Standard 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic
local and global issues.
Rationale 1: My unit plan shows my understanding to how to develop a unit that engages the
student while meeting the common core standards.
Evidence 1:
STUDENT LEARNING OBJECTIVE – UNDERSTANDING BY DESIGN (SLO – UBD)
STUDENT TEACHER UNIT PLAN TEMPLATE
Student Teacher: Cheryl
School: Kapalama
Cooperating Teacher: Mrs.
Onishi
Elementary
Onaga
Grade: K Content Area: Science,
University Supervisor: Kathy
Dates:04/07Language Arts and Math Nishimura
05/07
Student Population:
Total Number of Students _21__
Males __11___ Females__10___ SPED Inclusion _____
SPED Pullout ___
ELL __3__ GT _____ Any Other ___________
Additional Information:
SLO
Components
Learning Goal
STAGE 1
For a complete description of SLO components and guiding questions,
use the “Student Learning Objective Planning Document” attachment.
Learning Goal:
Established Goal(s):
What habits of mind and cross-disciplinary goal(s) – for example 21st
Century skills, core competencies – will this unit address?
It is important for students to understand where our food comes from.
Farm animals are an essential part of our daily lives. Students will gain
knowledge about how the food we get from the grocery store comes from the
farm.
Big idea:
What are the big picture concepts, conceptual anchors, and connections?
Students will be able to explain where milk, eggs, meat come from. Students
will be able to write about their learning experience through reflections and
express how they feel about farm animals.
Transfer:
Students will be able to independently use their learning to:
What kinds of long-term independent accomplishments are desired?
Students will be able to connect the importance of farm animals in their lives.
Students will be able to use their knowledge to identify animals and their
purpose in the world.
Meaning:
Understanding:
Students will understand…
- The process it takes to for farmers to gather the food we eat
-
That farm animals are an essential necessity in life as they produce
the primary food groups for us
That we need to appreciate the food we eat and where it comes from
Essential Questions:
Students will keep considering…
- Do I know all the animals that are on the farm?
- Do I know the purpose of each animal?
- What does each animal make in terms of food?
Acquisition:
Students will know:
- Be able to express their new gain knowledge and explain what animal
produces what food product
- The food groups represented by the food made from farm animals
Students will be skilled:
- Writing and communicating what they learned by oral
communication in a sharing circle and write up
Standards/Benchmarks
Language Arts
Participate in collaborative conversations with
diverse partners about kindergarten topics and texts
Comprehension and
K.SL.1 with peers and adults in small and larger groups.
Collaboration
a. Follow agreed-upon rules for discussions (e.g.,
listening to others and taking turns speaking about the
topics and texts under discussion).
b. Continue a conversation through multiple
exchanges.
Confirm understanding of a text read aloud or
information presented orally or through other media
K.SL.2 by asking and answering questions about key details
and requesting clarification if something is not
understood.
Ask and answer questions in order to seek help, get
K.SL.3 information, or clarify something that is not
understood.
Describe familiar people, places, things, and events
K.SL.4 and, with prompting and support, provide additional
detail.
Presentation of
Knowledge and
Ideas
K.SL.5
Add drawings or other visual displays to descriptions
as desired to provide additional detail.
K.SL.6
Speak audibly and express thoughts, feelings, and
ideas clearly.
Science
Strand
Life and Environmental Sciences
Standard 5: Life and Environmental Sciences: DIVERSITY, GENETICS,
AND EVOLUTION: Understand genetics and biological evolution and their
impact on the unity and diversity of organisms
Strand
Life and Environmental Sciences
Standard 4: Life and Environmental Sciences: STRUCTURE AND
FUNCTION IN ORGANISMS: Understand the structures and functions of
living organisms and how organisms can be compared scientifically
Rationale:
In this lesson a real world connection will be made along with interactive
activities that will make this unit important to the students.
Assessments,
Scoring and
Criteria
STAGE 2
Interval of instruction necessary to address goal: Solo Period (Four
consecutive weeks)
Planned assessments and criteria used to determine levels of performance:
Results:
Are all desired results being appropriately addressed?
Desired results are for students to showcase their understandings of farm
animals as well as demonstrate the importance of each animal.
Evaluative Criteria: *(This is where you start to develop your formative
assessments)
What criteria will be used in each assessment to evaluate attainment of the
desired results? Regardless of the format of the assessment, what qualities
are most important?
Writing: explains the different animals and food each animal produces.
Explain the importance of farms and the animals that live there. Explain
what happens on the farm.
Science Experiment: we will make butter and ice cream showcasing the
ingredients produced by animals. These science experiments will also show
students how a liquid becomes a solid. Students will have a write up to do as
we do these experiments.
Show and Tell: students will pick a farm animal research it at home and write
what they have learned along with a picture. Students will present on their
sharing day.
Students are expected to do the following when presenting to the class:
-Speak in complete sentences.
-Speak loudly and clearly.
-Look at the audience when speaking.
-Ask audience questions.
Performance Task:
Students will show that they really understand by evidence of…
How will students demonstrate their understanding through complex
performance
Students will be making a farm book which will have a variety of pages that
incorporate math and language arts. Students will showcase their
understanding through their writing. Along with the farm book students will
be doing a writing assignment and give their opinion about which farm
animal is the best. We will also be creating a bar graph about which type of
milk do you like. Students will drink regular milk, strawberry milk and
chocolate milk. They will indicate which one they prefer and we will chart it
and they will have to answer some questions like how many students like
chocolate milk? This activity will focus on key ingredient of milk and allow
me to discuss that it comes from a cow.
Other Evidence:
Students will show they have achieved Stage 1 goals by…
KWL chart, reference charts and songs
Writing (informative and opinion)
Farm Book
Discussion
Expected
Targets
STAGE 3
Goals:
What is the goal
for (or type of)
each learning
event?
Starting point for student performance groups
*Pre-Assessment:
What pre-assessments will you use to check student’s prior knowledge, skill
levels, and potential misconceptions? How will you monitor students’
progress toward acquisition, meaning, and transfer? How will students get
the feedback that they need?
We will do a KWL chart and I will ask students what they know about farm
animals. Students will write their response on a post-it note. We will use
this portion to assess overall what students know already and go from there.
Progress will be monitored through classroom discussion, activities, teacher
observations, and formative assessments. If students are struggling they will
be given extra time and support from the teacher an Farrington students.
Students will receive feedback throughout the unit during instruction, teacher
observation, group or partner sharing, experiments, and assessments.
Expected target for each student performance group:
Performance
Group
Expected
Targets
Group (MP)
10
Group (DP)
8
Group (WB)
3
PrePostAssessment Assessment
Rationale for expected targets:
Does the learning plan reflect principles of learning and best practice? Will
the plan be effective and engaging for students?
The learning plan includes a variety of engaging and meaningful activities
that will get students excited to learn about farm animals. Students will be
making a real life connection so they grasp the content fully.
Instructional
Strategies
STAGE 3
(CT and US will
determine how
many lesson
plans you will
need to submit
for your unit)
Instructional strategies for each level of performance:
Learning Events:
Student success at transfer, meaning, and acquisition depends upon…
-Are all three types of goals (acquisition, meaning, and transfer)
addressed in the learning plan?
-Does the learning plan reflect principles of learning and best
practices?
-Is there tight alignment with Stages 1 & 2?
Is the plan likely to be engaging and effective for all students?
Here are the 10 lessons that will be included in the unit.
*The Pre-Assessment test will be completed before we begin lesson 1. We
will do a KWL and I will ask students what they know about farm animals
1. Introducing to farm animals
-
Read a book about farm animals
Make a chart about farm animals
2. Farm Book – Cows
-
Read book about cows.
Ask students what cows produce/make.
Ask what do they use milk for?
Students will begin their farm book.
3. Chicken
4.
-
Read book about chickens.
Ask students what chickens produce/make.
Ask students what they eat at home that chickens produce.
Students will continue their farm book.
Pigs
Read book about pigs.
Ask students what pigs produce/make.
-
Ask students what they eat at home that pigs produce.
Students will continue their farm book.
5. Math: Which type of milk do you like?
-
Students will taste three types of milk. Chocolate, white and
strawberry. Students will tell the class which was their favorite. We
will make a chart and go over which flavor had the most and fewest.
Students will learn about tally marks and bar graphs.
6. Math – Sheep roll
-
To work on counting skills, students will do a worksheet where they
will roll a dice. Find the correct matching number on the sheep and
color it. Continue until all the sheep are colored.
7. Science
-
Students will learn about matter and about a liquid turning into a
solid. We will make butter as a class and eat it on top of bread.
Students will reflect about what happened as a follow up assignment.
8. Science
- We will be making ice cream together. This lesson will be exciting
one as it is an interactive lesson.
- We will discuss the ingredients we will be using and where it comes
from, students will explain what they see and what they predict will
happen next and why.
-Students will reflect about their experience and what they have
learned.
9. Language Arts
-
Students will explain what they have learned from the two science
activities.
Students will need use the vocabulary words in their writing piece
along with the 5 w’s.
Students will self assess themselves after they have written their
paper. I will have a rubric which will be on the board and I will
explain how students can reach each section.
10. Celebration of Farm Animals
-
-
Students will do a small art project along with a writing piece.
Students will make their own barn and include what farm animals
they would have.
Students will need to label their picture and then write what animals
they have on their farm and include the 5 w’s.
*The Post-Assessment will be completed at the end of the last lesson.
Progress Monitoring *(Formative Assessment x 3):
-How will you monitor students’ progress toward acquisition,
meaning, and transfer, during lesson events?
-What are potential rough spots and student misunderstandings?
-How will students get the feedback they need?
Throughout this unit students will get feedback from the teacher. Students
will also do self assessments to see if they understand the concept.
To assess and assist with the Student Learning Objective, use the “Rubric for Rating the
Quality of Student Learning Objectives” attachment
Results
*PostAssessment
Pre- and Post Assessment
Student:
Pre-Assessment
1.
2.
3.
4.
5.
6.
7.
8.
Post-Assessment
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19
20.
21.
SLO Rating Scale
Student teacher should attach the pre-assessment, three formative assessments, and the post
assessment with rubrics, data, and analysis (Pre-assessment: Student Generated; Formative
assessment: Formative Assessment Analysis Form; Post-Assessment: Final Unit Reflection).
Rating rubric for teachers with a class of 5 or more students.
☐ Highly Effective
☐ Effective
☐ Developing
At least 90-100% of
students met or
exceeded expected
target.
At least 60-74% of
students met or
exceeded expected
target.
Fewer than 60% of
students met or
exceeded expected
target.
Rating rubric for teachers with a class of 4 or fewer students.
☐ Highly Effective
☐ Effective
☐ Developing
☐ Ineffective
Based on individual
growth outcomes, all
students met expected
targets and some
exceeded the targets.
At least 75-89% of
students met or
exceeded expected
target.
☐ Ineffective
Based on individual
growth outcomes, all
students met expected
targets.
Based on individual
growth outcomes,
some students met or
exceeded expected
targets.
Based on individual
growth outcomes, no
students met expected
targets.
Rationale 2: Below is a list of courses I have taken which shows my content knowledge. I have
maintained a 3.571 G.P.A, as I learn and master the content knowledge of each class.
Evidence 2:
Cheryl Onishi
Course/Section and Title
Grade Credits CEUs Repeat Term
ED-492B 90-2 Seminar-Elementary Education
2013SE
ED-494B 75-2 Student Teaching: Elementary
2013SE
ED-494A 00-2 Student Teaching: Elementary CR
4.00
2013SP
ED-492A 90-2 Seminar Elementary
A
2.00
2013SP
ED-PRAXIS2 Praxis II
ED-408 75-2 Classroom Assessment
A
3.00
2012SE
ED-420 90-2 Curriculum Foundations
A
3.00
2012SE
ED-321 90-2 Elem Lang Arts Methods II
A
3.00
2012SP
GE-102 90-2 World Regional Geography
B
3.00
2012SP
POL-305 90-2 Contemp Am. Hist.,pol., & Cul B
3.00
2012SP
ED-323 75-2 Elementary Math Methods II
A
3.00
2012FA
ED-324 75-2 Elementary Science Methods
A
3.00
2012FA
MA-305 01-2 Math for Elementary Teachers I A
3.00
2012FA
ED-PRAXISI Praxis I
ED-322 75-2 Elementary Math Methods I
A
3.00
2012SSE
ED-325 75-2 Elementary Social Studies Meth A
3.00
2012SSE
ED-326 90-2 Exceptional Children
A
3.00
2012SSE
COM-310 01-2 Intercultural Communication B
3.00
2011SE
HI-451 90-2 Modern Hawaii
A
3.00
2011SP
MA-105 01-2 Math for Elementary Teachers B
3.00
2011SP
RE-357 90-2 Christians/Buddhist in Dialogu A
3.00
2011SP
AN-340 90-2 People of Hawai'i
C
3.00
2011FA
ED-222 90-2 Educational Technology
B
3.00
2011FA
EN-201 90-2 Types of Literature
B
3.00
2011FA
ED-221 Educational Psychology
TR
3.00
ED-223 Music, Art and Physical Educ
TR
3.00
ED-462 Multicultural Education
TR
3.00
ED-LWRDIV Lower Division Education
TR
1.00
ED-220 Educational Foundations
TR
3.00
ED-320 Elementary Lang Arts Methods
TR
3.00
ED-404 Managing Sch Environments
PH-100 Introduction to Philosophy
EN-102 Expository Writing
EN-UPRDIV Upper Division English
PSY-202 Child Development
BI-115 Introduction to Marine Biology
BI-115L Intro to Marine Biology Lab
RE-205 Christian God & Human Experien
JA-106 Elementary Japanese II
SO-200 Introductory Sociology
AR-101 Intro to the Visual Arts
JA-105 Elementary Japanese I
NS-LAB Natural Science Lab
NS-LECT Natural Science Lecture
POL-111 Intro to Comp. Gov't & Politic
NS-LECT Natural Science Lecture
PSY-101 General Psychology
Cross Cultural Percept
EN-101 Intro to Expository Writing
HI-152 World Civilizations II
COM-101 Introduction to Communication
HI-151 World Civilizations I
Total Earned Credits 139.00
Total Grade Points 200.00
Cumulative GPA
3.571
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3.00
3.00
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3.00
2.00
1.00
3.00
4.00
3.00
3.00
4.00
1.00
3.00
3.00
3.00
3.00
3.00
3.00
3.00
3.00
3.00