Ubd Stage 1 Samples

7/26/2019 Ubd Stage 1 Samples

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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 igher !ducation

through the "o Child Left #ehind $ct of %&&', Title II, (art $, Subpart ), ImprovingTeacher *uality State +rant unds- CD$./01)23#1

The complete documents can be found on 4allingford5s Curriculum 4eb page athttp677wallingford1ccsct1com7page1cfm8p9):

+rade ) ; 4ater Cycle 11111111111111111111111111111111111111111(age %

+rade ) ; (lant Life Cycles and Soil (roperties111(age <

+rade ) ; Sound1111111111111111111111111111111111111111111111111111(age /+rade 0 ; !lectrical Circuits and =agnets111111111(age '%

+rade 0 ; >ocks and =ineral111111111111111111111111111111(age '2

+rade < ; Sun, =oon ? !arth1111111111111111111111111111(age ':

+rade / ; Laws of =otion1111111111111111111111111111111111(age %%

+rade / ; +enetics 111111111111111111111111111111111111111111111(age %<

Stage 1 Examples of UbD Page 1 of 28

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

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



Grade 3 – Water Cycle

During this unit students investigate how the sun5s energy impacts the water cycle and the effect ofheat energy on the melting, evaporation, condensation and free@ing of water1 Students will alsorecogni@e that water can be found many places on earth1 Different cloud types and weather tools suc

as a thermometer, barometer, wind vane and water gauge will be eAplored1

STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes the desred results of

the unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurng

understandngs, essental "uestons, knowledge and sklls#

C!"te"t Sta"dard#s$$eneral%atons about what students should know and be able to do#

CSDE C!"te"t Sta"dards

BCSD! Science ramework %&&0

CSDE %r&mary E'pected %er(!rma"ces

BCSD! Science ramework %&&0$

Propertes of &atter ' (ow does the stru!ture of

matter affe!t the propertes and uses of materals?

3)1 - *ater&als +a,e pr!pert&es t+at ca" be

&de"t&(&ed a"d descr&bed t+r!g+ t+e se !(

s&mple tests)

• eating and cooling cause changes in some of

the properties of materials1

Energ) n the Earth*s S)stems ' (ow do external and

nternal sour!es of energ) affe!t the Earth*s s)stems?

.)3 - Water +as a ma!r r!le &" s+ap&"g t+e

Eart+0s sr(ace)

• 4ater circulates through the !arth5s crust,

oceans and atmosphere1

#%1 Describe the effect of heating on the melting,

evaporation, condensation and free@ing of water1

#'%1 Describe how the sun5s energy impacts the wate

cycle1

S!entf! +n"ur)

# I"*1' =ake observations and ask questions

about obects, organisms and the

environment1# I"*1% Seek relevant information in books,

maga@ines and electronic media1# I"*1) Design and conduct simple

investigations1

# I"*10 !mploy simple equipment and measurintools to gather data and eAtend the sense




S!entf! tera!)

# I"*1< Ese data to construct reasonable

eAplanations1# I"*12 $naly@e, critique and communicate

investigations using words, graphs and

drawings1

# I"*13 >ead and write a variety of scienceFrelated fiction and nonfiction teAts1

S!entf! -umera!)

# I"*1/ Search the 4eb and locate relevant

science information1

# I"*1: Ese measurement tools and standardunits Be1g1, cm, m, g, kg to describe

obects and materials1

# I"*1'& Ese mathematics to analy@e, interpretand present data1

E"dr&"g U"dersta"d&"gs +nsghts earned from explorng general%atons .a the

essental "uestons /Students wll understand 0(03

4512 endurng understandngs are those understandngs

that should be de.eloped o.er tme, the) are not expe!ted to be mastered o.er one unt or one )ear#

Esse"t&al est&!"s

+n"ur) used to explore general%atons

6.erar!hng Endurng Understandngs7

• Science is the method of observation and

investigation used to understand our world1

BGF'%• Inquiry is the integration of process skills,

the application of scientific content, and

critical thinking to solve problems1 BGF'%

Unt Spe!f! Endurng Understandng

• $ change in temperature can affect the

physical properties of water1• 4ater circulates through a continuous

cycle1• The sun5s energy drives weather patterns1

• Scientists use various tools to measure

and describe weather in order to help

predict future weather patterns1

• ow is inquiry used to investigate the answe

to questions we pose8

• ow does water change states as it travels

through the water cycle8

• ow does the water cycle impact the

environment8

• ow does energy from the sun affect the

weather8

• ow does heat energy Btemperature change

the state of a liquid7solid7gas8

• ow do you measure and describe weather8

• 4hy do we need to predict the weather8

Stage 1 Examples of UbD Page of 28



2"!ledge a"d S4&llsWhat students are expe!ted to know and be able to do

T+e 4"!ledge a"d s4&lls &" t+&s sect&!" +a,e bee" e'tracted (r!m Wall&"g(!rd0s

2-5 Sc&e"ce Sc!pe a"d Se6e"ce)

4nowledge

The students will be able toHG'1 Identify the stages in the water cycle Bevaporation, condensations, precipitation, ground water,transpiration1

G%1 !Aplain the relationship between evaporation and condensation within the water cycle1

G)1 Describe that melting and evaporation require the addition of heat energy and condensations and

free@ing require removal of heat energy1G01 >ecogni@e that water can be found many places on earth1 Bplants, animals, humans, soil, etc1

G<1 !Aplain the function and purpose of weather tools such as a thermometer, barometer, wind vane,

and rain gauge1G21 >ecogni@e that different cloud types determine weather conditions1

G31 Identify different forms of precipitation1

SkllsS'1 +enerate investigable and nonFinvestigable questions1S%1 bserve obects Bwater, soil, plants and describe commonalities and differences among

them1S)1 Classify, based on observations of properties of water1S01 (redict6

F The state of water dependent upon temperatureF uture weather conditions based on clouds

F The effects of the addition or removal of heat on solids, liquids, or gasesS<1 Design an investigation to help answer an investigable question1S21 Conduct simple investigations1S31 Collect and record data utili@ing simple equipment and measuring tools1

F thermometer F tumbler

F graduated cylinder7rain gaugeS/1 rgani@e results in an appropriate manner, using6

• +raphic organi@ers

• Charts and graphs1

• Illustrations or diagrams1

• Simple reports

• Journaling

S:1 Communicate results or information in an appropriate manner, using6• (resentations, visuals, simple reports, ournal, writing prompt




Grade 3 – %la"t &(e Cycles a"d S!&l %r!pert&es

In this unit, (lant Life Cycle ? Soil (roperties, students will focus their study on the life cycle offlowering plants and the properties of different types of soils1 The unit begins with an eAploration oflima bean and the plant embryo inside of it, concentrating students5 attention on the beginning of the

plant5s life cycle1 Students will then participate in planting :rass!a seeds B4isconsin ast (lants to

observe the remaining stages in the plant5s life cycle Bincluding sprout, leaf and bud growth, growthspurt, pollination, development of seed pods, and seed production1 (articular focus will be applied t

observing and recording changes in the plant structure in students5 science ournals1 It is important to

note that, because of time constraints, specific time frames have been provided for lesson planning aneAecution1 During Klulls in the plant part of the unit, lessons regarding soil properties will be

introduced1

Several themes are emphasi@ed in this unit1 They are B' plants have a distinct life cycle, B% otherliving things depend on plants, B) fertili@ation through pollination is essential for plant reproduction,

and B0 soils have different properties that are important for plant growth1

STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes the desred results ofthe unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurng






BCSD! Science ramework %&&0$Stru!ture and ;un!ton5(ow are organsms

stru!tured to ensure eff!en!) and sur..al?

7)7-%la"ts c+a"ge t+e&r (!rm as part !( t+e&r

l&(e cycles)

• The life cycles of flowering plants

include seed germination, growth,

flowering, pollination and seeddispersal1

0he <hangng Earth5(ow do materals !)!le

through the Earth*s s)stems?7)3-Eart+ mater&als +a,e ,ar&ed p+ys&cal

pr!pert&es +&c+ ma4e t+em se(l &"

d&((ere"t ays)

• Soils can be described by their color,

teAture, and capacity to retain water1

• Soils support the growth of many kinds

$ ':1 Describe the life cycles of flowering plantsas they grow from seeds, proceed through

maturation and produce new seeds1

$ %&1 !Aplore and describe the effects of light anwater on seed germination and plant growth

$ %'1 Sort different soils by properties such as

particle si@e, color and composition1$ %%1 >elate the properties of different soil types

to their ability to retain water and support th

growth of certain plants1

Stage 1 Examples of UbD Page = of 28



of plants, including those in our food

supply1

S!entf! +n"ur)

# I"*1' =ake observations and ask questionsabout obects, organisms and the

environment1# I"*1) Design and conduct simple

investigations1

# I"*10 !mploy simple equipment and measurin

tools to gather data and eAtend the sense

S!entf! tera!)




drawings1

E"dr&"g U"dersta"d&"gs +nsghts earned from explorng general%atons .a theessental "uestons /Students wll understand 0(03


that should be de.eloped o.er tme, the) are not expe!ted

to be mastered o.er one unt or one )ear#

Esse"t&al est&!"s


6.erar!hng Endurng Understandngs7 • Science is the method of observation and


BGF'%

• Inquiry is the integration of process skills,

the application of scientific content, andcritical thinking to solve problems1 BGF'%

• =atter BSoil can be described and

classified for understanding1 BGF'%

• The environment is a compleA

assemblage of interacting and evolving

chemical, physical, and biological processes1BGF'%

Unt Spe!f! Endurng Understandngs7• Soils have different properties and

compositions that make them useful indifferent ways1

• lowering plants have a life cycle that

involves changes in growth and structure that

ensures production of new plants1• ther living things depend on plant

reproduction to supply the food they need1

• ertili@ation through pollination is



• 4hat are the properties by which soils are

sorted8

• ow is inquiry used to investigate the amoun

of water different soils can retain8

• 4hat properties of soil are important for plan

growth8

• 4hat are the conditions necessary for

flowering plants to grow8

• ow does the plant change over the course o

its life8

• ow do flowering plants produce seeds and

new plants8

• ow are plants connected with other living

Stage 1 Examples of UbD Page > of 28



essential for flowering plant reproduction and

continuation of the life cycle1

things8



2-5 Sc&e"ce Sc!pe a"d Se6e"ce) 4nowledgeG'1 Summari@e the conditions necessary for plant growth1G%1 Identify the distinct stages in the life cycle of a flowering plant from the germination of a seed to

the production of new seeds1G)1 Conclude that flowering plants must be pollinated in order to produce new seeds1G01 >ecogni@e the interdependence between the pollinator and the plant1G<1 !Aplain why it is advantageous for a plant to produce more than one seed1G21 Identify the properties of different types of soil1G31 >ecogni@e how soil supports the growth of many plants1G/1 >elate the properties of different soil types to their ability to retain water1

Sklls

The student will be able toH

S'1 +enerate testable and questions that need to be answered through print resources11S%1 bserve obects Bsoils, leaves, seeds, etc1 and describe commonalities and differences

among them1

S)1 Classify, based on observations of properties, the different types of soil1S01 (redict6

o uture plant growth based upon measurements of previous growth1

o The amount of water different soils might hold1

o The effect of pollination on the plant5s life cycle1

o

The effects of different types of soil on seed germination1o The effects of other conditions Blight, temperature, etc1 on plant growth

S<1 Design an investigation to help answer an investigable question

S21 Conduct simple investigations

S31 Collect and record data utili@ing simple equipment and measuring tools1 Bmeasure andrecord the daily growth of plants

S/1 rgani@e results in an appropriate manner, using

o +raphic organi@ers

o Charts and graphs1

o Illustrations or diagrams1

o Simple reports1

S:1 Communicate results or information in an appropriate manner, usingo (resentations

o Misuals

o Simple reports

Stage 1 Examples of UbD Page of 28



Grade 3 – S!"d

Through handsFon investigations students will understand how sound is generated and how sounds

can be made louder and softer Bloudness and higher and lower Bpitch1 They will also investigate hosound travels through a variety of materials, and how sound is reflected and7or absorbed by different

materials1 Students will also understand the structure and function of the ear1




C!"te"t Sta"dard#s$

Ge"eral&8at&!"s ab!t +at stde"ts s+!ld 4"! a"d be able t! d!)CSDE C!"te"t Sta"dards

BCSD! Science ramework %&&0CSDE %r&mary E'pected %er(!rma"ces


Energ) 0ransfer and 0ransformatons ' What s the

role of energ) n our world?

5)1 - S!"d a"d l&g+t are (!rms !( e"ergy)

♦Sound is a form of energy that is produced by the

vibration of obects and is transmitted by the

vibration of air and obects1

Stru!ture and ;un!ton ' (ow are organsms stru!tured to ensure eff!en!) and sur..al?

5)7 - %erce&,&"g a"d resp!"d&"g t! &"(!rmat&!"

ab!t t+e e",&r!"me"t &s cr&t&cal t! t+e sr,&,al

!( !rga"&sms)

The sense organs perceive stimuli from the

environment and send signals to the brain through the

nervous system1

#'31 Describe the factors that affect the pitch and

loudness of sound produced by vibrating obects1

#'/1 Describe how sound is transmitted, reflected

and7or absorbed by different materials1

#%'1 Describe the structure and function of the huma

senses and the signals they perceive1 Bear for sound

S!entf! +n"ur)# I"*1' =ake observations and ask questions

about obects, organisms and the

environment1

# I"*1% Seek relevant information in books,maga@ines and electronic media1

# I"*1) Design and conduct simple

investigations1

# I"*10 !mploy simple equipment and measurin





S!entf! tera!)



investigations using words, graphs anddrawings1

# I"*13 >ead and write a variety of scienceF

related fiction and nonfiction teAts1

S!entf! -umera!)


science information1

# I"*1: Ese measurement tools and standardunits Be1g1, cm, m, g, kg to describe


# I"*1'& Ese mathematics to analy@e, interpret

and present data1





Esse"t&al est&!"s




BGF'%

• Inquiry is the integration of process skills,the application of scientific content, andcritical thinking to solve problems1 BGF'%

Unt Spe!f! Endurng Understandngs7• !nergy is motion Bmovement1

• Sound is a form of energy1

• Sound is energy that is produced by

vibrating obects1 BThe only way sound is

created is through vibration1• Sound can be described by pitch

Bfrequency and volume and otheraspects1

• Sound energy Bform of kinetic energy is

transmitted through different materials

and the air1• Sound is reflected and7or absorbed by

different materials1 The nature ofmaterials that sound travels through



• 4hat is sound8

• ow is sound produced8

• ow does sound travel8

• ow does sound interact in our environment

• ow is energy transformed into sound8

• ow do humans perceive BNhear5 sound8

• ow do you describe differences in sound8

• 4hat materials and variables affect how you

hear sound8

• ow does the shape of an obect Bshape of

room, dome, microphone, speaker etc1 impa

hearing8

Stage 1 Examples of UbD Page @ of 28



affects the transmission and absorption of

sound1• The structure of the human ear and sound

devices can enhance the quality of

hearing1




4nowledgeG'1 Describe the factors that affect the p&tc+ and l!d"ess of sound produced by vibrating obects1

• (itch Bfrequency is the lowness or highness of a sound, also know as musical note1

• Mibration is to move back and forth Bor up and down1

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

when it vibrates1 Longer, thicker, wider items usually produce a lower pitch1 Shortersmaller items usually produce a higher pitch1

• Molume is the loudness of a sound1 Changing the amount of vibration affects the loudness=ore vibration Bmore energy is louder1 1

G%1 (roduce sounds with different pitches and volume levels1G)1 Describe how sound is transmitted, reflected and7or absorbed by different materials1

• Some materials absorb sound and some materials reflect sound1 Smaller, softer, more

irregular materials absorb sound better1 arder, more regular, and larger obects reflect

sound better1

• Sound can be reflected and heard as an echo1

• Sound travels differently through solids, liquids and gases1 Bfastest in solids and slowest

in air1

G01 Demonstrate how sound is affected by different materials Bair, water, foam etc1 in differentenvironments1 Blarge room, small room, room with dome etc1

G<1 Describe the structure and function of the human ear1

G21 !Aplain how humans perceive sound including how the ear functions and how the nervous systemsends messages to the brain Breceptors1

• !Aplore appropriate decibel levels of common sounds and ustify reasons for having sound

at different decibels1

• !Aplore technological applications of sound1 Bhearing aids, microphones, speakers,

megaphones

G31 !Aplore decibel levels of common sounds and eAplain reasons why sounds are different decibel

levels1

G:1 !Aplore technological applications related to sound1 Bhearing aids, microphones, speakers,megaphones

SkllsS'1 +enerate investigable and nonFinvestigable questions1

S%1 bserve obects and describe commonalities and differences among them1

S)1 Classify, based on observations of properties1S01 (redict what might happen1

Stage 1 Examples of UbD Page 1A of 28



S<1 Design an investigation to help answer an investigable question1

S21 Conduct simple investigations1S31 Collect and record data utili@ing simple equipment and measuring tools1

S/1 rgani@e results in an appropriate manner, using6

• +raphic organi@ers, charts and graphs, illustrations or diagrams, simple reports, etc1

S:1 Communicate results or information in an appropriate manner, using6• (resentation, visuals, simple reports, etc1




Grade . - Electr&cal C&rc&ts a"d *ag"ets

In this unit, students will be invited to discover that electricity in circuits can generate energy in theform of light, heat and magnetism through the inquiry process1

Through a series of investigations, students learn that electric circuits require a complete circuit

Bcircle through which an electrical current passes, and that different types of circuits show differenttypes of characteristics1 They will also discover which materials are conductors and insulators of

electricity1 $s a culminating activity, students will apply their new knowledge by researching testable

questions and7or wiring flashlights and houses1


the unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurngunderstandngs, essental "uestons, knowledge and sklls#

C!"te"t Sta"dard#s$

Ge"eral&8at&!"s ab!t +at stde"ts s+!ld 4"! a"d be able t! d!)CSDE C!"te"t Sta"dards



Energ) 0ransfer and 0ransformatons ' What s the

role of energ) n our world?

.). - Electr&cal a"d mag"et&c e"ergy ca" be

tra"s(erred a"d tra"s(!rmed)

• !lectricity in circuits can be transformed into

light, heat, sound and magnetic effects1

• =agnets can make obects move without

direct contact between the obect and the

magnet1

;or!es and &oton ' What makes obBe!ts mo.e the

wa) the) do?

.)1 - T+e p!s&t&!" a"d m!t&!" !( !bects ca" bec+a"ged by ps+&"g !r pll&"g1

• The si@e of the change in an obect5s motion

is related to the strength of the push or pull1

• The more massive an obect is, the less effect

a given force will have on its motion1

#'01 Describe how batteries and wires can transferenergy to light a light bulb1

#'<1 !Aplain how simple electrical circuits can be us

to determine which materials conduct electricity

#'21 Describe the properties of magnets, and how the

can be used to identify and separate miAtures of

solid materials1

#/1 Describe the effects of the strengths of pushes an

pulls on the motion of obects1#:1 Describe the effect of the mass of an obect on its

motion1




S!entf! +n"ur)

# I"*1' =ake observations and ask questions

about obects in the environment1# I"*1% Seek relevant information in books,

maga@ines and electronic media1


investigations1# I"*10 !mploy simple equipment and measurin


S!entf! tera!)




drawings1# I"*13 >ead and write a variety of scienceF

related fiction and nonfiction teAts1

S!entf! -umera!)


science information1# I"*1: Ese measurement tools and standard

units Be1g1, cm, m, g, kg to describe


# I"*1'& Ese mathematics to analy@e, interpretand present data1



4512 endurng understandngs are those understandngsthat should be de.eloped o.er tme, the) are not expe!ted


Esse"t&al est&!"s



• Science is the method of observation and


BGF'%• Inquiry is the integration of process skills,

the application of scientific content, and

critical thinking to solve problems1 BGF'%

Unt Spe!f! Endurng Understandngs7

• !lectrical circuits require a complete loop

through which an electrical current passes1• !lectricity is used to generate energy that

can be transformed into other forms of energyBsound, light, heat and motion1

• Some materials conduct electricity and



• ow is electricity used to create heat, sound,

light, and motion8

• ow is electricity used in our world8

• ow do batteries and wires conduct electrici

to a light a bulb8

• 4hat types of materials are conductors of

electricity and what materials are not

conductors Binsulators8

• ow do magnets interact with each other and

other obects8

• 4hat are properties of magnets8

• ow does the si@e and strength of a




some materials do not1• !lectricity is essential to living in today5s

modern, technologically advanced world1

• =agnets produce a force that can move

certain obects without direct contact1

• =agnets produce a force that can vary instrength and this force can move certainobects and not other obects1

magnet affect its ability to push and pull8

• Can magnetic forces work through

different materials8




4nowledge

G'1 Describe how batteries and wires can transfer energy to light Ba light bulb and7or heat1G%1 !Aplain the path of electricity in a circuit Bopen, closed, parallel, series circuit

G)1 4ire a simple electrical circuit to light a light bulb1

G01 Construct a circuit in more than one way using the same materials1G<1 Ese symbols to represent the different parts of an electric circuit schematic1

G21 Classify materials as conductors of electricity and others materials as insulators based on tests

using simple electrical circuits1G31 !Aplain how electricity is essential to our modern world1

G/1 $pply troubleshooting strategies Bknowledge of electrical circuits to complete an incomplete

circuit1G:1 Investigate the properties of magnets including6

• =agnets have north and south poles

•

=agnetic fields weaken as distance increases1• =agnets produce a force that some things respond to and some things do not1

• =agnets eAert a force at a distance7they can push or pull without touching1

• $ magnetic force can hold a limited amount of weight1

• =agnets possess various degrees of strength1

• =agnets can eAert a force through materials1

K10. Explore how electricity and magnetism are related (electromagnet)

Sklls

S'1 +enerate investigable and nonFinvestigable questions1S%1 bserve obects and describe commonalities and differences1

S)1 Classify, based on observations of properties1

S01 (redict what might happen1S<1 Design an investigation to help answer an investigable question1

S21 Conduct simple investigations1

S31 !mploy simple equipment and measuring tools1

S/1 rgani@e appropriate and accurate measurements and observations, using6





• Charts and graphs

• Illustrations or diagrams

• Journaling

• !tc1

S:1 Draw conclusions based on data, observations, or findings1S'&1Communicate results or information in an appropriate manner, using6

• (resentations

• Misuals

• Simple reports

• !tc1

Stage 1 Examples of UbD Page 1= of 28



Grade . – R!c4s a"d *&"erals

Students eAplore the differences and similarities between rocks and minerals byinvestigating samples of these !arth materials and by performing a series of mineral tests

similar to geologist5s field tests1 Students will discover how rocks are formed and

changed1 "onFfiction literatures resources will be used to assist students in uncovering

common uses of rocks and minerals1 Inquiry skills will be emphasi@ed during theseeAplorations1

STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes thedesred results of the unt n!ludng the related state s!en!e !ontent standards and

expe!ted performan!es, endurng understandngs, essental "uestons, knowledge and

sklls#C!"te"t Sta"dard#s$

$eneral%atons about what students should know and be able to do

C!"te"t Sta"dards

BCSD! Science ramework %&&0%r&mary E'pected %er(!rma"ces


0he <hangng Earth7 (ow do materals

!)!le through the Earth*s s)stem?

3)3 Eart+ mater&als +a,e d&((ere"t

p+ys&cal a"d c+em&cal pr!pert&es)

• >ocks and minerals have properties

that may be identified through

observations and testing- these properties help determine how the

earth materials are used

#<6 Describe the physical properties ofrocks and relate them to their potential

uses

#26 >elate the properties of rocks to the

possible environmental conditionsduring their formation1

S!entf! +n"ur)

# I"*1'6 =ake observations and ask

questions about obects,

organisms and the environment1# I"*1%6 Seek relevant information in

books, maga@ines, electronic

sources of information1# I"*1)6 Design and conduct simple

investigations1# I"*106 !mploy simple equipment and

measuring tools to gather data

and eAtend the senses1

Stage 1 Examples of UbD Page 1> of 28



S!entf! tera!)

# I"*126 $naly@e, critique, and

communicate investigationsusing words, graphs and

drawings1

# I"*136 >ead and write a variety of

fiction and nonFfiction scienceFrelated teAts1

E"dr&"g U"dersta"d&"gs +nsghts learned from explorng general%atons .a

the essental "uestons#/Students wll understand

0(03

Esse"t&al est&!"s +n"ur) used to explore general%atons


• Science is the method of observation

and investigation used to understand our

world1 BGF'%

• Inquiry is the integration of process

skills, the application of scientific content,and the critical thinking to solve problems1BGF'%

• The environment is a compleA

assemblage or interacting and evolvingchemical, physical, and biological

processes1 BGF'%

• !arth5s materials Brocks and minerals

are formed and may undergo change by

certain conditions, such as erosion ormetamorphism, and can occur over

various amounts of time1 BGF'%


• The unique physical and chemical

properties of rocks and minerals make

them useful1

• >ocks and minerals are limited

resources1

• ow is inquiry used to investigate our

environment8

• ow do rocks and minerals cycle

through our environment8

• 4hat are the similarities and differences

between rocks and minerals8

• ow are rocks and minerals used8

• 4hat story of !arth5s history can we

gather from rocks and minerals8

• ow is weathering the preparation for

erosion8





The knowledge and skills are aligned with Wallingford’s Scope and Sequence.

2"!ledge

T+e stde"ts &ll 9

G'1 Differentiate between rocks and minerals

G%1 Classify rocks and minerals by their properties

G)1 >elate the physical properties of rocks to their potential usesG01 Identify the environmental conditions during the formation of sedimentary,

igneous, and metamorphic rocks1

G<1 >elate the properties of rocks to the possible environmental conditions duringtheir formation1

G21 Describe the physical changes that occur in rocks and minerals as a result of

weathering and erosion1

S4&ll

T+e stde"ts &ll)))

S'1 +enerate investigable and nonFinvestigable questions1

S%1 bserve rocks and minerals and describe commonalities and differences among

them1

S)1Classify, based on observations of propertiesS01 (redict

S<1 Design an investigation

S21 Conduct simple investigationsS31 !mploy simple equipment and measuring tools1

S/1 rgani@e appropriate and accurate measurements and observations , using

o +raphic organi@ers

o Charts and graphs

o Illustrations or diagrams

o Journaling

S:1 Draw conclusions based on data, observations, or findings1

S'&1 Communicate results or information in an appropriate manner, using

o (resentations

o Misuals

o Simple reports




Grade 5 – S": *!!" ; Eart+

This unit focuses on the causes of day and night, the causes of the seasons and the changes Bphases ithe =oon5s appearance1 The unit begins with investigations of the reason for day and night1 Students

will model the rotation Bspin of the !arth about its aAis to demonstrate the %0Fhour cycle of one

rotation and observe day and night from !arth1 Students will then model the !arth5s revolution or orbaround the sun on an inclined aAis B%)1< o to recogni@e the reason for the seasons1 Students will

observe and describe changes Bphases in the appearance of the =oon over a lunar cycle

BapproAimately one month1 Students will recogni@e that the positions of the !arth, =oon and Sun ar predictable and that each Kcelestial Brelating to the sky body moves in a predictable pattern1 #y

having a deeper understanding of these patterns, we have made technological advances such as

telescopes, periscopes, microscopes and even eye glasses to have a better Kview of the world around

us and improve our quality of life1


the unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurngunderstandngs, essental "uestons, knowledge and sklls#





Earth n the Solar S)stem ' (ow does the poston of Earth n the solar s)stem affe!t

!ondtons on our planet?

5)3 - *!st !bects &" t+e s!lar system are &" a

reglar a"d pred&ctable m!t&!")

• The positions of the !arth and moon

relative to the sun eAplain the cycles of

day and night, and the monthly moon

phases1

#%% !Aplain the cause of day and night based on

the rotation of !arth on its aAis1

#%) Describe the monthly changes in the

appearance of the moon, based on the moonorbit around the !arth1

S!en!e and 0e!hnolog) n So!et) ' (ow do

s!en!e and te!hnolog) affe!t the "ualt) of ourl.es?

5). - <ma"s +a,e t+e capac&ty t! b&ld a"d

se t!!ls t! ad,a"ce t+e 6al&ty !( t+e&r l&,es)

$dvances in technology allow individuals to

#%< Describe the uses of different instruments,

such as eye glasses, magnifiers, periscopesand telescopes, to enhance our vision1

Stage 1 Examples of UbD Page 1@ of 28



acquire new information about the world1

S!entf! +n"ur)

# I"*1' =ake observations and ask questionsabout obects, organisms and the

environment1

# I"*1% Seek relevant information in books,maga@ines and electronic media1


investigations1

# I"*10 !mploy simple equipment and measurintools to gather data and eAtend the sense

S!entf! tera!)


eAplanations1

# I"*12 $naly@e, critique and communicateinvestigations using words, graphs and

drawings1# I"*13 >ead and write a variety of scienceFrelated fiction and nonfiction teAts1

S!entf! -umera!)

# I"*1/ Search the 4eb and locate relevantscience information1

# I"*1: Ese measurement tools and standard

units Be1g1, cm, m, g, kg to describeobects and materials1

# I"*1'& Ese mathematics to analy@e, interpret

and present data1


essental "uestons /Students wll understand 0(03 4512 endurng understandngs are those understandngs



Esse"t&al est&!"s




BGF'%

• Inquiry is the integration of process skills,

the application of scientific content, andcritical thinking to solve problems1 BGF'%

Unt Spe!f! Endurng Understandngs7 The predictable position of the

earth in the solar system affects the cycles of

day and night



• ow does the position of the earth in the sola

system affect the cycles of day and night8

• ow does the position and tilt of the earth5s

aAis in the solar system affect seasonal cycle

• ow does the moon5s orbit around the earth

change our perception of the moons surface8

Stage 1 Examples of UbD Page 2A of 28



The predictable position of the

earth in the solar system affects the cycle of

the seasons1 The predictable movement of the moon

accounts for the apparent changes in its

appearance when viewed from earth1




4nowledgeG:1 $naly@e relationships between the sun and earth, the earth and moon and the sun, earth and moonG'&1 Distinguish the difference between revolution and rotation1G''1 Illustrate the four seasonsG'%1 !Aplain the changes in appearance of our moon over time

G')1 Describe the apparent movement of the sun1G'01 Conclude that the earth5s movement is the reason for the apparent movement of the sun1G'<1 Conclude that the earth5s aAis is responsible for our seasons1G'21 Conclude that the rotation of the earth is responsible for the cycle of day and night1

Skillsa1 +enerate investigable and nonFinvestigable questions1

b1 bserve obects and describe commonalities and differences among them1

c1 Classify in a variety of ways based on properties1d1 (redict what might happen1

e1 Design a fair test to answer an investigable question1f1 >evise plan based on observation7 results1g1 Conduct simple investigations1

h1 Collect and record data using appropriate tools, such as6

• =etric ruler

• Timer

• "onFstandard measuring devices

• !tc1

i1 rgani@e appropriate and accurate measurements and observations, using6


• Charts and graphs

• Illustrations or diagrams

• Journaling

1 Draw conclusions based on data, observations, or findings1

k1 Communicate results or information in an appropriate manner, using6

• (resentations

• Misuals

• Simple reports







Grade = – as !( *!t&!"









;or!es and &oton ' What makes obBe!ts mo.e the

wa) the) do?

=)1 - >"ert&a cases a" !bect t! c!"t&"e m!,&"g

t+e ay &t &s m!,&"g "less &t &s acted p!" by a

(!rce t! c+a"ge &ts m!t&!")

$ balanced force acting on an obect does not

change its speed and7or direction of motion1

$n unbalanced force acting on an obect

changes its speed and7or direction of motion1

bects moving in circles must eAperience force

acting toward the center1

C 1) Describe the qualitative and quantitative

relationships among force, mass and changes imotion1

C 7) Describe the forces acting on an obect moving

in a circular path1

S!entf! +n"ur)• Scientific inquiry is a thoughtful and

coordinated attempt to search out, describe,

eAplain and predict natural phenomena1

• Scientific inquiry progresses through a

continuous process of questioning, data

collection, analysis and interpretation1

• Scientific inquiry requires the sharing of

findings and ideas for critical review by

colleagues and other scientists1

C >N)1 Identify questions that can be answered

through scientific investigation1

C >N)7 Design and conduct appropriate types of

scientific investigations to answer differen

questions1

C >N)3 Identify independent and dependent

variables, and those variables that are kep

constant, when designing an eAperiment1

C >N). Ese appropriate tools and techniques to

make observations and gather data1

C >N)5 Ese mathematical operations to analy@e

and interpret data1

C >N)? Identify and present relationships between

variables in appropriate graphs1

S!entf! tera!)• Scientific literacy includes speaking,

listening, presenting, interpreting, reading and

writing about science1

• Scientific literacy also includes the ability to

search for and assess the relevance and

credibility of scientific information found invarious print and electronic media




C >N)@ Draw conclusions and identify sources oferror1

C >N)= (rovide eAplanations to investigated

problems or questions1

C >N) Communicate about science in differentformats, using relevant science vocabular

supporting evidence and clear logic1

S!entf! -umera!)

• Scientific numeracy includes the ability to use

mathematical operations and procedures to

calculate, analy@e and present scientific data

and ideas1


essental "uestons /Students wll understand 0(03 4512 endurng understandngs are those understandngs



Esse"t&al est&!"s



investigation used to understand our world1 BGF'%

• Inquiry is the integration of process skills, the

application of scientific content, and critical

thinking to solve problems1 BGF'%

Unt Spe!f! Endurng Understandngs7• $n obect5s inertia causes it to continue

moving in its original direction unless it is

acted upon by a force to change its speed

and7or direction1

• 4hen a centripetal force BcenterFpulling is

applied to a moving obect the obect is

continuously changing direction as it moves

in a circular path1

• The motion of all obects can be eAplained

and predicted by the Laws of =otion1

• ow is inquiry used to investigate the answers to

questions we pose8

• 4here can you find evidence of "ewton5s Laws =otion8

• 4hat makes obects move the way they do8

• 4hat forces act on an obect moving in a circula

path8

• ow are unbalanced and balanced forces related

an obect5s motion8

• 4hat causes changes in motion8


4nowledge

0he student wll7G'31 Illustrate how balanced and unbalanced forces affect the motion of an obect1

G'/1 $naly@e how different types of friction Bfluid, static, rolling, sliding affect the motion of obects1

G':1 Demonstrate that obects at rest remain at rest and obects in motion remain in motion unless acted upon by an unbalanced force1 B"ewton5s 'st Law

G%&1 >ecogni@e how acceleration of an obect is directly proportional to the net force and inversely

proportional to its mass1 B9ma B"ewton5s %nd Law

G%'1 Differentiate between mass and weight1 Bweight 9 mass A gravity

G%%1 Describe the forces acting on an obect moving in a circular path1 Bcentripetal

Sklls




0he student wll7a1 +enerate questions that can be eAplored through scientific investigation1

b1 Ese appropriate tools and techniques to make observations and gather data1

c1 Design and conduct an appropriate investigation to answer investigable questions1

d1 Identify independent and dependent variables and variables that remain constant1

e1 =anipulate variables in order to solve equations1

f1 Identify and present relationships between variables in appropriate graphs1g1 Draw conclusions and identify sources of error1

h1Communicate about science in different formats, using relevant science vocabulary, supporting evidence

and clear logic1

Stage 1 Examples of UbD Page 2= of 28



Grade = - Ge"et&cs








(eredt) and E.oluton ' What pro!esses are

responsble for lfe*s unt) and d.erst)?

=)7 - Repr!dct&!" &s a c+aracter&st&c !(

l&,&"g systems a"d &t &s esse"t&al (!r t+e

c!"t&"at&!" !( e,ery spec&es)

• eredity is the passage of genetic

information from one generation to

another1

• Some of the characteristics of an

organism are inherited and some result

from interactions with the environment1

C%<1 !Aplain the similarities and differences in ce

division in somatic and germ cells1

C%21 Describe the structure and function of themale and female human reproductive systems,

including the process of egg and sperm production

C%31 Describe how genetic information is

organi@ed in genes on chromosomes, and eAplainseA determination in humans1

S<+E-0+;+< +-CU+

S<+E-0+;+< +0E<

C >N)1B Identify questions that can be answered

through scientific investigation1

C >N)11 >ead, interpret and eAamine the credibility

of scientific claims in different sources of

information1

C >N)17 Design and conduct appropriate types of

scientific investigations to answer different

questions1

C >N)13 Identify independent and dependent

variables, and those variables that are kept

constant, when designing an eAperiment1

C >N)1. Ese appropriate tools and techniques to

make observations and gather data1

C >N)15 Ese mathematical operations to analy@e an

interpret data1

C >N)1? Identify and present relationships between

variables in appropriate graphs1

Stage 1 Examples of UbD Page 2> of 28



S<+E-0+;+< -U&E< C >N)1@ Draw conclusions and identify sources oferror1

C >N)1= (rovide eAplanations to investigated

problems or questions1

C >N)1 Communicate about science in differentformats, using relevant science vocabulary

supporting evidence and clear logic1





Esse"t&al est&!"s




BGF'%• Inquiry is the integration of process

skills, the application of scientific content,and critical thinking to solve problems1 BGF

'%


• eredity is the passage of instructions

specifying traits from one generation toanother1

• >eproduction is a characteristic of living

systems and is essential for thecontinuation of every species1

• $dvances in technology can change the

process of natural human reproduction1

The pros and cons of these advances can be debated1

• Some of the characteristics of an

organism are inherited while others

result from interactions with theenvironment1

• In nature, change is possible, inevitable,

and sometimes beneficial1

• Science ideas evolve as new information

is uncovered1

• ow is inquiry used to solve problems or

gather data to better understand a situation8

• ow do scientists use observation skills to

investigate questions8

• 4hat are the characteristics of a controlled

eAperiment8

• In what ways do scientists organi@e and presen

their discoveries8

• ow do organisms inherit traits from their

parents8

• ow are males and females different8• ow is genetic information passed from

generation from generation8

• ow can you look more like a Ngrandparen

than your parent8

• ow7why do cells divide8

• 4hat is the role of technology in changing

natural human reproduction8

• 4hat is the scientific evidence that suppor

evolution8

• 4hy7how do species change over time8







4nowledge

G)1' Describe the structure and function of the male and female reproductive systems1G)1% !Aplain the similarities and differences in cell division in somatic Bmitosis and germ ceBmeiosis1

G)1) Describe the structure of D"$ and its function1

G)10 !Aplain how a gene is the mechanism for the inheritance of traits1

G)1< Solve (unnett squares to determine patterns of inheritance and seA determination1G)12 !Aplain how seAual reproduction results in genetic variability which leads to natural

selection1

G)13 Discuss the relationship between speciation, natural selection, adaptation, and eAtinctionG)1/ !Aplain how the many pieces of scientific evidence support the theory of evolution1

G)1: Debate the technological issues related to genetic research Bcloning, selective breeding,

stem cell, genetically altered food, etc1

Sklls

S'1' Identify questions that can be answered through scientific investigation1

S'1% >ead, interpret and eAamine the credibility of scientific claims in different sources of

information1S'1) Design and conduct appropriate types of scientific investigations to answer different question

S'10 ormulate a hypothesis in the NIfH1, thenHbecauseH5 format1

S'1< Identify independent and dependent variables, as well as those variables that are kept constanand the control group1

S'12 Ese appropriate tools and techniques to make observations, gather data, and organi@e

information Btables and charts1S'13 Ese mathematical operations to analy@e and interpret data including calculating the average f

multiple trials1

S'1/ Conduct measurements using the appropriate metric device and unit1

S'1: Identify and construct appropriate graphs illustrating the relationship between variables1S'1'& Draw conclusions and identify and eAplain at least three sources of error1

S'1'' (rovide eAplanations to investigated problems or questions1

S'1'% Communicate about science in different formats, using relevant science vocabulary, supportinevidence and clear logic1

S'1') +ather information using a variety of print and nonFprint sources1

S'1'0 Cite sources for print and nonFprint sources such as information located on the internet1S'1'< $naly@e eAperimental design and data so as to identify the question investigated, variables, an

sources of error1

S'1'2 $pply computerFbased tools to present and research information1

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Ubd Stage 1 Samples

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