Standards- Based Unit Plan Template*
Adapted from SC Standards Implementation Guide
Adapted for use by Education Majors
Content Area: Science____________________________________________________________
Grade Level: 5th Grade ___________________________________________________________
Title of Module: One week ________________________________________________________
Your name: ____________________________________________________________________
E-mail address: @email.usca.edu __________________________________________________
Phone: _______________________________________________________________________
USCA Course: EDEL ___________________________________________________________
Date: November 25, 2014 _________________________________________________________
Honor Pledge:
On my honor as a University of South Carolina Aiken student, I have completed my work
according to the principle of Academic Integrity. I have neither given nor received any
unauthorized aid on the assignment / examination.
Signature: ________________________________
Date: November 25, 2014 _______
Standards-Based Unit Plan
Template
Content Area(s): ELA, Life Science, Earth Science ________
Grade Level: 5th Grade ______________________________
Key Standards in this Unit



Targeted in this Unit (T)
Introduced in this Unit (I)
Reinforced/Reviewed in this
Unit (R)
Time to Complete: One week ________________________
Title of Module: One week _______________________________________________________
1. South Carolina State Curriculum Standards and National Science Education
Standards.
5.L.4
The student will demonstrate an understanding of relationships among biotic and abiotic
factors within terrestrial and aquatic ecosystems. (T)
5.L.4A.1 Analyze and interpret data to summarize the abiotic factors (including quantity of light
and water, range of temperature, salinity, and soil composition) of different terrestrial
ecosystems and aquatic ecosystems. (I)
5.L.4A.2 Obtain and communicate information to describe and compare the biotic factors
(including individual organism, populations, and communities) of different terrestrial and
aquatic ecosystems. (R)
5.E.3: The student will demonstrate an understanding of how natural processes and human
activities affect the features of Earth’s landforms and oceans. (R)
5.E.3B: Earth’s oceans and landforms can be affected by natural processes in various ways.
Humans cannot eliminate natural hazards caused by these processes but can take steps to
reduce their impacts. Human activities can affect the land and oceans in positive and
negative ways. (R)
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
2. Unit Description :(one paragraph)
This unit plan covers ecosystems and characteristics of the different ecosystems based on
their biotic and abiotic factors, natural processes, and human activity. Students will understand
the relationships among these factors within terrestrial and aquatic ecosystems. Also in this unit
plan, students will understand how natural processes and human activities affect the features of
Earth’s landforms and oceans. Students will be involved in discussion, group activity, partner
activity, and individual work. Students will be both formally and informally assessed throughout
the unit plan to provide feedback to the teacher and allow him/her to adjust the lessons as
needed.
3. Objectives for Students
 Students will be able to compare different terrestrial and aquatic ecosystems.
 Students will be able to summarize the abiotic factors of different terrestrial and aquatic
ecosystems.
 Students will be able to communicate information to describe and compare the biotic
factors of different terrestrial and aquatic ecosystems.
 Students will be able to describe the following natural processes: earthquakes, floods,
weathering, and erosion.
 Students will be able to describe how human activity impacts landforms and oceans.
 Students will be able to categorize human activities into either having a positive or
negative impact.
4. Assessment:
At the end of the unit students will be assessed by taking an end-of-unit test that will
incorporate information that was taught during the entire unit. Before and during the unit the
following will assess students:








Students will be given a sticky note to write 3 things they already know about oceans.
The teacher will ask the students to share something they already know before the actual
lesson starts. This will be an informal assessment.
Students will be given a fill-in-the-blank handout that will be used as another informal
assessment because students will be able to keep that in their notebooks. Another form of
informal assessment will be teacher monitoring the groups as they try to find important
facts about the open ocean. Students will be assessed informally on how well they work
together to fill out the bubble map and then present to the class what they learned from
the article.
Students will be given exit slips (sticky notes) to write down at least one thing they have
learned from the lesson. These exit slips will be displayed in the T-chart on the board and
discussed as a whole group.
The teacher will engage the students in a fun activity of Ecosystems Splat! After the
activity the teacher will further review with students to see where they are with
ecosystems based on how the activity goes. Questions are welcome and more review can
be added if necessary.
Teacher will observe as students are working on the T-charts and give assistance as
needed.
Students will turn in their T-charts along with illustrations of terrestrial and aquatic
ecosystems. Teacher will ask some students to share their drawings with the class.
Students will be given the essential question to prepare for the lesson. Students will be
asked what they already know about ecosystems to refresh their memories.
Teacher will monitor students as they work with their partners to complete the graphic
organizer.

Students will be given a graphic organizer on the main idea and details (cause and effect).
This will be taken up for a grade.
5. Materials/Equipment/Resources:
Materials/Equipment/Resources Not Included
 Computer
 Projector
 Smart Board
 Science Textbook
 Abiotic and biotic You Tube video
(https://www.youtube.com/watch?v=nQO5x8Q3e8g). This is an educational and
fun video to warm-up the students and gets them excited for the lesson.
 Sticky notes (2 per student)
 Fill-in-the-blank handout (1 per student)
 Open Ocean article handout (1 per student)
 Bubble Map handout (1 per student)
 Large sheets for students work to be displayed on.
 T-charts (1 per student)
 Fly swatters (2)
 Tape
 Handouts (one per student)
 Graphic organizers (one per student)
 Highlighters
 Pencils
 Markers/Colored Pencils
6. Procedures:
Lesson Plan 1
Candidate Name: On my honor as a University of South Carolina Aiken student, I have
completed my work according to the principle of Academic Integrity. I have neither given nor
received any unauthorized aid on this assignment/examination.
Subject Area: ELA, Life Science
Grade Level(s): 5th
Date Lesson to Be Taught: September 22, 2014
Time Frame/Duration: 25 minutes
Standard:
Life Science 5.L.4 The student will demonstrate an understanding of relationships among biotic and abiotic factors
within terrestrial and aquatic ecosystems.
5.L.4A.2 Obtain and communicate information to describe and compare the biotic factors (including
individual organism, populations, and communities) of different terrestrial and aquatic
ecosystems.
Reading RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
Learning Objective:
Students will be able to compare different terrestrial and aquatic ecosystems.
Students will be able to communicate information to describe and compare the biotic factors of
different terrestrial and aquatic ecosystems.
Essential Question: How do abiotic and biotic factors vary from different terrestrial and aquatic
ecosystems?
Number of Students: 22
Grouping:
Students will work on reading the article given to them in groups. There will be three groups of 4
and two groups of 5. Students will be grouped based on reading ability levels. For example,
higher-level readers will be spread out to where we have at least one in a group.
Accommodations:
1. Students will be placed in groups so that they can help one another.
2. Instructions will be read orally for students that struggle with reading.
Materials/Resources:
Teacher Supplied:
 Sticky notes (2 per student)
 Fill-in-the-blank handout (1 per student)
 Open Ocean article handout (1 per student)
 Bubble Map handout (1 per student)
 Large sheets for students work to be displayed on.
Student Supplied:
 Highlighter
 Pencil
 Markers/Colored Pencils
Educational Technology:
Computer/Projection Screen and Smart Board to show video stream on abiotic and biotic factors.
This technology will benefit the students because it will give them a better understanding of the
abiotic and biotic factors which impact this particular ecosystem. I selected this video/song
because it is kid friendly and provides a great visual and audio for everyone.
Safety Issues/Concerns: None
Lesson Procedures:
Authenticity: Humans impact ecosystems every day either positively or negatively. It is
imperative to understand the different factors that effect both terrestrial and aquatic ecosystems.
Instructional Strategies:
The instructional strategies to be used in this lesson are discussion, small group activities, video
presentation, and brainstorming.
Step-by-Step Outline of the Lesson:
1. Teacher will hand out one sticky note per student.
2. Students will be asked to write 3 facts they already know about oceans, abiotic factors,
and/or biotic factors. Students will then bring their sticky notes to the board to be
displayed in a T-chart on a large piece of paper. (4 mins) ENGAGE
3. Teacher will ask a few students what they already know oceans, abiotic factors, and/or
biotic factors.
4. Teacher will ask one student to pass out the fill-in-the-blank handout.
5. Teacher will ask a different student to pass out the open ocean handout.
6. Teacher will ask students to take out a pencil for the fill-in-the-blank handout first as they
go through the Notebook Presentation.
7. Teacher will walk the students through a brief Notebook Presentation, in which the terms
terrestrial and aquatic are defined and examples of both types of ecosystems are given.
Students will fill in their handout.
8. After the presentation, the teacher will put students into groups. The groups will already
be prepared for the activity.
9. Once students are in groups, they will work on the open ocean article by highlighting a
minimum of 3 facts per group. Each group will be assigned ONE paragraph. (5 mins)
EXPLORE
10. Once students are finished, they will come back to their desks and one student, the
spokesperson, will come to the board to share what they have learned about open oceans.
EXPLAIN
11. When students get back to their seats they will be asked to come to the carpet in front of
the Smart Board.
12. The teacher will show a brief video clip on abiotic and biotic factors, which will allow
the students to gain a better understanding of the abiotic and biotic factors which impact
this particular ecosystem. http://www.youtube.com/watch?v=nQO5x8Q3e8g
13. At the conclusion of the video, the teacher will ask students if they learned anything
about abiotic and biotic factors.
14. The teacher will first construct a bubble map to give a model for the students to follow.
15. The teacher will guide the students through the construction of a bubble map on the
ocean.
16. Students will work in their original groups from before to construct their bubble map.
ELABORATE
17. The teacher will instruct students to bring their bubble map to the board for display then
go back to their seats to talk about their maps as a whole class.
18. The teacher will hand out the second sticky note to each student and they will be asked to
write 2-3 facts that they learned from the lesson. EVALUATE
19. The sticky notes will be displayed on a chart at the front of the class.
Assessments:
Prior to Lesson:
Students will be given a sticky note to write 3 things they already know about oceans. The
teacher will ask the students to share something they already know before the actual lesson starts.
This will be an informal assessment.
During the Lesson:
Students will be given a fill-in-the-blank handout that will be used as another informal
assessment because students will be able to keep that in their notebooks. Another form of
informal assessment will be teacher monitoring the groups as they try to find important facts
about the open ocean. Students will be assessed informally on how well they work together to fill
out the bubble map and then present to the class what they learned from the article.
After the Lesson:
Students will be given exit slips (sticky notes) to write down at least one thing they have learned
from the lesson. These exit slips will be displayed in the T-chart on the board and discussed as a
whole group.
Follow-up:
The next day, the teacher will give the exit slips back with comments and address any noticed
misconceptions. A follow-up activity will be given to the students that have trouble with the
lesson and the handouts.
References:
"Abiotic Biotic Song." YouTube. YouTube, n.d. Web. 24 Sept. 2014.
Common Core State Standards. S.l.: J Weston Walch Pub, 2011. Common Core State Standards
for ELA. Web. 24 Sept. 2014.
Ross, J. (2014). Open Oceans.
Extra Notes:
Essential Knowledge
Ecosystems are made of both biotic and abiotic factors.
● The living parts of the ecosystem are called biotic factors and include populations and
communities of organisms.
● The nonliving parts of the ecosystem are called abiotic factors and include
temperature, water, soil, air, and sunlight.
There are different types of ecosystems (terrestrial and aquatic). These ecosystems can
be divided into two types according to their characteristics:
● Terrestrial ecosystems are land-based ecosystems (including forests, wetlands, and
grasslands).
● Aquatic ecosystems are water-based ecosystems and may be fresh water (lakes and
ponds) or saltwater (oceans, estuaries, and saltwater marshes)
Rocks
Water
Sand
Sunlight
Abiotic
Factors
Aquatic
Ecosystems
Biotic
Factors
Dolphins
Fish
Kelp
Algae
Lesson Plan 2
Candidate Name: On my honor as a University of South Carolina Aiken student, I have
completed my work according to the principle of Academic Integrity. I have neither given nor
received any unauthorized aid on this assignment/examination.
Subject Area: ELA, Life Science
Grade Level(s): 5th
Date Lesson to Be Taught: September 23, 2014
Time Frame/Duration: 30 minutes
Standard:
Life Science 5.L.4 The student will demonstrate an understanding of relationships among biotic and abiotic
factors within terrestrial and aquatic ecosystems.
5.L.4A.1 Analyze and interpret data to summarize the abiotic factors (including quantity of light and
water, range of temperature, salinity, and soil composition) of different terrestrial ecosystems
and aquatic ecosystems.
5.L.4A.2 Obtain and communicate information to describe and compare the biotic factors (including
individual organism, populations, and communities) of different terrestrial and aquatic
ecosystems.
Reading RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
Learning Objective:
Students will be able to compare different terrestrial and aquatic ecosystems.
Students will be able to summarize the abiotic factors of different terrestrial and aquatic
ecosystems.
Students will be able to communicate information to describe and compare the biotic factors of
different terrestrial and aquatic ecosystems.
Essential Question: How do abiotic and biotic factors vary from different terrestrial and aquatic
ecosystems?
Number of Students: 22
Grouping:
Students will work in pairs to complete an activity.
Accommodations:
1. Students will be placed in partners based on their levels of learning.
2. Instructions will be read orally for students that struggle with reading.
Materials/Resources:
Teacher Supplied:
 T-charts (1 per student)
 Fly swatters (2)
 Tape
Student Supplied:
 Pencil
 Markers/Colored Pencils
Educational Technology:
Educational technology will not be used. Students will benefit from a warm-up game and review
of different ecosystems discussed in class.
Safety Issues/Concerns: Students will abide by the classroom safety rules.
Lesson Procedures:
Authenticity: It is important for students to understand the differences between abiotic and biotic
factors that are included in each ecosystem. These factors can lead to positive and/or negative
effects on the environment based on the ecosystem that they are located.
Instructional Strategies:
The instructional strategies to be used in this lesson are a short activity, discussion, partners, and
brainstorming.
Step-by-Step Outline of the Lesson:
1. The teacher will open up the lesson with a game of Ecosystem Splat! ENGAGE
2. The students will activate their prior knowledge with this activity.
3. Students will be asked to form two lines facing the whiteboard and to stay behind the tape
on the floor. Two students will step forward and each student will be handed a fly
swatter. Different ecosystems will be written on the board (forests, wetlands, grasslands,
oceans, estuaries, lakes, and ponds) and when the teacher reads off a description of an
ecosystem the students will splat the correct ecosystem with the fly swatter. The students
will move to the back of the line and the next pair of students will step up and do the
same.
4. When the activity is over the teacher and students will review the different aquatic and
terrestrial ecosystems that have been covered (forests, wetlands, grasslands, oceans,
estuaries, lakes, and ponds).
5. Teacher will briefly discuss the various abiotic and biotic factors found within these
ecosystems.
6. Teacher will pair up students. Each group will select one aquatic and one terrestrial
ecosystem of their choice.
7. They are to work with their partner to create a T-chart for each of these ecosystems. In
the T-chart they must include abiotic and biotic factors found within each ecosystem.
Students may use their textbook for assistance as needed. EXPLORE
8. If time permits, students may illustrate their ecosystems. In their illustration, biotic and
abiotic factors must be shown. EXPLAIN & ELABORATE
9. Students will be asked to share their T-chart with the class and explain their illustrations
if they have any. EVALUATE
Assessments:
Prior to Lesson:
The teacher will engage the students in a fun activity of Ecosystems Splat! After the activity the
teacher will further review with students to see where they are with ecosystems based on how the
activity goes. Questions are welcome and more review can be added if necessary.
During the Lesson:
Teacher will observe as students are working on the T-charts and give assistance as needed.
After the Lesson:
Students will turn in their T-charts along with illustration of terrestrial and aquatic ecosystems.
Teacher will ask some students to share their drawings with the class.
Follow-up:
The teacher will follow-up with discussion for those who just don’t get it or those who need a
little more explanation. This follow-up can lead into a class discussion of teacher asking
questions and students answering to help those that are confused.
References:
Common Core State Standards. S.l.: J Weston Walch Pub, 2011. Common Core State Standards
for ELA. Web. 24 Sept. 2014.
"Ecosystem Game SPLAT!" Teachers Pay Teachers. N.p., n.d. Web. 23 Nov. 2014.
Extra Notes:
Essential Knowledge
Ecosystems are made of both biotic and abiotic factors.
● The living parts of the ecosystem are called biotic factors and include populations and
communities of organisms.
● The nonliving parts of the ecosystem are called abiotic factors and include
temperature, water, soil, air, and sunlight.
There are different types of ecosystems (terrestrial and aquatic). These ecosystems can
be divided into two types according to their characteristics:
● Terrestrial ecosystems are land-based ecosystems (including forests, wetlands, and
grasslands).
● Aquatic ecosystems are water-based ecosystems and may be fresh water (lakes and
ponds) or saltwater (oceans, estuaries, and saltwater marshes)
Lesson Plan 3
Candidate Name: On my honor as a University of South Carolina Aiken student, I have
completed my work according to the principle of Academic Integrity. I have neither given nor
received any unauthorized aid on this assignment/examination.
Subject Area: Science, Earth Science
Grade Level(s): 5th
Date Lesson to Be Taught: September 24, 2014
Time Frame/Duration: 25 mins.
Standard:
5.E.3: The student will demonstrate an understanding of how natural processes and human
activities affect the features of Earth’s landforms and oceans.
5.E.3B: Earth’s oceans and landforms can be affected by natural processes in various ways.
Humans cannot eliminate natural hazards caused by these processes but can take steps to
reduce their impacts. Human activities can affect the land and oceans in positive and
negative ways.
Learning Objective:
Students will be able to describe the following natural processes: earthquakes, floods,
weathering, and erosion.
Students will be able to describe how human activity impacts landforms and oceans.
Students will be able to categorize human activities into either having a positive or negative
impact.
Essential Question: How do natural processes and human activities affect Earth’s landforms and
oceans?
Number of Students: 22
Grouping: Students will be partnered up.
Accommodations:
Instructions will be read orally for students that struggle with reading.
Materials/Resources:
Teacher Supplied:
 Handouts (one per student)
 Graphic organizers (one per student)
Student Supplies:
 Pencils
Educational Technology: Technology will not be used in this lesson because the content will
come from the book and students will be given handouts to work on. The time allotted does not
give enough time to use technology.
Safety Issues/Concerns:
Students will be asked to follow the classroom rules. Other than that, there are no safety
issues/concerns.
Lesson Procedures:
Authenticity:
Humans impact ecosystems every day either positively or negatively. It is important to
understand the different factors that effect these ecosystems.
Instructional Strategies:
The instructional strategies to be used in this lesson are discussion and partner work.
Step-by-Step Outline of the Lesson:
1. Review I can statement.
2. Teacher will talk with students about what they already know prior to the lesson.
ENGAGE
3. Open books to p. 136 – How can ecosystems change?
4. Pass out handout WB 50 and a cause and effect graphic organizer.
5. Students will come to floor area with books and papers.
6. Read and discuss p. 136-137. Answer questions 1-2 on handout. EXPLORE
7. After reading, students will work with a partner to complete the main idea and details
graphic organizer. Give students the main idea = Humans often destroy or changes
habitats. Have students work with their partner to find details to support this main idea.
EXPLORE
8. Discuss their findings. EXPLAIN & ELABORATE
9. Students will then turn in graphic organizer handout for a class work grade.
10. Ask EQ. EVALUATE
Assessments:
Prior to Lesson:
Students will be given the essential question to prepare for the lesson. Students will be asked
what they already know about ecosystems to refresh their memories.
During the Lesson:
Teacher will monitor students as they work with their partners to complete the graphic organizer.
After the Lesson:
Students will be given a graphic organizer on the main idea and details (cause and effect). This
will be taken up for a grade.
Follow-up:
Teacher will address any questions and misconceptions that she/he noticed during the lesson. If
2/3 responses on the graphic organizer are incorrect then the students will receive follow-up.
Follow-up will include a whole class discussion of what is considered right versus wrong.
References:
South Carolina Science (pp. 134-139). Changes in Ecosystems. New York: Macmillan/McGrawHill.
Common Core State Standards. S.l.: J Weston Walch Pub, 2011. Common Core State Standards
for ELA. Web. 7 Oct. 2014.
Title: _______________________________________________________________________
Cause
Cause
Effect
Cause
Lesson Plan 4
On this day, September 25, 2014, I would have the students review aquatic and terrestrial
ecosystems and do a fun activity to review for the test the next day. Students will have a study
guide to prepare for the test.
Lesson Plan 5
On this day, September 26, 2014, the students would partake in an exam to assess what they have
learned throughout the entire ecosystem unit.
7. Differentiation of Instruction:
 In all of my lessons I included accommodations for students that have an IEP for
reading difficulty. I listed some accommodations for these students such as,
relaying the instructions for class work orally and putting them into groups with
higher-level students. These accommodations support the students that truly need
them and allows them to do well.
8. Interdisciplinary Connections:
 This unit can be integrated in other content areas such as social studies and ELA. I
would integrate this unit into a social studies unit because geography can play an
important role of where these aquatic and terrestrial ecosystems are located. This
unit can also be integrated with ELA by using articles and different reading
resources. Just like in one of my previous lessons, I used a cause and effect
organizer, which allowed students to read the text and come up with causes of an
effect that was given.
NSTA Unit Assessment Reflection
Once you have developed the unit, please briefly answer the following prompts. Be specific
with your answers/reflection. For example, when asked what unifying concepts were covered in
the unit, describe which concepts were covered and how they were covered.
1. How does your unit provide evidence that you can convey to students the major concepts,
principles, theories, laws, and interrelationships of the fields of science?
 The major concepts of this unit were conveyed to students by important
information from handouts, educational activities, and fun and educational videos
to really inspire students and get them excited about the unit.
2. Which unifying concepts are covered in your unit? How are they covered?
 Students will understand the different factors (abiotic and biotic factors, natural
processes, human activity) that make up ecosystems and how these factors can
affect the ecosystems in positive or negative ways. These concepts go hand in
hand.
3. How does your unit provide evidence that you can convey to students important personal
and technological applications of science?
 This unit did not go into depth of the personal and technological applications of
science.
4. How does your unit provide evidence that you understand the historical and cultural
development of science and the evolution of knowledge in the discipline?
 I’m not sure that my unit provides this evidence.
5. How does your unit provide evidence that you understand the philosophical tenets,
assumptions, goals, and values that distinguish science from technology and from other
ways of knowing the world?
 I’m not sure that my unit provides this evidence.
6. How does your unit provide evidence that you can engage students in studies of the
nature of science, including the critical analysis of false or doubtful assertions made in
the name of science?
 To provide engagement for the students in studies of the nature of science, I
provided an interesting article and an interactive video that students can enjoy that
will teach them about the nature of science.
7. How does your unit provide evidence that you can engage students in developmentally
appropriate inquiries that require them to develop concepts and relationships from their
observations, data, and inferences?
 During the unit, students were to use textual facts and information to form
observations and infer to draw conclusions and share what they found based on
that information.
8. How does your unit provide evidence that you understand socially important issues
related to science and technology and the processes used to analyze and make decisions?
 In one of my lessons the students are asked to find three causes as to how humans
often destroy or change habitats. I believe this really opens up a discussion of how
society can effect the environment and can evolve into greater lessons of how to
help the environment.
9. How does your unit provide evidence that you can engage students in the analysis of
problems, including considerations of risks, costs, and benefits of alternative solutions?
 This unit did not include an analysis of problems, but if it did I would include an
activity to find alternative solutions as to how the community could help the
environment and the risks that negligence could cause to that same environment.
10. How does your unit provide evidence that you understand the National Science Education
Standards and that you can identify, access, and/or create resources and activities for
science education that are consistent with the state and national standards?
 The standards are the foundation of the lesson and then we create resources and
activities that are consistent with the standards. The activities and resources
provided in the unit plan provide evidence that the standards are the main focus.
11. How does your unit provide evidence that you can meet the needs and abilities of your
students?
 Students are given many resources and students that need accommodations are
given what they need. Students are also put into groups based upon their strengths
and abilities instead of putting lower-level students in one group and setting them
up for failure.
12. How does your unit provide evidence that you can relate science to the community,
involve stakeholders, and use community resources to promote the learning of science?
 This unit provides evidence that you can relate science to the community by
understanding how human effect the different ecosystems and how it can be
changed.
13. How does your unit provide evidence that you will involve students in activities that
relate science to resources and stakeholders in the community or to the resolution of
issues important to the community?
 This unit does not provide much evidence that the students will be involved in
activities that relate science to resources in the community, but in the future I
could include an activity that can allow students to be more involved in the
community by helping the community or gathering data for the community.
14. How does the unit provide evidence that you can use multiple assessment tools and
strategies to meet your objectives and that are aligned with the methods of instruction?
In other words, explain how your assessments are appropriate for both the content and
methodology used.

This unit provides many assessments that allows students to have much practice
leading up to the final test at the end of the unit plan. The assessments include
note guides, class work and discussion, group work, and partner work. These
assessments were appropriate for this content because students need lots of
practice for something they are just starting to learn about.
15. If you have implemented the plan and assessed your students, how did you use the
assessment information to inform your instruction? If you have not implemented the
plan, how would you use the information to inform your instruction?
 I was not able to implement by plan and assess my students, but if I would have I
would have been able to assess where the students are in terms of actually getting
the information
16. How will you use the results of your assessments to help your students analyze their own
learning, engaging students in reflective self-analysis of their own work?
 Self-analysis is a little challenging for elementary students, but I would give
students their tests back and allow them to find their mistakes and reflect on how
they could improve.