This is what a sample day should look like in your unit plan. Note the length and level of detail and color coding. Your unit should include 5-10 days of lessons.
Candidates create a thematic unit that integrates STEM experiences with literacy, math, or social studies for a grade level of the candidate's choice. Regardless of the relative emphasis of STEM, literacy, math, or social studies within the unit, appropriate STEM methodologies should be explicitly included (e.g. vocabulary instruction, how/why questioning emphasis, inquiry/discovery learning, science and engineering practices/cross-cutting concepts, etc.). Social justice and equity should also be explicit within the plan (e.g. including phenomena with social justice implications, discussing social justice implications, equitable discourse, historical bias in how scientific discoveries are described, etc.)
[removed],
CityUniversity of Seattle
Teacher Certification Programs UNIT PLAN
Teacher Candidate: Student
Date Taught: N/A
Grade/Subject: 4th / Science
Lesson Focus – What You Will Teach?
Central Focus: How can humans reduce the impacts of natural hazards?
State Standards (pick 2-3 NGSS performance expectations for a unit):
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*[Clarification Statement:
Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment
Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]
(SEP: Constructing Explanations and Designing Solutions, DCI: ESS3.B: Natural Hazards & ETS1.B: Designing Solutions to Engineering
Problems, CCC: Cause and Effect) (NGSS, n.d.)
Academic Language – What Will Students Write or Say?
Language Function: High leverage Bloom’s
Vocabulary: What vocab must students know in order to
understand this lesson?
Syntax/Discourse: What writing or speaking skills will students need
in order to succeed?
Students will analyze and construct models to
learn the cause and effects of natural Earths
processes on humans.
Hazard
Natural Earth processes
Earthquakes
Tsunami
Volcano
Seismometer
Throughout the unit plan, students will be
participating in whole-group and small-group
discussions. Students may be asked to answer
questions orally or in their science journal.
Learning Tasks – What will I do? What will students do?
We will be doing one lesson a week for 6 weeks for a total of 6 lessons.
Day 1:
Learning Target: I can brainstorm building materials to
reduce the impact of an earthquake.
The Tech Museum of Innovation (n.d.)
Standard/Performance Expectation: Generate and compare multiple
solutions to reduce the impacts of natural Earth processes on humans.
4-ESS3-2
Activity (brief 1 sentence description)
The teacher will show students before/after photos and videos of earthquake damage. Students will discuss the cause and effect of how natural
processes create earthquake hazards. Students will brainstorm building materials to reduce the impact.
Formative Assessment (briefly describe).
Students will brainstorm a list of building features they think would lessen the impact of natural hazards. The teacher will ask students the
discuss the effect of their choices, and the whole class will rate the importance of their choices.
Day 2:
Learning Target: I can construct a model that will withstand
an earthquake simulation.
The Tech Museum of Innovation (n.d.)
Standard/Performance Expectation: Generate and compare multiple
solutions to reduce the impacts of natural Earth processes on humans.
4-ESS3-2
Activity (brief 1 sentence description)
Students construct a model of a structure using craft sticks and glue, then test how this "designed system" functions during a simulated
earthquake. Students will address cause and effect relationships by documenting changes as a before/after look, while their “natural
phenomenon” occurred.
Formative Assessment (briefly describe).
Teacher will ask students why their “design system” solution will lessen the effects the natural hazard. Students will illustrate their building
structure and write a description explaining how their solution would or would not reduce the impact of an earthquake.
Day 3:
Learning Target: I can use data gathering tools to help
analyze and predict a tsunami.
(Hill, Zarske, & Carlson, 2017)
Standard/Performance Expectation: Generate and compare multiple
solutions to reduce the impacts of natural Earth processes on humans.
4-ESS3-2
Activity (brief 1 sentence description)
Students learn how satellites are used to understand the cause and effect of tsunamis. Students discuss and analyze maps of earthquake
locations with locations of where tsunamis have affected human populations.
Formative Assessment (briefly describe).
The teacher will ask students to use the data gathering tools to determine how many earthquakes have caused tsunamis in populated locations.
Day 4:
Learning Target: I can use a tsunami simulator to test how
different house materials can be impacted by a tsunami.
(Hill, Zarske, & Carlson, 2017)
Standard/Performance Expectation: Generate and compare multiple
solutions to reduce the impacts of natural Earth processes on humans.
4-ESS3-2
Activity (brief 1 sentence description)
Students will test different housing materials using a tsunami simulator. Students investigate the properties of each material and discuss cause
and effect in the development of human shelter to withstand the impact.
Formative Assessment (briefly describe).
As a whole class, the teacher will ask students to rate the materials based on the effects and the capacity to withstand certain kind of tsunami
damage.
Day 5:
Learning Target: I can measure a mock volcanic eruption and
observe the phases of a volcanic eruption.
(Hill, Zarske, & Carlson, 2017)
Standard/Performance Expectation: Generate and compare multiple
solutions to reduce the impacts of natural Earth processes on humans.
4-ESS3-2
Activity (brief 1 sentence description)
The students will observe a water-powered volcano demonstration. During the demonstration students will observe the natural hazard, measure
the height of the volcano, and discuss the cause and effect of the eruption.
Formative Assessment (briefly describe).
The teacher will ask a series of questions before, during, and after the volcanic eruption. Students will use the model to help to answer the
questions.
Before: What are the signs a volcano is going to erupt?
During: What is causing the volcano to grow?
After: What caused the volcano to form a crater after the eruption?
Day 6:
Learning Target: I construct a model to show how engineers
predict future volcano eruptions.
(Hill, Zarske, & Carlson, 2017)
Standard/Performance Expectation: Generate and compare multiple
solutions to reduce the impacts of natural Earth processes on humans.
4-ESS3-2
Activity (brief 1 sentence description)
Students will learn about different data gathering tools use to monitor active volcanos. Students will construct a seismometer and test their
model with movement (earthquake activity) and record before/after effects.
Formative Assessment (briefly describe).
The teacher will ask students how these instruments help reduce the impact of natural hazards on humans.
Performance Assessment Plan – How will you figure out if your teaching was successful?
Performance Assessment Plan
Before beginning the unit plan, I will give students a K-W-L pre-assessment. Students will share what they know about natural hazards, what
they want to know, and what they have already learned. The pre-assessment will help me shape each lesson throughout the unit plan.
Students will be in charge of their learning. Students will participate in whole-group and small-group instruction and discussions. I will use a
series of Plicker assessments, as well as using a system to call on students to assess them informally. My goal is to see all student actively
engaged and participating in the lesson. Each lesson incorporates a science practice, core idea, and a cross cutting concept (NGSS, n.d.) Students
will be asking and answering questions about natural hazards and the cause and effects on humans. Most importantly, they will be constructing
models to reinforce the core idea and to enhance student learning.
Throughout the unit, I will be giving students verbal and written feedback. Students will turn in various worksheets throughout the lessons and I
will be giving consistent feedback to them. The feedback I provide will help students grow and also help the teacher identify class growth and
areas of needs (Alber, 2015).
Students’ families will be informed about the current science unit. Students are encouraged to brainstorm ideas with their families on how
humans can reduce the impact of natural hazards. Families can create their own building structure to test the impact of an earthquake or tsunami.
Students may also construct their own volcano at home and bring it to school to demonstrate a volcanic eruption to the class.
Participation Rubric:
Criteria
4 3 2 1
Level of engagement Student proactively
contributes to class by
offering ideas and asking
questions more than once
per class.
Student proactively
contributes to class by
offering ideas and asking
question once per class.
Student rarely contributes
to class by offering ideas
and asking questions.
Student never contributed
to class by offering ideas
and asking questions.
Listening, questioning,
discussing
Respectfully listens,
discusses, ask questions,
and helps the group in
solving problems.
Respectfully listens,
discusses, and asks
questions.
Has trouble listening with
respect, and takes over
discussions without letting
other people have a turn.
Does not listen with
respect, argues with
teammates, and does not
consider other ideas, and
blocks group from
reaching agreements.
Problem solving Actively seeks and
suggests solutions to
problems.
Improves on solutions
suggested by other group
members.
Does not offer solutions,
but willing to try solutions
suggested by other group
members.
Does not try to solve
problems or help others
solve problems.
Group/Partner work Works to complete all
group goals. Always had a
positive attitude about the
tasks and work of others.
All team members
participated equally.
Usually helped to
complete group goals.
Usually had a positive
attitude about the tasks
and work of others.
Assisted team members in
the finished project.
Occasionally helped to
complete group goals.
Sometimes were unkind
about tasks and the other
of others. Finished
individual task, but did not
help assist team members.
Does not work well with
others and shows no
interest in completing
group goals. Negative
attitude towards the task
and work of others. Did
not contribute to group
effort.
Work completion Student completed ALL
required assignments.
Student completed ¾ of
the required assignments
Student completed ½ of
the required assignments
Student completed 0 of the
required assignments.
References
Alber, R. (2015, February). 5 highly effective teaching practices. Retrieved from https://www.edutopia.org/blog/5-highly-effective-teaching-
practices-rebecca-alber
Hill, G., Zarske, M., Carlson, D. (2017, August). Ready to erupt! Retrieved from
https://www.teachengineering.org/activities/view/cub_natdis_lesson04_activity1
Hill, G., Zarske, M., Carlson, D. (2017, November). Survive that tsunami! Retrieved from
https://www.teachengineering.org/activities/view/cub_natdis_lesson06_activity1
Next Generation Science Standards (NGSS). (n.d.). 4-ESS3-2 Earth and human activity. Retrieved from https://www.nextgenscience.org/pe/4-
ess3-2-earth-and-human-activity
The Tech Museum of Innovation. (n.d.). Building for the big one. Retrieved from http://ngss.nsta.org/Resource.aspx?ResourceID=68