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Integrated Unit Requirements

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ELEM 4525 Integrated Unit Requirements

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Integrated Unit Requirements

  1. 1. ELEM 4525
  2. 3. <ul><li>Long range instructional plan that covers period of 2-3 weeks </li></ul><ul><li>Class studies some broad topic on ongoing basis </li></ul><ul><li>Way to organize resources, lessons activities and assessments for study </li></ul>
  3. 4. <ul><li>Exactly what you will teach about? </li></ul>
  4. 5. <ul><li>Consult your clinical teacher </li></ul><ul><li>Get a unit topic to teach during Senior 2 </li></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>I am assigned to first grade. </li></ul></ul></ul><ul><ul><ul><li>My teacher would like me to do a unit on PLANTS. </li></ul></ul></ul><ul><ul><ul><li>MY TOPIC: PLANTS </li></ul></ul></ul>
  5. 6. <ul><li>With your clinical teacher </li></ul><ul><li>Decide how in-depth you want to study the topic. </li></ul><ul><li>Decide how much time you want to spend on the unit. </li></ul>
  6. 7. <ul><li>Gather your on-hand resources. </li></ul><ul><li>Check your library for additional resources and ideas. </li></ul>
  7. 8. <ul><li>With the gathered resources in front of you, lay out a plan of what you will cover and projects you want to do. </li></ul><ul><li>Begin your unit study with enthusiasm. </li></ul><ul><li>End your unit with something exciting (a party, a presentation, field trip). </li></ul>
  8. 9. <ul><li>Check out local field trip possibilities. </li></ul><ul><li>Plan hands-on activities that relate to your topic (cooking, experiments, crafts, etc.). </li></ul><ul><li>Search the internet for online resources, games and virtual field trips. </li></ul>
  9. 11. <ul><li>The essence of what your students will examine and learn in the course of their study (Jacobs, 1997). </li></ul><ul><li>What is the main question you want students to be able to answer? </li></ul><ul><li>What is being taught? </li></ul><ul><li>Why are you studying this topic? </li></ul><ul><li>Be sure this question helps relate the topic to their everyday lives. </li></ul>
  10. 12. <ul><li>Ask yourself: </li></ul><ul><li>What should the children know when you have concluded your unit? Consider your identified goal(s) and objective(s)… </li></ul><ul><li>DEVELOP YOUR ESSENTIAL </li></ul><ul><li>QUESTIONS: </li></ul><ul><li>Examples: </li></ul><ul><li>1. What do plants need to grow and live? </li></ul><ul><li>2. Can some plants survive with little water or sun? </li></ul>
  11. 14. <ul><li>Science </li></ul><ul><li>Example: </li></ul><ul><li>COMPETENCY GOAL 1: </li></ul><ul><li>The learner will conduct investigations </li></ul><ul><li>and make observations to build an </li></ul><ul><li>understanding of the needs of living </li></ul><ul><li>organisms. </li></ul><ul><li>Objectives </li></ul><ul><li>1.01 Investigate the needs of a variety of different plants: </li></ul><ul><li>Air…Water…Light…Space. </li></ul>
  12. 15. <ul><li>Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. </li></ul><ul><ul><li>4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event). </li></ul></ul><ul><ul><li>4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings). </li></ul></ul>
  13. 16. <ul><li>Rationale </li></ul>
  14. 17. <ul><ul><li>Paragraph 1 </li></ul></ul><ul><ul><li>Who are you teaching unit to and what is the environment? </li></ul></ul><ul><ul><li>Paragraph 2 </li></ul></ul><ul><ul><li>Why should students be involved in study? </li></ul></ul><ul><ul><li>Paragraph 3 </li></ul></ul><ul><ul><li>How does the topic correlate with NCSCOS? Science and Language Arts? </li></ul></ul>
  15. 18. <ul><ul><li>Who are you teaching unit to and what is the environment? </li></ul></ul><ul><li>This unit of study on plants will be taught to Mrs. Jones’ class at ALPHA Elementary School in the Spring 2006. My plans are to teach it during my all days for Senior 2. It will be taught over a three-week period to approximately 20 first graders. </li></ul><ul><ul><li>Why should students be involved in study? </li></ul></ul><ul><li>First grade students need to develop an understanding of the important role of plants to human life and of the needs of plants in order to grow and thrive. This is important since plants are necessary for food, production of oxygen and support of human and animal life. Plants represent common experiences in the daily lives of most children. It is also important for students to understand the needs of agriculture and supporting the ecosystem. </li></ul>
  16. 19. <ul><li> How related to NCSCOS? Science and Language Arts </li></ul><ul><li>This unit will address the following NCSCOS COMPETENCY GOALS and OBJECTIVES for first grade in science: </li></ul><ul><li>SCIENCE COMPETENCY GOAL 1: The learner will conduct investigations and make observations to build an understanding of the needs of living organisms. </li></ul><ul><ul><li>Objective 1.01 Investigate the needs of a variety of different plants: Air, Water, Light, and Space. </li></ul></ul><ul><li>This unit will include a series of inquiry based lessons relating to the growth of and the life cycle of plants. Students will learn what it takes to make plants grow. </li></ul>
  17. 20. <ul><li>This unit will also address English Language Arts competency goals and objectives for first grade as follows: </li></ul><ul><li>LANGUAGE ARTS COMPETENCY GOAL 4: The learner will apply strategies and skills to create oral, written, and visual texts. </li></ul><ul><ul><li>Objective 4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event). . </li></ul></ul><ul><ul><li>Objective 4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings). </li></ul></ul><ul><li>Language arts objectives will be met through development of related vocabulary as well as journaling activities. This will be done by providing continual opportunities to develop appropriate vocabulary and create journal entries regarding observations of plant growth. </li></ul>
  18. 21. <ul><li>This unit of study on plants will be taught to Mrs. Jones’ class at ALPHA Elementary School in the Spring 2006. My plans are to teach it during my all days for Senior 2. It will be taught over a three-week period to first graders. </li></ul><ul><li>First grade students need to develop an understanding of the important role of plants to human life and of the needs of plants in order to grow and thrive. This is important since plants are necessary for food, production of oxygen and support of human and animal life. Plants represent common experiences in the daily lives of most children. It is also important for students to understand the needs of agriculture and supporting the ecosystem. Significant language arts objectives will be met through development of related vocabulary as well as journaling activities. </li></ul><ul><li>This unit will address the following NCSCOS COMPETENCY GOALS and OBJECTIVES for first grade in science: </li></ul><ul><li>SCIENCE COMPETENCY GOAL 1: The learner will conduct investigations and make observations to build an understanding of the needs of living organisms. </li></ul><ul><ul><li>Objective 1.01 Investigate the needs of a variety of different plants: Air. Water. Light. and Space </li></ul></ul><ul><li>This unit will include a series of inquiry based lessons relating to the growth of and the life cycle of plants. Students will learn what it takes to make plants grow. </li></ul><ul><li>This unit will also address English Language Arts competency goals and objectives for first grade as follows: </li></ul><ul><li>LANGUAGE ARTS COMPETENCY GOAL 4: The learner will apply strategies and skills to create oral, written, and visual texts. </li></ul><ul><ul><li>Objective 4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event). . </li></ul></ul><ul><ul><li>Objective 4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings). </li></ul></ul><ul><li>Language arts objectives will be met through development of related vocabulary as well as journaling activities. This will be done by providing continual opportunities to develop appropriate vocabulary and create journal entries regarding observations of plant growth. </li></ul>
  19. 23. <ul><li>List (Science) content area goals and objectives that are covered in this unit. </li></ul><ul><li>List the ( English Language Arts) goals and objectives that are covered in this unit. </li></ul>
  20. 24. <ul><li>SCIENCE </li></ul><ul><li>COMPETENCY GOAL 1: The learner will </li></ul><ul><li>conduct investigations and make </li></ul><ul><li>observations to build an understanding of </li></ul><ul><li>the needs of living organisms. </li></ul><ul><ul><li>Objective 1.01 Investigate the needs of a variety of different plants: Air. Water. Light. and. Space </li></ul></ul>
  21. 25. <ul><li>LANGUAGE ARTS </li></ul><ul><li>COMPETENCY GOAL 4: The learner will apply </li></ul><ul><li>strategies and skills to create oral, written, and visual </li></ul><ul><li>texts. </li></ul><ul><ul><li>Objective 4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event). . </li></ul></ul><ul><ul><li>Objective 4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings). </li></ul></ul>
  22. 26. <ul><li>SCIENCE </li></ul><ul><li>COMPETENCY GOAL 1: The learner will conduct </li></ul><ul><li>investigations and make observations to build an </li></ul><ul><li>understanding of the needs of living organisms. </li></ul><ul><ul><li>Objective 1.01 Investigate the needs of a variety of different plants: Air. Water. Light. and Space </li></ul></ul><ul><li>LANGUAGE ARTS </li></ul><ul><li>COMPETENCY GOAL 4: The learner will apply </li></ul><ul><li>strategies and skills to create oral, written, and visual </li></ul><ul><li>texts. </li></ul><ul><ul><li>Objective 4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event). . </li></ul></ul><ul><ul><li>Objective 4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings). </li></ul></ul>
  23. 28. <ul><li>Use standard outline format </li></ul><ul><li>Plan the CONTENT (not activities) </li></ul><ul><ul><li>Define exact content (facts, concepts, and generalizations) that will be taught in unit, not actual teaching activities… but topics and facts to be taught </li></ul></ul>
  24. 29. <ul><li>I. The main ideas take Roman numerals. </li></ul><ul><li>A. Sub-points under each main idea take capital letters and are indented. </li></ul><ul><ul><li> 1. Sub-points under the capital letters, if any, take italic numbers and are further indented. </li></ul></ul>
  25. 30. <ul><li>I.  MAIN IDEA A. Subsidiary idea or supporting idea to I B. Subsidiary idea or supporting idea to I     1. Subsidiary idea to B     2. Subsidiary idea to B         a. Subsidiary idea to 2         b. Subsidiary idea to 2 </li></ul><ul><li>II.  MAIN IDEA   A. Subsidiary or supporting idea to II   B. Subsidiary idea to II   C. Subsidiary idea to II </li></ul><ul><li>III.  MAIN IDEA </li></ul><ul><ul><li>It is up to you to decide on how many main ideas and supporting ideas adequately describe the subject.  However, if there is a I in the outline, there has to be a II; if there is an A, there has to be a B; if there is a 1, there has to be a 2, and so forth.   </li></ul></ul>
  26. 31. <ul><li>I. Plants are living things. </li></ul><ul><li>II. Plants have requirements in order to live and thrive. </li></ul><ul><li>A. Plants need water </li></ul><ul><li>B. Plants need light </li></ul><ul><li>C. Plants need air </li></ul><ul><li>D. Plants need space </li></ul><ul><li>III. Plant variety </li></ul><ul><ul><li>A. Some plants can live on little water </li></ul></ul><ul><ul><li>1. Shrubs </li></ul></ul><ul><ul><li>2. Evergreens </li></ul></ul><ul><ul><li>B. Some plants can live on little sun </li></ul></ul><ul><ul><li>1. Mushrooms </li></ul></ul><ul><ul><li>2. Lettuce </li></ul></ul><ul><li>IV. Plants have a life cycle. </li></ul><ul><ul><li>A. Plants grow from seeds </li></ul></ul><ul><ul><li>B. Seeds germinate </li></ul></ul><ul><ul><li>C. Plants grow and flower </li></ul></ul><ul><ul><li>D. Plants die when the cycle is complete. </li></ul></ul>
  27. 33. <ul><li>Make list of key words from unit </li></ul><ul><li>Write the definitions that students will actually use. </li></ul>
  28. 34. <ul><li>Life Cycle: the history of a plant from its beginning as a seed, through its growth and flowering period ending with its death </li></ul><ul><li>Seed: The small unit from which a plant grows </li></ul><ul><li>Germination: The process by which a seed opens and a plant grows when the seed is exposed to water </li></ul><ul><li>Flower: </li></ul><ul><li>… and so on. </li></ul>
  29. 35. <ul><li>Write a brief letter to your students’ families introducing the main concepts and goals of your unit. Seek their involvement. </li></ul>
  30. 37. <ul><li>Minimum of 5 detailed lesson plans </li></ul><ul><ul><li>Use 6-step lesson plan or 5E plan </li></ul></ul><ul><ul><li>Include some review of content </li></ul></ul><ul><ul><li>How will you assess each lesson plan? </li></ul></ul><ul><ul><li>Also plan one separate day for unit assessment </li></ul></ul><ul><ul><li>*The assessment lesson plan may not be counted as one of the 5 lesson plans. </li></ul></ul>NOTE:
  31. 39. <ul><li>Design test instrument </li></ul><ul><ul><li>Administer before unit begins </li></ul></ul><ul><ul><li>Administer at conclusion of unit </li></ul></ul>(SAME TEST)
  32. 40. <ul><li>Plants </li></ul><ul><li>Name:_________ </li></ul><ul><li>Date: _________ </li></ul><ul><li>Directions: I will read the directions orally to the </li></ul><ul><li>students. </li></ul><ul><li>1. Look at the pictures on the front of your paper. Draw a circle around the pictures which shows something plants need to grow.” </li></ul><ul><li>2. Look at the pictures on the back of your paper. Circle the one which shows how a plant begins its life cycle.” </li></ul>
  33. 42. <ul><li>Plan for overall assessment of goals and objectives for unit </li></ul><ul><ul><li>How will you assess each lesson plan? </li></ul></ul>
  34. 43. <ul><li>Graphic Organizers </li></ul><ul><li>Flow Chart Webbing Venn Diagram KWL Chart (What We Know Chart or Prior Knowledge Chart) </li></ul><ul><li>Interviews </li></ul><ul><li>Observation Observation Checklist Problem Solving Observation Checklist 3x5 Card Notes Cooperative Group work--Checklist </li></ul><ul><li>Performance Tasks </li></ul><ul><li>Creative Performances and Exhibitions Use of Drama During Animal Observations Use of Dance in Teaching About Air Presentation Assessment Guide Pictorial Problem Solving Musical Concept Task Oral Contributions </li></ul><ul><li>Self- and Peer-Evaluations Problem Solving Rating Scale Portfolio Reflection Items Questions for Reflective Feedback </li></ul>
  35. 44. <ul><li>Journals and Learning Logs Reflective Log Journal Entry Learning Log Note Taking/Note Making </li></ul><ul><li>Contracts Learning Contract Sample Contract for a Project Contract Worksheet </li></ul><ul><li>Familiar Assessment Tools: Tests Fill in the Blank Matching Example True/False Short Response Essay </li></ul><ul><li>Scoring Guides Checklist Concept Checklist Habitat Concept Likert Scale Habitat Concept Analytical Trait Scale Habitat Concept Holistic Scale </li></ul><ul><li>Portfolios </li></ul><ul><li>Reporting: </li></ul><ul><li>Report Cards, Grades, Student-Led Conferences </li></ul>
  36. 45. <ul><li>For my unit on plants I will use many assessments strategies to </li></ul><ul><li>make sure I have met the objectives for each lesson. I will give a </li></ul><ul><li>Pretest/posttest at the beginning of my unit and give the same test at the </li></ul><ul><li>conclusion of my unit. I will compare the data I have collected to help </li></ul><ul><li>determine the growth of my students. So on……… </li></ul><ul><li>Assessment Strategies </li></ul><ul><li>Lesson Plan One- SCIENCE COMPETENCY GOAL 1: The learner will conduct </li></ul><ul><li>investigations and make observations to build an </li></ul><ul><li>understanding of the needs of living organisms. Objective 1.01 Investigate the needs of a variety of different plants: Air. Water. Light. and .Space </li></ul><ul><ul><ul><li>Observation of assignments given </li></ul></ul></ul><ul><ul><ul><li>Journal entry </li></ul></ul></ul><ul><ul><ul><li>Informal questions about plants </li></ul></ul></ul><ul><ul><ul><li>Comprehension of directions given by teacher </li></ul></ul></ul><ul><ul><ul><li>Vocabulary Quiz </li></ul></ul></ul><ul><li>Lesson Plan Two- Competency Objective </li></ul>
  37. 47. <ul><li>Provide list of at least 10 children’s books </li></ul><ul><li>Provide an APA annotated bibliography of at least 10 additional resources </li></ul><ul><ul><li>(websites, teacher’s manuals, instructional guides, etc.) use if unit is taught again </li></ul></ul>
  38. 48. Examples: Include: author, title, place of publication, publisher, copyright date 1. Fontaine, Cynthia. Our Vegetable Garden . Boston: Allyn & Bacon, 1999. 2. Back, Christine. Bean and Plant . Morristown, NJ: Silver Burdett, 1986.
  39. 49. <ul><ul><li>List of citations to books, articles, and documents in APA style. </li></ul></ul><ul><ul><li>Each citation followed by a brief descriptive and evaluative paragraph, the annotation. </li></ul></ul>
  40. 50. Carothers, S., & Henke, E. (2003). Human body . Carson-Delosa Publishing Company. This is a teacher’s book which contains activities, experiments, investigations and observations about the human body. I used several worksheets from this book to use during the guided practice sections of this unit.   Moore, J., & Evans, J. (1987). My skeleton and muscles . Evan-Moor Educational Publishers. This is a book of posters and reproducible pages about the skeleton and muscles. I used the activities in this book during independent and guided practices. One activity I used from this book was the Dancing Skeletons reproducible.  
  41. 51. <ul><li>Unit Topic </li></ul><ul><li>Essential Question </li></ul><ul><li>Rational </li></ul><ul><li>NCSCOS Goals and Objectives </li></ul><ul><li>Detailed Content Outline </li></ul><ul><li>Vocabulary </li></ul><ul><li>Home Note </li></ul><ul><li>Lesson Plans </li></ul><ul><li>Pretest/Posttest for the Unit </li></ul><ul><li>Overall Assessment Plan for Unit </li></ul><ul><li>Resource List </li></ul><ul><li>Other material as needed </li></ul>

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