Unit Plans | ALEX

Increasing Public Safety During Tornadoes

Overview

After collecting information on climates in different geographic regions through digital sources, text, and illustrations, students will understand various natural disasters, as well as how and why they occur. Next, students will research the cause and effects of tornadoes and write a cause and effect two-paragraph essay. For the third lesson, students will research different designs of storm shelters and determine which storm shelter they feel has the best design.

Learning Resource Type

Unit Plan

Detailed Info

Unit Assessment

Assessments Formative: Journal/Learning Log, Concept Maps, Other

Assessments Formative (Other): Padlet (exit ticket)

Assessments Summative: Written Product(s), with rubric, Oral Presentation, with rubric, Other Product(s) or Performance(s), with rubric:

Unit Reflection

Reflections Student

Journal/Learning Log, Whole-Class Discussion

Reflections Student (Other)

Reflections Student Notes

Reflections Teacher 1

What were students able to do?

Reflections Teacher 2

What evidence do you have?

Reflections Teacher 3

Which students need additional instruction?

Reflections Teacher 4

How will the next lesson be adjusted to meet their needs?

Attachments

Attachment(s)

UnitPlanCalendar.docx

Exploring Nonfiction Texts to Determine How Climate Impacts Different Weather Phenomenon

Tornadoes: Cause and Effect

Preparing for Natural Disasters: Tornado

Who's who in Alabama history?

Evaluated and Aligned By

Owner (Author)

elisagh

Owner2

ellenjones123

If We Ran the Zoo

Overview

Students will work in collaborative groups to research popular zoo animals to identify their habitat, diet, life span, predators, endangered status, adaptations, and physical characteristics. Students will determine if captivity is beneficial or harmful to their chosen animal. They will also investigate the impact the animal has on the environment. Both print and digital media will be utilized in the students' research.

Grade(s)

Learning Resource Type

Unit Plan

Detailed Info

Unit Assessment

Assessments Formative : Journal/Learning Log, Preliminary Plans/Outlines/Prototypes, Checklists, Project(s)

Assessments Summative : Oral Presentation, with rubric, Other Product(s) or Performance(s), with rubric:, Self-Evaluation

Unit Reflection

Reflections Student

Journal/Learning Log, Focus Group

Reflections Student (Other)

Reflections Student Notes

Students will help create a rubric for expectations in their zoo booklet. They will determine the number of points each expectation should be worth. A class chart will be created and students will complete two reflections during the course of the unit regarding their work in their zoo booklet. Students will use the rubric created by the class to determine their score and write at least two sentences explaining their reasoning for the score. This will be written on the table of contents page in their zoo booklet.

Reflections Teacher 1

What were students able to do?

Students were able to find information using several types of media. They were accountable for their work and participation because expectations for their zoo booklet and their group role were outlined before the work began.

Reflections Teacher 2

What evidence do you have?

The research was recorded in their zoo booklets and included in their group project.

Reflections Teacher 3

Which students need additional instruction?

Most students need additional instruction to write information in their own words.

Reflections Teacher 4

How will the next lesson be adjusted to meet their needs?

For the next lesson, students will find one piece of information to write in their zoo booklet and highlight it. The teacher will meet individually with each student to work on paraphrasing text information in his or her own words.

Attachments

Attachment(s)

UnitPlanCalendar(1).docx

Lesson 1 - If We Ran the Zoo: How Do Animals Impact Our Environment?

Lesson 2 - If We Ran the Zoo: How Do Animals Impact Our Environment? Research/Zoo Book

Evaluated and Aligned By

Owner (Author)

jeanapenrod

Owner2

elisagh

Natural Resources Shared Naturally

Overview

Natural resources provides what living things need to survive and thrive. This unit explores the transfer of energy throughout the food chain, investigates the amounts of rainfall in a region, examines the patterns of Native Americans settling adjacent to water, and guides students as they design animals that would survive in a wet biome. The math, science, history, and language arts lessons included are strong enough to stand alone, but when taught simultaneously, strengthen each of the 5th grade standards.

Grade(s)

4, 5, 6

Learning Resource Type

Unit Plan

Detailed Info

Unit Assessment

Assessments Formative: Practice Presentations, Notes

Assessments Summative: Oral Presentation, with rubric, Other Product(s) or Performance(s), with rubric:, Other

Assessments Summative (Other): Digital Project - Office 365 Suite (PowerPoint, SWAY, etc.)

Unit Reflection

Reflections Student: Whole-Class Discussion

Reflections Student (Other):

Reflections Student Notes: The teacher should check that students gained knowledge of the content and reflect upon how students were affected by experiencing the same theme in all classes.

Reflections Teacher 1: What were students able to do?

Reflections Teacher 2: What evidence do you have?

Reflections Teacher 3: Which students need additional instruction?

Reflections Teacher 4: How will the next lesson be adjusted to meet their needs?:

Attachments

Modeling Energy Within the Food Chain

Native Americans: How Their Environment Affected Their Culture

Rain Drops

Evaluated and Aligned By

Owner (Author)

emswells

Owner2

lorikeel

Owner3

erikatshockley

Owner4

knightmare

Solutions to Lessen Human Impact on the Environment

Overview

The unit will investigate the human impact on the environment. During the investigation, the students will identify the possible solutions to lessen the human impact on the local environment, plan possible solutions to lessen the human impact on the local environment, and identify potential human impacts on the local environment. This will be implemented through an introduction lesson with a guest speaker, an informational writing piece, a classroom recycle project, and a summative group video where students present solutions to lessen human impact on the local environment.

Grade(s)

Learning Resource Type

Unit Plan

Detailed Info

Unit Assessment

Assessments Formative

Quizzes/Tests, Journal/Learning Log, Rough Drafts, Practice Presentations, Concept Maps, Project(s), Other

Assessments Formative (Other)

Exit Slips, Turn and Talk, Checklist/Rubric of Group Participation, Checklist Student Participation

Assessments Summative

Written Product(s), with rubric, Oral Presentation, with rubric, Multiple Choice/Short Answer Test, Peer Evaluation, Self-Evaluation

Unit Reflection

Reflections Student

Journal/Learning Log, Whole-Class Discussion

Reflections Student (Other)

Reflections Student Notes

Reflections Teacher 1

What were students able to do?

Reflections Teacher 2

What evidence do you have?

Reflections Teacher 3

Which students need additional instruction?

Reflections Teacher 4

How will the next lesson be adjusted to meet their needs?

Attachments

Lesson 1: Reduce, Reuse, Recycle

Lesson 2: Informational Writing: How to Lessen Human Impact on the Environment

Lesson 3: Recycle, Recycle, Recycle

Lesson 4: Recycling Product Lesson

Evaluated and Aligned By

Owner (Author)

shasandy

Owner2

melhhester

Owner3

kpassarella

Owner4

aaaweaver

Reducing the Impact of a Flood

Overview

In relation to science, students will evaluate a dam design that reduces the impacts of a flood. Students will describe the relationship between scientific ideas or concepts using language that pertains to cause and effect in reference to dam design. Using technology to produce and publish writing, students will interact and collaborate with others on their dam design.

Subject Area(s)

English Language Arts

| Social Studies

| Science

| Mathematics

Grade(s)

Learning Resource Type

Unit Plan

Detailed Info

Unit Assessment

Assessments Formative

Journal/Learning Log, Rough Drafts, Practice Presentations, Notes, Concept Maps, Project(s)

Assessments Summative

Written Product(s), with rubric, Oral Presentation, with rubric, Other Product(s) or Performance(s), with rubric:, Peer Evaluation, Self-Evaluation

Unit Reflection

Reflections Student

Journal/Learning Log, Whole-Class Discussion

Reflections Student (Other)

Reflections Student Notes

Reflections Teacher 1

What were students able to do?

Reflections Teacher 2

What evidence do you have?

Reflections Teacher 3

Which students need additional instruction?

Reflections Teacher 4

How will the next lesson be adjusted to meet their needs?

Attachments

Reducing the Impact of a Flood

Dam Engineering

Engineered Solution Dam Evaluation Journal and Presentation

Cause and Effect of Dams

Evaluating the Design of a Dam

Evaluated and Aligned By

Owner (Author)

aimeebrooke

Owner2

mjackson

Owner3

mnichols

Owner4

cjenkins

Aligned Standards

Content Standard(s)

SS10.3.11

SC15.3.15

MA19.3.17

The Impact of the Great Depression on the Lives of Alabamians

Overview

The unit will incorporate research and investigation into the impact the 1920s and the Great Depression had on different socioeconomic groups in Alabama. After exploring various texts related to the topic, students will determine the causes and effects of the Great Depression on the social, political, and economical impact on the lives of Alabamians. As a culminating activity, students will write a five paragraph essay explaining their findings.

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

Subject Area(s)

English Language Arts

| Social Studies

| Science

| Mathematics

Grade(s)

Learning Resource Type

Unit Plan

Detailed Info

Unit Assessment

Assessments Formative

Preliminary Plans/Outlines/Prototypes, Rough Drafts, Practice Presentations, Notes

Assessments Summative

Written Product(s), with rubric, Other Product(s) or Performance(s), with rubric:

Unit Reflection

Reflections Student

Whole-Class Discussion

Reflections Student (Other)

Reflections Student Notes

Reflections Teacher 1

What were students able to do?

The students were able to work in collaborative groups.

Reflections Teacher 2

What evidence do you have?

Group presentations

Reflections Teacher 3

Which students need additional instruction?

Students that didn't understand the task or procedure.

Reflections Teacher 4

How will the next lesson be adjusted to meet their needs?

Students will have a time of remediation if necessary.

Attachments

The Great Depression

Evaluated and Aligned By

Owner (Author)

tbrooks

Owner2

ashleybenham

Owner3

sholyoak

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