UNIT PLANNING TEMPLATE Unit Name: Who has the right to clean water? Subject: Physical Science/Biology/ Chemistry/Environmental Science Desired Results Standards: ESE Standards: o Ecological, Social, and Economic Systems o The Natural and built Environment o Sustainability and Social Responsibility PS2E o Molecular compounds are composed of two or more elements bonded together in a fixed proportion by sharing electrons between atoms, forming covalent bonds. Such compounds consist of well-defined molecules. Formulas of covalent compounds represent the types and number of atoms of each element in each molecule. PS2D o Ions are produced when atoms or molecules lose or gain electrons, thereby gaining a positive or negative electrical charge. Ions of opposite charge are attracted to each other, forming ionic bonds. Chemical formulas for ionic compounds represent the proportion of ion of each element in the ionic crystal. PS2G o Chemical reactions change the arrangement of atoms in the molecules of substances. Chemical reactions release or acquire energy from their surroundings and result in the formation of new substances. LS2D o Scientists represent ecosystems in the natural world using mathematical models. LS2F o The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources. ES2D o The Earth does not have infinite resources; increasing human consumption impacts the natural processes that renew some resources and it depletes other resources including those that cannot be renewed. Human activities impact ecosystems on local, regional and global scales. Learning Targets (My students will know): Essential Unit Guiding Questions: What is a water? Where is water? Big Ideas Adapted from Understanding by Design McTighe and Wiggins and Kathy Glass Consulting and AP Biology Curriculum Framework Scientific and Engineering Practices (My students will be able to do): 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Crosscutting Concepts (My students will know):: 1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change Common Core Opportunities for Common Core writing are embedded within the unit. (Rubric to follow) Assessment Evidence Formative Assessments: Performance Tasks: Reflective journaling: EOC Prep: Other: Summative Assessment: Pre and Post Assessment Practicum Learning Plan* Topic/ Guiding Question Activities Learning Target/ Practices: Formative assessment evidence International Collaboration Lessons Water Cycle Game Water Olympics Water Molecule Water Footprint Water Chemistry Testing Electrolysis Water Purification 1: Flocculation Water Purification 2: Filtration Water Purification 3: Chemical Treatment Version 1 Food coloring Version 2 Bacterial growth Water purification in the US Clean a sample of dirty water Adapted from Understanding by Design McTighe and Wiggins and Kathy Glass Consulting and AP Biology Curriculum Framework Case Study: Lake Victoria Water Borne Pathogens How can individual actions make positive change that will help to solve local and global water issues? Action Strategies Relay Call to Action •Explain different ways people can take action to solve environmental issues •Identify local and global water issues •Explain how our water use can impact local and global communities Call to Action Poster or Presentation Summative Assessment Vocab Vocb Readings/ Writings / ELL strategies/Differentiation *Learning plan activities should consider What learning experiences and instruction will enable students to achieve the desired results? How will the design: o W= Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming form (prior knowledge, interests)? o H= Hook all students and Hold their interest? o E= Equip students, help them Experience the key ideas, and Explore the issues? o R = Provide opportunities to Rethink and Revise their understanding and work o E= Allow students to Evaluate their work and its implications? o T= Be Tailored (personalized) to the different needs, interests, and abilities of learners? o O= Be Organized to maximize initial and sustained engagement as well as effective learning? Adapted from Understanding by Design McTighe and Wiggins and Kathy Glass Consulting and AP Biology Curriculum Framework