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STAGE 1 – DESIRED RESULTS Unit Title: Energy Established Goals: •

Students will design, plant, and maintain a square foot vegetable garden (SFG)



Students will analyze and evaluate the Law of Conservation of Energy and various forms of energy transformations



Students will analyze and evaluate the advantages and disadvantages of various energy sources and their impact on society and the environment

Understandings: Students will understand that…

Essential Questions:



Energy is required to grow and maintain an SFG



What is a square foot garden?



Energy is transformed from solar energy into chemical energy in plants and vegetables



How is energy conserved and transformed in an SFG?



Energy does not just appear and disappear but is always conserved and transformed from one form to another



What are other examples of energy conservation and transformation?





There is a difference between renewable and nonrenewable energy resources

What are renewable and non-renewable energy resources?





Renewable and nonrenewable energy resources have specific advantages and disadvantages

What are the advantages and disadvantages of renewable and disadvantages of renewable and nonrenewable energy resources?



Renewable and nonrenewable energy resources can impact the environment



How do renewable and nonrenewable energy resources impact the environment and society?

Students will know: •

Students will be able to:

Key terms: Law of Conservation of Energy, energy transformation, renewable energy, nonrenewable energy, solar energy, wind energy, electric energy, hydroelectric energy, fossil fuel, sustainability, pollution



Describe what a square foot garden is



Explain the Law of Conservation of Energy



Describe how energy is conserved and transformed in an SFG



How to build, plant, and maintain an SFG





That energy is conserved and transformed from one form into another

Provide examples of various forms of energy transformations





Examples of renewable and nonrenewable energy resources

Describe the difference between renewable and nonrenewable energy resources and provide examples of each



That there are pros and cons of different forms of energy resources





Explain the advantages and disadvantages of various forms of renewable and nonrenewable energy resources

That various energy resources can impact the environment in negative ways



Describe how various forms of energy resources can and do affect our environment and society

STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks:

Other Evidence:



List of items required to build a square foot garden



Vocab quiz



Chart showing the growing requirements of various vegetables



SFG quiz





Energy Transformations quiz

Plan outlining the steps necessary to build and plant a square foot garden



Energy Resources quiz

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Build and plant a proper square foot garden



Warm-ups



Field notes



Exit tickets



Sun and water log



Unit Final Exam



Reflection on how “energy in” affects “energy out”





Reflection on Law of Conservation of Energy and energy transformation in a square foot garden Energy transformations presentation

Students will be allowed to analyze and evaluate quizzes, warm-ups, and exit tickets in order to clarify misconceptions and remediate learning.

• •

Renewable and non-renewable energy pros/cons chart



Reflection on alternative energy transformations



Energy and Square Foot Gardening Reflection



Useful Resources page



Rubrics will be provided for all performance tasks

Performance of understanding will be judged on the following criteria: •

Content knowledge – Students should exhibit an in-depth understanding, appropriate use, and correct implementation of concepts.



Critical Thinking – Students should express opinions or ideas that are well substantiated with numerous explicit references to the content and/or personal references.



Comprehensive – Students should address all aspects of the assignment.



Presentation – Presentations should be clear, concise, and well organized, with excellent thought or sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner.

STAGE 3 – LEARNING PLAN Summary of Learning Activities: •

Watch and discuss If The Sun Goes Out For 24 Hours (H)



Watch and discuss Square Foot Gardening (H)



Introduce unit objectives and essential questions (W, O)



Research square foot gardening (W, E, T)



Research the growing requirements for various vegetables (E, T)



Collaborate with classmates to decide which vegetables they will plant (E, R, T)



Collaborate with classmates to build a square foot garden that includes the appropriate specifications (E, R, T)



Plant vegetable seeds (E, T)



Take photos and write daily observations of plant growth in field notes (E, T, O)



Maintain a sun and water log (E, T, O)



Troubleshoot plant growth problems (E, R, E2, T)



Analyze the relationship between energy sources and plant growth (E, R, E2, T)



Research various forms of renewable and non-renewable energy sources (E, T)



Create an Energy Transformations PowerPoint presentation (E, E2, T)



Research and compare the pros and cons of various renewable and non-renewable energy transformations (E, T)



Create renewable and non-renewable energy pros/cons chart (E, E2, T, O)



Review the Energy and Square Foot Gardening project and submissions (R, E2, T, O)

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Create a list of bookmarked websites, YouTube Channels, and other useful resources used (E, T)



All assignments can and will be tailored to meet the individual needs and abilities of the students (T)



This unit will be organized in a manner that allows students to see the logical sequence of events (O)

Wiggins and McTighe’s (2005) WHERETO is an acronym that highlights the key elements and considerations for instructional planning (p. 197). •

W = Help the students know Where the unit is going and What is expected? Help the teacher know Where thestudents are coming from (prior knowledge, interests)?



H = Hook all students and Hold their interest?



E = Equip students, help them Experience the key ideas and Explore the issues?



R = Provide opportunities to Rethink and Revise their understandings and work?



E = Allow students to Evaluate their work and its implications?



T = Be Tailored (personalized) to the different needs, interests, and abilities of learners?



O = Be Organized to maximize initial and sustained engagement as well as effective learning?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

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