Teacher Name :
Rutkowski , R
Subject : Science
Proposed Dates:
December, 2014
Grade Level (s)
7
Building : WHEMS
Unit Plan
Unit Title: Fresh Water
Essential Questions: How is Earth’s water distributed? What is the water cycle and how does a drop of water move through it? What are the characteristics of ponds
and lakes? Why are wetlands important to our environment? How does water move through underground soil layers? What is an aquifer, and how do people obtain
water from it? How can we conserve water? What is water pollution and what are the sources of it? What factors affect water quality? What is wastewater and how is it
treated in communities?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
S7.D.1.2.1: Compare the different water systems on Earth (e.g., wetland, watershed, ocean, river).
S7.D.1.2.2: Compare biotic and abiotic features of freshwater and saltwater systems.
S7.D.1.2.3: Describe the importance of water systems on the diversity and distribution of life on Earth.
Summative Unit Assessment :
Summative Assessment Objective
Students Will-Describe how Earth’s water is distributed; why it is important to
conserve fresh water; describe the importance of wetlands.
Assessment Method (check one)
____ Rubric ___ Checklist ____ Unit Test ____ Group
____ Student Self-Assessment
___x_ Other (explain) Students will perform all assessments in their
interactive science notebook; which includes all of the above assessments.
Day
Objective (s)
Students will-
1
DOK
LEVEL
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials / Resources
Assessment of Objective (s)
Formative-
SummativeStudent Self - AssessmentStudents will-
FormativeSummative-
2
Student Self - AssessmentStudents will-
FormativeSummative-
3
Student Self - AssessmentStudents will-
FormativeSummative-
4
Student Self - AssessmentStudents will-
FormativeSummativeStudent Self - Assessment-
5
Students will6
Formative-
Summative-
Students will-
Student Self - AssessmentFormativeSummative-
7
Student Self - Assessment-
Students will-
FormativeSummative-
8
Student Self - Assessment-
Students will-
FormativeSummative-
9
Student Self - Assessment-
Students will-
FormativeSummative-
10
Student Self - Assessment-
Students will-
FormativeSummative-
11
Student Self - Assessment-
Students will12
FormativeSummativeStudent Self - Assessment-
Example for Teachers
Objective (s)
Every performance or learning
objective contains at least three
parts:
Observable Action (task),
At Least One Measurable Criterion
(standard), and
Conditions of performance.
DOK
LEVEL
1
2
3
4
Grouping
DAILY PLAN
Activities / Teaching Strategies
Activities
What was used during instruction to address skills and
knowledge (ex. Labs, research projects, interviews,
presentations)
Teaching Strategies
Instructional strategies determine the approach a
teacher may take to achieve learning objectives.
Ex.
Students will
use knowledge of letter-sound
correspondence to decode gradelevel vocabulary when reading
orally and silently.
W
S
I
Materials / Resources
Assessment of Objective (s)
Materials;Resources
Textbooks, manipulatives, supplies,
tools, or other pertinent
supplemental materials that aid or
enhance learning expectations and
instruction.
Formative
is a process used by teachers and students
during instruction that provides explicit
feedback to adjust ongoing teaching and
learning to improve students’ achievement
of intended instructional
objectives/outcomes.
Summative
are cumulative evaluations used to
measure student growth after instruction
and are generally given at the end of a
course/unit in order to determine whether
long term learning goals have been met.
Student Self - Assessment-
DOK Level 1 - Recall - measure, recall, calculate, define, list, identify
DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize.
DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct.
DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts
Grouping
W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any student's
ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice their learning. The pace
of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or topic tests.
S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consist of 2-4 students and provide these students with a reduced
student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group
instruction, and check for student understanding. It allows students more of the teacher's attention and gives them a chance to ask specific questions they may have about what they learned.
Teachers often use small group instruction to provide struggling students with intervention as well.
I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of instruction, the method of learning employed
and the content to be learned. Often this is accomplished within the context of a larger group through the use of high-quality instructional materials and reduced lecture time. Individualized
instruction is not the same as one-to-one instruction; it is simply varying the process to meet the needs of each individual learner in the group.
Directions for Building Administrators
OBJECTIVE(S)
Objectives are like road maps for both you and your students: they help you to focus your instruction on a goal and they help your students understand why they
are learning the day's material. Objectives also allow you to decide how you will assess student learning, as they require students to demonstrate what they have
learned in some way.
The Three Parts of an Objective
Every performance or learning objective contains at least three parts:
1. Observable Action (task)- This describes the observable performance or behavior. An action means a verb must be in the statement, for example “type a
letter” or “lift a load.” Each objective covers one behavior, hence, normally only one verb should be present. If there are more than one behaviors or the
behaviors are complicated, then the objective should be broken down into one or more enabling learning objectives that supports the main terminal
learning objective.
2. At Least One Measurable Criterion (standard)- This states the level of acceptable performance of the task in terms of quantity, quality, time limitations,
etc. This will answer any question such as “How many?” “How fast?” or “How well?” For example, “At least 5 will be produced”, “Within 10 minutes”,
and “Without error.” There can be more than one measurable criterion. Do not fall into the trap of putting in a time constraint because you think there
should be a time limit or you cannot easily find another measurable criterion — use a time limit only if required under normal working standards.
3. Conditions of performance - Describes the actual conditions under which the task will occur or be observed. Also, it identifies the tools, procedures,
materials, aids, or facilities to be used in performing the task. This is best expressed with a prepositional phase such as “without reference to a manual” or
“by checking a chart.”
DEPTH OF KNOWLEDGE (DOK)
What is the DOK and Why Do We Need It?
The Depth-of-knowledge (DOK) was created by Norman Webb from the Wisconsin Center for Education Research.
The Depth of Knowledge is the degree of depth or complexity of knowledge standards and assessments require; this criterion is met if the assessment is as
demanding cognitively as the expectations standards are set for students.
Completely aligned standards and assessments requires an assessment system designed to measure in some way the full range of cognitive complexity within each
specified content standard. Norman Webb identified four levels for assessing the DOK of content standards and assessment items.
The DOK levels are Recall (Level 1), Skill or Concept (Level 2), Strategic Thinking (Level 3) and Extended Thinking (Level 4). Of course to accurately
evaluate the DOK level, each level needs to be defined and examples given of types of student behaviors.
DOK implies the interaction of how deeply a student needs to understand the content with different ways of responding and interacting with the content.
DOK Level 1 - Recall - measure, recall, calculate, define, list, identify.

This category involves basic tasks that require students to recall information and/or reproduce knowledge/skills. This may involve simple procedures or
working with facts or terms. Students do not need to figure out this level of DOK they either know the answer or they don't.
DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize.

This DOK level requires students to compare and contrast, describe or explain, or convert information. It may involve going beyond describing, to
explaining how or why. At this level students may need to infer, estimate, or organize.
DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct.

At this level students are required to use higher order thinking processes. They may be asked to solve real-world problems, predict outcomes, or analyze
something. Students may need to access knowledge from multiple subject areas to reach a solution.
DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts.

Higher ordered thinking skills are essential at this level of DOK. Students must employ strategic thinking to solve problems at this level. Students will
need to conduct, and synthesize as well as manage at level 4.
ACTIVITIES/TEACHING STRATEGIES
Activities: exploratory or reinforcing experiences that help students attain learning expectations.
Teaching Strategies: all approaches that a teacher may take to actively engage students in learning. These strategies drive a teacher's instruction as they work to
meet specific learning objectives. Effective instructional strategies meet all learning styles and development needs of the learners.
Types:
Direct Instruction - is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or
developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction.
Examples - Structured Overview, Lecture, Explicit Teaching, Drill & Practice, Compare & Contrast, Didactic Questions, Demonstrations,
Guided & Shared - reading, listening, viewing, thinking
Indirect Instruction - indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction
seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of
students' interest and curiosity, often encouraging them to generate alternatives or solve problems.
In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges
the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct
the inquiry.
Examples - Problem Solving, Case Studies, Reading for Meaning, Inquiry, Reflective Discussion, Writing to Inform, Concept Formation,
Concept Mapping, Concept Attainment, Cloze Procedure
Interactive Instruction - relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social
skills and abilities, to organize their thoughts, and to develop rational arguments. It is important for the teacher to outline the topic, the amount of
discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of
observation, listening, interpersonal, and intervention skills and abilities by both teacher and students.
Examples - Debates, Role Playing, Panels, Brainstorming, Peer Partner Learning, Discussion, Laboratory Groups, Think-Pair-Share,
Cooperative Learning, Jigsaw, Problem Solving, Structured Controversy, Tutorial Groups, Interviewing, Conferencing
Experiential Instruction - is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of
plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the
process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:





experiencing (an activity occurs);
sharing or publishing (reactions and observations are shared);
analyzing or processing (patterns and dynamics are determined);
inferring or generalizing (principles are derived); and,
applying (plans are made to use learning in new situations).
Examples - Field Trips, Narratives, Conducting Experiments, Simulations, Games, Storytelling, Focused Imaging, Field Observations,
Role-playing, Model Building, Surveys
Independent Study refers to the range of instructional methods which are purposefully provided to foster the development of individual
student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on
planned independent study by students under the guidance or supervision of a classroom teacher.
\
Examples – Essays, Computer Assisted Instruction, Journals, Learning Logs, Reports, Learning Activity Packages, Correspondence
Lessons, Learning Contracts, Homework, Research Projects, Assigned Questions, Learning Centers
GROUPIING
W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any
student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice
their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or
topic tests.
S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consist of 2-4 students and
provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more
closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's
attention and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide
struggling students with intervention as well.
I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of
instruction, the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of highquality instructional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to
meet the needs of each individual learner in the group.
MATERIALS/RESOURCES
Materials: are the physical items used to support the presentation of and interaction with the curriculum content.
Resources: textbooks, manipulatives, supplies, tools, or other pertinent supplemental items that aid or enhance learning expectations and instruction.
ASSESSMENT OF OBJECTIVE(S)
Formative - is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve
students’ achievement of intended instructional objective(s)/outcome(s).
Examples: Observations, Questioning, Discussion, Exit/Admit Slips, Learning/Response Logs, Graphic Organizers, Peer/Self Assessments, Practice
Presentations, Visual Representations, Kinesthetic Assessments, Individual Whiteboards, Laundry Day, Four Corners, Constructive Quizzes, Think Pair
Share, Appointment Clock, As I See It
Summative - A summative assessment is a more formal method of testing student knowledge about a previously learned concept or unit of study. This type of
evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final, cumulative exam. Summative assessments give the
instructor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class.
Examples: End of unit tests or projects, standardized assessments, portfolios.
Relation to
Instruction
Frequency
Relation to
grading
Students role
Requirements
for use
Examples
Purpose
Everyday Connection
Formative
Occurs during instruction
Summative
Occurs after instruction
Occurs on an ongoing basis (daily)
Occurs at a particular point in time to determine
what students know
Graded
Not graded – information is used as feedback
to students and teachers, mastery is not
expected when students are first introduced to a
concept
Active engagement – self assessment
Clearly defined learning targets that students
understand
Clearly defined criteria for success that
students understand
Use of descriptive versus evaluative feedback
Better thought of as a process rather than a
thing.
Examples include observations,
interviews, evidence from work samples, paper and
pencil tasks
Designed to provide information needed to
adjust teaching and learning while they are still
occurring
Passive engagement in design and monitoring
Well designed assessment blue print that
outlines the learning targets
Well designed test items using best practices
State assessments, interim assessments, end of unit
assessments, common assessments
Designed to provide information about the
amount of learning that has occurred at a
particular point
Since summative assessments occur after
instruction every few weeks, months, or once a
year, they to help evaluate the effectiveness of
programs, school improvement goals, alignment
of curriculum, or student placement in specific
Getting your drivers license.
“A good analogy for this is the road test that is required to receive a driver's license.
What if, before getting your driver's license, you received a grade every time you sat behind the wheel to
practice driving?
What if your final grade for the driving test was the average of all of the grades you
received while practicing?
Because of the initial low grades you received during the process of learning to drive, your final grade
would not accurately reflect your ability to drive a car.
In the beginning of learning to drive, how confident or motivated to learn would you feel?
Would any of the grades you received provide you with guidance on what you needed to do next to improve
your driving skills?
Your final driving test, or summative assessment, would be the accountability measure that establishes
whether or not you have the driving skills necessary for a driver's license—not a reflection of all the driving
practice that leads to it.
Student Self-Assessment: Involving students in the assessment and evaluation process is an essential part of balanced assessment. When students become partners
in the learning process, they gain a better sense of themselves as readers, writers, and thinkers. As students reflect on what they have learned and on how they
learn, they develop the tools to become more effective learners.
Students need to examine their work and think about what they do well and in which areas they still need help. To guide students in understanding the process of
self-evaluation, you may want to have them complete a Self-Reflection/Self-Assessment sheet of your own (teacher developed).
Once students have reflected on their learning, they are ready to set new goals for themselves. As they work toward these goals, they should be encouraged to
reflect on their learning journey at regular intervals. You might have students record their observations during these periods of self-reflection to help reaffirm their
goals and motivate them to move toward meeting each goal. With practice, students who self-assess become more conscious learners, able to apply knowledge of
their learning needs and styles to new areas of study.
As students become more active participants in the assessment process, they will begin to evaluate their strengths and attitudes, analyze their progress in a
particular area, and set goals for future learning.
Examples: writing conferences, discussion (whole-class, small-group, or individual), reflection logs, weekly self-evaluations, self-assessment checklists
and inventories, teacher-student interviews