Understanding By Design Unit Template

(Revised & adapted)

Title of Unit / The Rock Cycle / Grade Level / 5
Subject / Science / Time Frame / September 4, 2014 - November 28, 2014
Developed By / Flora Zhong, Stephanie Bass, Marie Bogan, & Zhiping Fennekohl
Stage 1 - Identify Desired Results
Narrative about this Unit of Study: (including the Big Idea)
Students will study the processes of how the Earth interacts to produce rocks and minerals, These same processes act to change rocks from one kind to another. They will investigate forces such as wind; ice, waves, and running water and how they interact to cause erosion and deposition on the earth’s surface. Within Earth, forces resulting from plate movements interact to change Earth through earthquakes, volcanoes, and mountain-building processes. By the end of the unit, students will understand that earth is constantly changed by processes that occur on and within its crust, in its atmosphere, and on and within its waters. These processes produce rocks and minerals.
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
Standard 1 (Analysis, Inquiry, and Design) – Scientific Inquiry
Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods provide new insights into phenomena.
Standard 6 (Interconnectedness Common Theme) – System Thinking
Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
Key Idea 5: Identifying patterns of change in necessary for making predictions about future behavior and conditions
Standard 4 (The Physical Setting)
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical
setting and living environment and recognize the historical development of ideas in science.
Key Idea 1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Understandings
What understandings about the big ideas implied in the PLOs are desired? / Essential Questions
What provocative questions will foster inquiry into the content?
Students will understand that...
·  Minerals can be classified based on different properties
·  Properties of rocks can change as a result of time and pressure
·  Erosion and weathering play an important role in the rock cycle
·  Earth’s unique landforms change overtime
·  Earth’s landforms are changed by erosion, deposition and weathering
·  The movement of the Earth’s crust can change the Earth’s surface / How are minerals classified?
What are the physical properties of rocks? How are they the same and how are they different?
How are different kinds of rocks formed?
What are the processes that shape the land?
What are the causes and effects of natural disasters, such as earthquakes and volcanoes?
Knowledge:
What knowledge will student acquire as a result of this unit? / Skills
What skills will students acquire as a result of this unit?
Students will know...
·  Rocks and minerals are different
·  Classification of rocks as sedimentary, igneous, or metamorphic
·  How rocks and soil form
·  The topography of the earth’s surface
·  The variables that affect erosion and deposition
·  how weathering leads to the formation of sediments
·  The events of earthquakes, volcanic eruptions, etc. cause earth movements
·  How to develop and contrast models of landform / Students will be able to…
·  Follow safety procedures in the classroom and laboratory
·  Safely and accurately use the following measurement tools (metric ruler, balance, graduated cylinder)
·  Use appropriate units for measured or calculated values
·  Recognize and analyze patterns and trends
·  Classify objects according to an established scheme and a student generated scheme
·  Sequence events
·  Identify cause and effect relationships
·  Using identification tests and a flow chart, identify mineral samples
·  Use a diagram of the rock cycle to determine geological processes that led to the formation of a specific rock type
·  Investigate, record, and explain how rocks and soil form
·  Observe, compare, and describe the topography of the earth’s surface
·  Investigate, record, and explain the variables that affect erosion and deposition
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
Brief Written Description of the Performance Task
Pre-assessment quizz
Post-assessment:
1.  Model (diagram)
2.  Flow chart
3.  Explanatory paragraph
Rubric for Assessment:
Other Evidence
Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?
Objective(s)
Related to knowledge, skills or both? / Listed Aim or Learning Intention of Each Lesson. / Assessment / Resources
Introduce and set up Science Notebook
Tier III Vocabulary:
Index, glossary, table contents, diagram. / ·  Teacher will present a Science Notebook model
·  Teacher will instruct students to set up their individual Science Notebook step-by-step / Teacher checks to make sure each student understands the components of the Science Notebook and sets it up appropriately. / ·  A Model of Science Notebook
·  Understand minerals and rocks make up the earth
·  Rocks are distinguishable by their composition (minerals & other organic matter)
·  Tier III Vocabulary:
Rock cycle, mineral, composition, organic matter, weathering, erosion. / ·  Teacher will display samples of rocks and have students share their prior knowledge on minerals and rocks
·  Teacher will read pg. 6.
·  Students will be introduced to the topic of the unit. / Teacher observes students’ ongoing activities to check their understandings. / ·  Learning About Rocks, Weathering, and Erosion with Graphic Organizers by Diana Estigarribia (trade book)
·  Identify properties of rocks
·  Recognize the different types of rocks
·  Tier III Vocabulary:
Igneous rock, metamorphic rock, sedimentary rock, chemical, property. / ·  Teacher will read Rocks: Hard, Soft, Smooth, and Rough to help students understand the properties of rocks
·  Teacher will give each group of students some rocks. Students observe and touch to explain the properties of those rocks
·  Students will use a graphic organizer to record their findings / Teacher will evaluate students’ data in the graphic organizer to check their understandings / ·  Rocks: Hard, Soft, Smooth, and Rough by Natalie M. Rosinsky
(trade book)
·  Rock samples
·  Rocks can be classified by their composition
·  Classify minerals based on their properties
·  Tier III Vocabulary:
Streak, luster, hardness, unique, features / Students will discuss features of common minerals (ex. Streak, luster, hardness, and other unique properties). Students will observe different mineral samples and record their observations and findings using the Examining and Classifying Minerals Chart. Students will refer to Features of Common Minerals chart on pg. 7 of text. / Students will accurately classify ten minerals based on the five properties / ·  Rock samples
·  Learning About Rocks, Weathering, and Erosion with Graphic Organizers by Diana Estigarribia (trade book)
·  http://education.sdsc.edu/download/enrich/mineral_chart.pdf
·  http://app.discoveryeducation.com/search?Ntt=the+rock+cycle
·  Understand that rocks form slowly over time with heat and pressure
·  Tier III Vocabulary:
Layer, dissolved, erosion, eruption, dormant / Lesson 1: Students will view the video clip Scientific Methods. After viewing, teacher will model for students how to execute the steps of the Scientific Method using a simple experiment (ex: mixing sugar with water).
Lesson 2: Students will view the video clip The Rock Cycle. Using clay, students will replicate the process of the rock cycle as a result of heat and pressure. Students will execute the steps of the Scientific Method. / Ongoing monitoring:
1.  Scientific Method
-  Question posed by teacher
-  Hypothesis
-  Experiment – Steps
-  Gather data
-  Draw conclusion / ·  http://studyjams.scholastic.com/studyjams/jams/science/scientific-inquiry/scientific-methods.htm
·  http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/rock-cycle.htm
·  Describe the different stages of the rock cycle
·  Tier III Vocabulary:
Magma, lava, compaction, cementation, intrusive, extrusive / Teacher will read pg. 9. Students will examine and discuss a diagram of the rock cycle on pg. 8. Afterwards, they will add illustrations to the Rock Cycle diagram. / Teacher evaluate the Rock Cycle diagram made by students / ·  Learning About Rocks, Weathering, and Erosion with Graphic Organizers by Diana Estigarribia (trade book)
·  Recognize different ways rocks and landforms are weathered (chemical and physical)
·  Tier III Vocabulary:
Mesa, butte, plateau, formation, physical, undercuts / ·  Teacher reads “Chemical Weathering” & “Physical Weathering” (pgs. 10-13)
·  Teacher guides students to discuss the compare/contrast chart on pg. 12
·  Students write a paragraph about the different ways rocks and landforms are weathered / Teacher observes and evaluates students’ writing. / ·  Learning About Rocks, Weathering, and Erosion with Graphic Organizers by Diana Estigarribia (trade book)
·  Identify the byproduct of erosion (wind, water, and ice) (1)
·  Tier III Vocabulary:
Peninsulas, isthmuses, byproduct, blowholes, fjords / ·  Students will view Erosion: Wind, Water, and Ice video clip. Teacher and students will discuss the byproduct of erosion.
·  Students will work in pairs to create their own flow chart of erosion. They will explain their understandings to their partners.
·  Students will share their flow charts in small groups. / Teacher evaluates students’ flow charts for understanding. / ·  http://app.discoveryeducation.com/search?Ntt=erosion%3A+wind%2C+water%2C+and+ice
·  Explain how water, wind, ice, and plants all cause landforms to change
·  Understand the causes of erosion, depositions, weathering
(2)
·  Tier III Vocabulary:
Deflation, pinnacle, moraine, strombolian, delta / ·  Students will view the video clip Weathering and Erosion. Students and teacher will discuss the causes of erosions, depositions, and weathering.
·  Teacher reads “Weathering and Erosion and the Rock Cycle” on pages 13 to 17
·  Students will work in pairs to create their own flow chart of erosion. They will explain their understandings to their partners.
·  Students will share their flow charts in small groups. / Teacher evaluates students’ flow charts for understanding. / ·  http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm
·  Weathering and Erosion and the Rock Cycle by Joanne Mattern (trade book)
·  Recognize that Earth’s landforms change slowly
·  Recognize landforms found on earth
·  Understand what makes each landform unique
·  Tier III Vocabulary: / ·  Students will view the Landforms slideshow. They will discuss how landforms change due to weathering and erosion.
·  Teacher and students will make a T-Chart together of landforms before and after changes occurred.
·  Students will note differences and similarities of the landforms’ appearances. / Students fill in the T-chart
Teacher will observe students during the activities, and evaluate the work. / ·  http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/landforms.htm
·  Model how a delta forms / ·  Students will view the video clip “Water spreads across the Delta”
·  Students and teacher will discuss the process of how a delta forms.
·  Students will work in pairs to sketch and label the process. They will share and explain their labeled diagrams in small groups. / Teacher evaluates students’ diagrams for understanding. / ·  http://app.discoveryeducation.com/search?Ntt=delta
·  Observe how a model volcano changes the “landscape” after an eruption / ·  Students will watch the video clip Destruction of Volcanoes. They will discuss the impact of the volcano on the environment.
·  Students will work in pairs to create a model of a volcano (pg. 22) and execute the steps of the Scientific Method in their Science Notebook.
·  Students will reflect on the experiment. They will share their findings of how the volcano looked before and after it erupted. / ·  Teacher observes students’ participating in the activity
·  Teacher evaluates the volcano model they have made to check the understandings / ·  http://app.discoveryeducation.com/search?Ntt=destruction+of+volcanoes
·  Understanding Volcanoes and Earthquakes by Jen Green (trade book)
·  Understand what is below Earth’s surface
·  Describe the movement of Earth’s crust can change Earth’s surface / ·  Teacher will read Understanding Volcanoes and Earthquakes pgs. 6-7.
·  Students will conduct the Plate Tectonics Activity to compare a hard- boiled egg to the Earth’s structure
·  Students record the procedure of the experiment in the Science notebook
·  Students will share their findings.
/ Teacher observes students’ understandings in the activities / ·  Understanding Volcanoes and Earthquakes by Jen Green (trade book)
·  http://www.pbs.org/wgbh/aso/tryit/tectonics/#
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning.. / ACTION & EXPRESSION
The ‘how’ of teaching & learning… / ENGAGEMENT
The ‘why’ of teaching and learning…
Science Notebook / Teacher modeling of the writing process – entries in the science notebook / Video clips – whole groups / small groups
Model charts of
- Flow Charts
- Sketch and labels
- T charts
- Process charts / Teacher will model how to create a range of visual literacy to demonstrate learning e.g. flow chart/ labeled diagram/ cross-section
Guided Reading / Hands on experiments
Student created products e.g. mobile of how deltas form
Students’ products e.g. explanation illustrations / Shared reading – ‘Close Reading’ strategies
Read Aloud / Small groups using iPads with audio
Student make models e.g. volcanoes / Vocabulary – (visuals) word listing and recording on shared charts or personal science notebook / Smart board – interactive
Independent and partner reading – research reading

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)