Essential Question:
Suggested Time Frame:
Theme:
1

Suggested Time Frame:
Mini-unit name
Mini-unit name
Mini-Units
* It is recommended that each miniunit end with a standardized test that reflects the state / city assessment
Mini-unit name
Mini-unit name
Unit’s Culminating Project: (briefly explain in 2-3 sentences):
2

Stage 1- Desired Results
Standards-Based Learning Goals: 1.1c, 1.1d, 1.1f, 1.1g, 1.1h, 1.2j, 3.1b, 4.1a, 4.1b,
4.1d, 4.1e, 4.3d, 5.1a, 5.1b, 5.1c, 5.1d, 5.1e, 5.1f, 5.1g, 5.2a, 5.2b, 5.2c, 5.2e, 6.1a, 6.2a,
6.2b, 6.2c,
Concepts
Big Ideas for this Unit
There is an interdependence among animals, plants, man and the environment
Magnet School Theme:
Applied Sciences
Engineering, Medicine and Social Justice
There is a balance among plants, animals and man in the environment.
How does the Big Idea in your unit connect to your theme?
Our health is dependent on sustaining a dynamic equilibrium with all living things in our environment.
Enduring Understandings

Individual organisms and species change over time.

Organisms maintain a dynamic equilibrium that sustains life.

Plants and animals are sensitive to environmental changes which may help identify problems that could affect the health of humans.

Plants and animals depend on each other and their physical environment.

Plants produce food and oxygen, which are required for life by most organisms on Earth.
Overarching Essential Question: (this question should connect to your school theme)
What would happen if there was a crack in the circle of life?
3

Content and Skills List the features used to classify arthropods
Content
Students will know…
Animal structures and systems
Vertebrates and invertebrates
Symmetry
Skills
Students will be able to…
Manipulate a compound microscope
Identify cause and effect relationships
Identify characteristics of plants and
Species
Mollusk
Amphibians and Reptiles
Regeneration
Metamorphosis
Adaptations
Exoskeleton animals
Describe the structures of plants and animals
Describe similarities and differences of plant and animal cells
Differentiate between vertebrates and invertebrates
Animal Homeostasis
Energy nutrients
Internal environment
Metabolism
Plant structures and systems
Plant homeostasis
Unicellular organisms
Multicellular organisms
Mammals
Monotremes
Marsupial
Placental
Herbivore, carnivore, omnivorek
Vascular and nonvascular plants
Phloem
Xylem
Stomata
Gymnosperm
Angiosperm
Monocot
Dicot
Chlorophyll
Respiration
Photosynthesis
Tropism
Antibiotic
Vaccine
Bacteria
Pathogen
Protist
List the features used to classify arthropods, echinoderms, and worms
Differentiate between arthropods and echinoderms
Explain how the structure of the exoskeleton relates to its function
Describe how amphibians have adapted to live in water and on land
Explain what happens during metamorphosis
Identify adaptations
Identify characteristics of birds
Explain how mammals and plants are adapted to the different environments on
Earth
Compare and contrast photosynthesis and respiration
Identify the relationship between a stimulus and a tropism
Explain the overall importance of bacteria
Identify the characteristics and the importance of the three groups of protists
Identify the characteristics of all fungi
4

Algae
Pseudopod
Protozoan
Fungus hyphae
Stage 2- Summative Assessment Evidence
If students understand, know and are able to do the items in Stage 1, they should be able to show their understanding by completing an authentic task found in the world beyond the classroom.
G- (goal) Demonstrate an understanding of how our health and the health of the earth depends on maintaining a dynamic equilibrium with the environment.
R- (role) Writer, director, producer of a public service announcement/commercial/advertisement.
A- (audience) Class, school, parents, community
5

S- (situation) You are hired by the DEP to write and produce a
30second public service commercial or an advertisement in order to increase public awareness of our interdependence of living organisms.
P- (purpose and product)
You need to produce a public service announcement through a video or an advertisement illustrating the need to maintain a healthy balance with all living things showing that without that balance we could not be healthy.
S- (standards for performance)
Clearly identify how we are dependent on other organisms to maintain a healthy life.
6

In the space below, write the task exactly as students will see it.
You should give this task to them on the first day of the unit. This way they know where they are going.
You are hired by the Department of Environmental Protection Agency to produce a
30 second public service announcement or advertisement to warn people that destroying any organism in our environment will be harmful to our health.
There are many different kinds of organisms in our world. There are five kingdoms and within each kingdom there are many different kinds of organisms.
You will be assigned a group of organisms to research and defend their importance in maintaining the dynamic equilibrium of the earth. To successfully complete your commercial or advertisement you will need to:
1.
Describe the environment in which your organisms live.
2.
Describe the characteristics, structures and body parts of your group of organisms.
3.
Describe how they maintain homeostasis.
4.
Describe how they obtain energy and nutrients.
5.
Describe how the respond to the external environment.
6.
Explain why they are important to human’s existence.
7.
Explain historically how your organisms have been used to maintain the health of people.
8.
Present your final public announcement or advertisement to the class.
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8

Traits
Scale
4
3
2
Rubric For Culminating Project
Understanding Performance or
Performance Quality
35 Percent 65 Percent
Student work shows evidence of higher order thinking.
Student work shows evidence of understanding how balance and structure are needed for equilibrium.
The presentation or advertisement is highly effective. The ideas are presented in an engaging, polished, clear and thorough manner, mindful of the audience, context and purpose.
Student work shows a solid understanding of the relevant ideas. The evidence, arguments and methods used are appropriate for addressing the issues and problems.
There are no misunderstandings of key ideas or overly simplistic approach.
Shows a limited understanding of the relevant ideas or processes.
The concepts, evidence, arguments, and methods used are somewhat simple, crude, or inadequate for addressing the issues or problems.
Response may reveal some misunderstanding of key ideas.
The presentation or advertisement is effective. The ideas are presented in a clear and thorough manner, showing awareness of the audience, context and purpose.
The presentation or advertisement is somewhat effective.
There are some problems with clarity, thoroughness, delivery, and polish. It is unclear whether audience, context, and purpose have been considered.
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1 Shows little apparent understanding of the relevant ideas and issues.
The concepts, evidence, arguments and methods used inadequate for addressing the issues and problems. Response reveals major misunderstandings of key ideas or methods.
The presentation or advertisement is ineffective. The presentation is unpolished, providing little evidence of prior planning, practice, and consideration of purpose and audience.
The presentation is so unclear and confusing as to make it difficult to determine the key points.
10

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Backwards Design Unit Planning
Mini-Unit
Title
Big ideas of the mini-unit / concept statement (each mini-unit is approx 1 week long)
(macro)
What is the big idea of this miniunit?
Invertebrate
2.5 weeks
Animals have structures that contribute to their ability to maintain a balanced condition.
Key Content
/Knowledge
(Important Content to
Know about, vocabulary, the specifics)
(Micro)
Invertebrate, symmetry, organelle, cnidarians, polyp, medusa,
Sponges, mollusk, mantle, gill radula, open and closed circulatory system, arthropods, echinoderms, exoskeleton, metamorphosis, arachnids, centipedes, crustaceans, echinoderms,
Differentiate between vertebrate and invertebrate.
Explain how the symmetry of animals differs.
Describe the structures that make up sponges and cnidarians get food and reproduce.
Differentiate between flatworms and round worms.
Define species.
List
Skills
What should the students be able to do?
(rule of thumb - skills are verbs – knowledge is a noun )
List of Topical /
Content Based
Questions
(make sure to amend the essential question so that it becomes topical for this mini-unit)
How do scientists classify living things?
What are some advantages that invertebrates have over vertebrates?
Mini-Unit
Assessment
(must be aligned to the NYS / NYC exams. It can be a test or a quiz - i.e.:
DBQ Essay; 10 multiple choice questions; or 3 constructed response questions)
Short multiple choice quiz on specialized body structures.
Sequence steps of complete and incomplete metamorphosis of insects or make a cartoon
Showing the different stages of metamorphosis.
Scaffolding towards the culminating project
(what can be done during this miniunit to develop the stage 2 culminating assessment (grasp)
Write an advertisement that explains red tides and how they affect our food supply.
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Vertebrate
2.5 weeks
Backwards Design Unit Planning
Animals have structures that contribute to their ability to maintain a balanced condition.
Chordate ectoderm
Endoderm
Cartilage
Metamorphosis
Hibernation estivation
Adaptation
Symmetry
Monotremes characteristics of mollusks.
Compare the similarities and differences between an open and a closed circulatory system.
Describe the characteristics of segmented worms. List the features used to classify arthropods.
Identify features of echinoderms.
List characteristics scientists use to classify animals into different species.
Describe how amphibians have adapted
How does an organism’s overall body plan and its environment determine the way that the organism carries out the life processes?
Imagine an asteroid has collided with
Earth. You are a survivor.
Write a five-day journal describing the events that take place.
Choose an endangered vertebrate to research.
Where is the animal found in nature, who are its predators, does it exhibit
13

Backwards Design Unit Planning
Marsupials placental
Herbivore, carnivore omnivore to live in water and on land.
Identify the adaptations that allow reptiles to live on land.
Sequence the steps of amphibian metamorphosis and reptilian development.
Identify characteristics of birds.
Describe the adaptations of birds have for flight. Explain the function of feathers.
Explain how mammals are adapted to the different environments on Earth
Distinguish among monotremes, unique behavior?
Design a model of your proposed habitat.
Present your design.
14

Backwards Design Unit Planning
Photosynthesis and
Respiration
Plants produce food and oxygen which are required for life by many organisms on
Earth.
Cellulose, vascular plant, nonvascular plant, spore, rhizoid, stomata, guard cell, xylem, phloem, cambium, gymnosperm, angiosperm, monocot, dicot, conifer, photosynthesis marsupials, and placentals.
Compare the birth and development of monotremes and marsupials.
Identify characteristics common to all plants.
Explain which plant adaptations make it possible for plants to
Survive.
Compare and contrast vascular and nonvascular plants.
Bacteria,
Protists, and
Fungi
15

Backwards Design Unit Planning
A Week at a Glance – Copy as Necessary
-
WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Monday
Content Focus:
Hook:
Daily Assessment:
Tuesday
Content Focus:
Hook:
Daily Assessment:
Wednesday
Content Focus:
Hook:
Daily Assessment:
Thursday
Content Focus:
Hook:
Daily Assessment:
Friday
Content Focus:
Hook:
Daily Assessment:
Weekly Assessment
(must be aligned to the NYS / NYC exams):
What have the students produced that scaffolds towards the units culminating assessment?
(for example if the unit’s culminating assessment is a newspaper – perhaps the students have written an article)
16

Backwards Design Unit Planning
: A Week at a Glance – Copy as Necessary
WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Monday
Content Focus:
Hook:
Daily Assessment:
Tuesday
Content Focus:
Hook:
Daily Assessment:
Wednesday
Content Focus:
Hook:
Daily Assessment:
Thursday
Content Focus:
Hook:
Daily Assessment:
Friday
Content Focus:
Hook:
Daily Assessment:
Weekly Assessment
(must be aligned to the NYS / NYC exams):
What have the students produced that scaffolds towards the units culminating assessment?
(for example if the unit’s culminating assessment is a newspaper – perhaps the students have written an article)
17

Backwards Design Unit Planning
A Week at a Glance – Copy as Necessary
:
WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Monday
Content Focus:
Hook:
Daily Assessment:
Tuesday
Content Focus:
Hook:
Daily Assessment:
Wednesday
Content Focus:
Hook:
Daily Assessment:
Thursday
Content Focus:
Hook:
Daily Assessment:
Friday
Content Focus:
Hook:
Daily Assessment:
Weekly Assessment:
(must be aligned to the NYS / NYC exams):
What have the students produced that scaffolds towards the units culminating assessment?
(for example if the unit’s culminating assessment is a newspaper – perhaps the students have written an article)
18

Books:
Websites:
Teacher Materials:
Other:
Backwards Design Unit Planning
Unit Resources
19