-conferencing with NASA, museums, or other school districts Make a calendar Reading about Benjamin Banneker and other pioneers in the field Internet projects/web quests R: Students will reflect, rethink, revise, and refine by: Questions and answers Exit slips Pair and share Numbered heads together Quick draw cards Say something cards Adjusting anticipation/reaction guides KWL charts E: Students will exhibit understanding through: Portfolio pieces Learning logs Adjusting anticipation/reaction guides KWL charts Performance assessments Assessments Observation/ anecdotal records T: Differentiation opportunities will include: Word Splash activity RAFT Tiered assignments Tiered graphic organizers 4

5 Modified learning logs Color coding Hands on activities Challenge activities (internet projects and extension activities) Think-Tac-Toe Self assessments O: Organization and sequencing considerations include: *Good unit to teach at beginning of school year Time Allotment: Half a marking period with two periods of instruction a day Resources: Student Materials: Telescopes Hangers and styrofoam balls for solar system model Flashlights Bathroom scale Weight set (5 and 10 lb.) Batteries for flashlights Experiment materials o Sand o Marbles o Aluminum trays Technology: SMART boards Room-sized web camera and video conferencing capabilities Computers with internet access ELMO for whole class demonstrations Digital Cameras Star lab (portable planetarium) Teaching Materials: -The Moon Book by Gail Gibbons -The Moon Seems to Change by Franklyn M. Branley -If You Decide to Go to the Moon by Faith McNulty -Floating Home by David Getz -The Reasons for the Seasons by Gail Gibbons -The Moon by Seymour Simon -National Geographic Guided Reading Sets Teaching Resources: -NASA ( *Subscriptions to: -Reading A to Z ( -Science A to Z ( -Brainpop Jr. ( 5

6 UbD - Grade: 3rd Strands: Science Topic: Roles of Living Things Stage 1: Desired Results: Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system. Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism. Organisms are grouped in nature based upon similarities. Living things have adaptations for survival. Essential Questions: 1. How can change in one part of an ecosystem affect change in other parts of the ecosystem? 2. How do humans affect the diversity and stability of ecosystems? 3. How is matter transformed, and energy transferred/transformed in living systems? 4. How are organisms of the same kind different from each other? How does this help them reproduce and survive? 5. What types of adaptations aid survival in different species? New Jersey Core Curriculum Standards: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science A.1, A.2, A.3, B.1, B.2, B.3, B.4, C.1, C.2, C.3, D.1, D.2, D.3, D Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics A.1, A.2, B.1, C.1, C.2, E.1, E.2 Knowledge and Skills: Describe how living things require an environment Describe how living things in an environment are interdependent Describe what an adaptation is Identify types of structural and behavioral adaptations Explain how adaptations aid survival Describe what a food chain is Identify producers and consumers Describe the difference between prey and predator 1

7 Explain how an animal can be both prey and predator Explain the importance of producers in a food chain/web Identify the sun as source of energy for living things Identify/describe herbivores, carnivores, omnivores and decomposers Assemble a basic food chain Describe/explain how energy transfers Describe/explain how food chains overlap to make food webs Describe how all living things are interdependent upon one another Predict the impact that changing biotic and abiotic factors has on an ecosystem Stage 2: Evidence of Understanding: Millstone Township Benchmarks: Benchmark Performance Assessments (Virtual Zoo project) Quizzes, Tests, Prompts: Teacher-Created Assessments for each Investigation/Chapter/Unit Mid-Year Assessments End-of-Year Assessments Other Evidence and Student Self-Assessment: Portfolios for unit Quick draw Quick write Enter/exit slips Word web card KWL chart Pair and share Popcorn share Learning logs Slates Thumbs up/down Question/answer ladder Put together a food chain Put together food web Sort/chart animals by classification Frayer Model with producers/consumers Frayer Model with living/nonliving things Frayer Model with vertebrates/invertebrates Learning Logs Flapbook with types of consumers Poem with two voices Venn Diagrams Think-Tac-Toe RAFT Anticipation/reaction guide 2

8 Stage 3 Learning Plan W: Students will know expectations of this unit through: What we will learn today list on board Read related article to introduce topic Demonstration that illustrates main concept(s) Teacher states objective(s) Sorting cards to find supporting details and big ideas H: This unit will hook and hold students attention by: Relating topics to current world events Showing video clips Wonder Walk Generating questions Investigating what students know, want to know, have learned (KWL) Introducing fun facts Showing photos of interesting and rare animals and their adaptations Reading stories about specific types of animals found in other parts of the world Posing problems for students to actively solve through investigation and experimentation E: The following learning experiences will help students explore the big ideas and essential questions: ABC brainstorm Wonder Walk Construct food chain/web and explain how it works Make flapbooks about procedures and consumers Draw a food web Classify animals by body coverings and physical characteristics What Am I? big book Mold experiment Meat and Potatoes activity (listing and identifying types of foods we eat and where they come from Bird Beak experiment Composting (decomposers) Virtual Zoo research projects Creating a zoo brochure/guidebook/exhibit as a performance assessment Using guided Reading books about animals Reading trade books Get in Shape differentiated activity Clothesline differentiated activity RAFT (writing) differentiated activity Make dioramas of animals in habitats SMART board demonstrations Write a narrative from point of view of a chosen animal Frayer model with living/nonliving things or vertebrates/invertebrates Participate in virtual field trips with Smart board and/or videoconferencing Go on a field Trip to an aquarium or zoo 3

9 View video clips of animals in their habitats and how their adaptations aid survival Camouflage ( Blending In ) activity I have, Who has? game R: Students will reflect, rethink, revise, and refine by: Questions and answers Exit slips Pair and share Quick draw Quick Write cards Say something cards Adjusting anticipation/reaction guides KWL charts E: Students will exhibit understanding through: Portfolio pieces Learning logs Adjusting anticipation/reaction guides KWL charts Performance assessments Assessments Observation/ anecdotal records T: Differentiation opportunities will include: Adjusting number of animals in a food chain/web to be constructed Tiered assignments Modified learning logs RAFT Get in Shape! activity Clothesline activity Frayer Model Visual aids Hands on activities Challenge projects (internet research as extension project) Differentiated graphic organizers O: Organization and sequencing considerations include: *Teach before life cycles unit Time Allotment: Half a marking period, two class periods a day 4

10 Resources: Student Materials: -magnifying glasses -tweezers -staple removers -chopsticks -yarn -photo paper Technology: SMART boards Room-sized web camera and video conferencing capabilities Computers with internet access ELMO for whole class demonstrations Digital Cameras Teaching Materials: Who Eats What? Food Chains and Food Webs by Patricia Lauber Actual Size by Steve Jenkins What Do You Do With A Tail Like This? by Steve Jenkins and Robin Page Animal Disguises by Belinda Weber Disguises and Surprises by Claire Llewellyn Animals in Disguise by Andrew Einspruch -National Geographic Guided Reading Sets Teaching Resources: *Subscriptions to: -Reading A to Z ( -Science A to Z ( -Brainpop Jr. ( 5

11 UbD - Grade: 3rd Strands: Science Topic: Life Cycles Stage 1: Desired Results: Enduring Understanding: Organisms and their environments are interconnected. Organisms are grouped in nature based upon similarities. Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring. Essential Questions: 1. What is a life cycle? 2. What characteristics of organisms help them reproduce and survive? 3. How do organisms change as they go through their life cycles? New Jersey Core Curriculum Standards: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science A.1, A.2, A.3, B.1, B.2, B.3, B.4, C.1, C.2, C.3, D.1, D.2, D.3, D Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics A.1, A.2, B.1, D.1 Knowledge and Skills: Describe how each animal species has a predictable life cycle, in which offspring are produced that will develop into adults similar to their parents Describe how flowering and cone-bearing plants have life cycles that include pollination and the formation and dispersal of seeds Describe what a life cycle is Describe the life cycle of pine trees Identify parts of a seed (seed coat, embryo, stored food) Describe the properties of a seed that enable them to survive and develop into new plants Describe life cycle of plant from seed to adult plant Describe the process of pollination Identify parts of a flower (petal, pistil, stamen) Describe what a cycle is Observe life cycle of butterflies, ladybugs, praying mantis Describe stages of life for an insect (egg-larvae-pupa-adult) Label/describe parts of insects 1

12 Stage 2: Evidence of Understanding: Millstone Township Benchmarks: Benchmark Performance Assessments (Digital Scrapbook Project and New Species Life Cycle) Quizzes, Tests, Prompts: Teacher-Created Assessments for each Investigation/Chapter/Unit Mid-Year Assessments End-of-Year Assessments Other Evidence and Student Self-Assessment: Portfolio for unit Anticipation/reaction guide Quick draw Quick write Enter/exit slips Word web card KWL chart Pair and share Popcorn share Learning logs Slates Thumbs up/down Question/answer ladder Draw seed and label its parts T-chart sorting fruits and vegetables Frayer model with fruits and vegetables Life Cycle of Butterfly plate (label parts of cycle and illustrate with types of pasta) Students build a bug out of three main body parts of an insect Learning log Observation journal Diagram of flower (differentiated activity with labeling flower parts) Sort different types of seeds (dandelion, milkweed, etc.) according to how they scatter (float, explode, animals, wind, water) Digital scrapbook of a living thing s life cycle Stage 3 Learning Plan W: Students will know expectations of this unit through: What we will learn today list on board Read related article to introduce topic Demonstration that illustrates main concept(s) Teacher states objective(s) Sorting cards to find supporting details and big ideas 2

13 H: This unit will hook and hold students attention by: Relating topics to current world events Showing video clips Wonder Walk Generating questions Investigating what students know, want to know, have learned (KWL) Introducing fun facts Live insects/animals to observe Posing problems for students to actively solve through investigation and experimentation E: The following learning experiences will help students explore the big ideas and essential questions: Make a changes chart of how each student has changed from birth until present Make a baby book of animals and their offspring Investigate structure inside and outside of seed assess with having students draw a seed and label it Plant a seed and observe it grow into a plant (journal) Observe plants that come from other sources than seeds (cuttings and tubers) Observe parts of a flower (pistil, stamen, petals, pollen) assess with differentiating activity labeling parts Compare fruits and vegetables (fruits have seeds, vegetables don t) Observe pine cone and how it protects seeds Observe different conditions for growing plant (soil vs. no soil, placement of source of light) Hatch a chicken from an egg (observe incubator daily) Observe life cycle of insects (butterflies, ladybugs, praying mantis, etc.) Examine parts of insect with magnifying glass (body segments) Make a representation of a plant and insect life cycle (plate, booklet, diagram, etc) Build a Flower with tissue paper, pipe cleaners, etc. Use trade books for word splash and differentiated activities RAFT (from a plant or insect s point of view) Digital scrapbook of our butterfly s life cycle You Tube video of metamorphosis of butterfly Trade books/guided reading books Flip book of butterfly /ladybug s life cycle Performance assessment with life cycle of new species Go on a field trip to a greenhouse Go on a field trip to the Pine Barrens R: Students will reflect, rethink, revise, and refine by: o Questions and answers o Exit slips o Pair and share o Quick draw o Quick Write o cards o Say something cards 3

14 o Adjusting anticipation/reaction guides o KWL charts E: Students will exhibit understanding through: Portfolio pieces Learning logs Adjusting anticipation/reaction guides KWL charts Performance assessments Assessments Observation/ anecdotal records T: Differentiation opportunities will include: Tiered assignments Modified learning logs RAFT Frayer Model Visual aids Hands on activities Challenge projects (internet research as extension project) Differentiated graphic organizers O: Organization and sequencing considerations include: -Should be taught after the unit on Roles of Living Things. Time Allotment: Half a marking period, two class periods a day Resources: Student Materials: -microscopes -magnifying glasses -pipe cleaners -clay -seeds -potting soil -plastic pots Technology: SMART boards Room-sized web camera and video conferencing capabilities Computers with internet access ELMO for whole class demonstrations Digital Cameras 4

15 Teaching Materials: *Insect larvae (caterpillars, preying mantis egg case, ladybug larvae, etc.) From Seed to Plant by Gail Gibbons How a Plant Grows by Bobbie Kalman The Life Cycle of a Flower by Bobbie Kalman A Seed is Sleepy by Dianna Hutts Aston and Sylvia Long From Caterpillar to Butterfly by Deborah Heiligman From Tadpole to Frog by Wendy Pfeffer It s a Butterfly s Life by Irene Kelly National Geographic Guided Reading Sets Teaching Resources: *Subscriptions to: -Reading A to Z ( -Science A to Z ( -Brainpop Jr. ( 5

16 UbD - Grade: 3rd Strands: Science Topic: Energy Stage 1: Desired Results: Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated the motion of mass (kinetic energy), and types of energy associated position of mass and with energy fields (potential energy). All forms of energy can be converted to other forms. Matter takes on different forms and behaviors. Fossil fuels are a finite resource. Essential Questions: 1. How do we know that things have energy? 2. What is energy? 3. How can matter and energy be changed? 4. What can be used in place of fossil fuels as a source of energy? New Jersey Core Curriculum Standards: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science A.1, A.2, A.3, B.1, B.2, B.3, B.4, C.1, C.2, C.3, D.1, D.2, D.3, D Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science A.2, A.4, B.1, C.1, C.2, C.3, E.1, E.2, E Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe E.1 Knowledge and Skills: Identify what energy is Identify and compare energy of motion and stored energy Identify mechanical energy, heat energy, solar energy, light energy, and chemical energy Describe how energy changes form Identify what matter is Describe how heat energy can be measured, can move, and can change matter Name ways to use and to conserve energy (Earth Day activities, recycling) Measure temperature in Fahrenheit and Celsius 1

17 Give an example of how friction is created Describe how heat changes matter (for example water can be a solid, liquid, or gas) when you add/subtract heat Identify what a fossil fuel is Describe how transportation and electricity production use great quantities of fossils fuels and how this causes pollution and supply problems Identify alternative forms of energy (solar, wind, water, etc.) Stage 2: Evidence of Understanding: Millstone Township Benchmarks: Benchmark Performance Assessments (Energy Conservation Project) Quizzes, Tests, Prompts: Teacher-Created Assessments for each Investigation/Chapter/Unit Mid-Year Assessments End-of-Year Assessments Other Evidence and Student Self-Assessment: Portfolio for unit Anticipation/reaction guides Quick draw Quick write Enter/exit slips Word web card KWL chart Pair and share Popcorn share Learning logs Slates Thumbs up/down Question/answer ladder Draw a comic strip or movie frames to demonstrate how heat moves/changes materials Conservation posters/brochures I have, Who Has? Learning logs Stage 3 Learning Plan W: Students will know expectations of this unit through: What we will learn today list on board Read related article to introduce topic Demonstration that illustrates main concept(s) Teacher states objective(s) Sorting cards to find supporting details and big ideas 2

18 H: This unit will hook and hold students attention by: Relating topics to current world events Showing video clips Wonder Walk Generating questions Investigating what students know, want to know, have learned (KWL) Introducing fun facts Showing photos of green solutions to energy and environmental concerns Reading stories about specific types of animals found in other parts of the world Posing problems for students to actively solve through investigation and experimentation E: The following learning experiences will help students explore the big ideas and essential questions: Unit opener- CD-rom from textbook (Students identify forms of energy and then write about what a day without that form of energy would be like.) Unit opener- Bring in objects that produce different forms of energy. Have students write about or share what they know about the energy each object produces. Measuring temperature (F & C) and how long it takes water to boil Observe how heat changes materials Feel the Beat experiment Sand Shake activity Sun Power activity What Can Happen to Energy? activity Solar panel experiment Ice cube experiment Cook something! Make a bottle thermometer Games for how heat moves side by side, up and down, heat moves, no matter Evaporation of solutions Energy count (charting energy used and where it comes from) Write a persuasive essay/advertisement for a form of alternative energy (solar, wind, water, etc.) Make a How to Save the Earth manual (class compilation of how-to essays) Make posters/brochures on ways to save energy and the Earth Participate in Earth Day activities with energy conservation and recycling Make a pinwheel (wind energy) Friction rubbing hands Online labs with SMART board Readers theater /skit about energy Visit a power plant Visit a recycling plant PSE&G school visit/presentation Performance assessment with building a green house Classify pictures of types of energy in a chart I have, who has? View Brainpop Jr. videos 3

19 R: Students will reflect, rethink, revise, and refine by: Questions and answers Exit slips Pair and share Quick draw Quick Write cards Say something cards Adjusting anticipation/reaction guides KWL charts E: Students will exhibit understanding through: Portfolio pieces Learning logs Adjusting anticipation/reaction guides KWL charts Performance assessments Assessments Observation/ anecdotal records T: Differentiation opportunities will include: Tiered assignments Modified learning logs RAFT Clothesline activity Frayer Model Visual aids Hands on activities Challenge projects (internet research as extension project) Differentiated graphic organizers O: Organization and sequencing considerations include: -Should be the last science unit of the year. Time Allotment: Half a marking period with two periods of instruction a day Resources: Student Materials: -thermometers -pinwheels -tambourines -funnels -styrofoam peanuts 4

20 -Ziploc bags -clay -sand -solar panel Technology: -ELMO -Computers -SMART board -web cams Teaching Materials: Recycle! by Gail Gibbons From Cacao Bean to Chocolate by Ali Mitgutsch Fizz, Bubble and Flash! By Anita Brandolini The Light Bulb and How It Changed the World by Michael Pollard The Night Rainbow by Barbara Juster-Esbensen The Way Things Work by David Macaulay -National Geographic Guided Reading Sets Teaching Resources: *Subscriptions to: -Reading A to Z ( -Science A to Z ( -Brainpop Jr. ( 5