UNIT PLANNING TEMPLATE Unit Name: Who has the right to clean

Unit Name: Who has the right to clean water?
Subject: Physical Science/Biology/ Chemistry/Environmental Science
Desired Results
 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
 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
Learning Target/
Formative assessment evidence
International Collaboration Lessons
Water Cycle Game
Water Olympics
Water Molecule
Water Footprint
Water Chemistry Testing
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
•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
 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,
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