Unit Goal: SOL 3.

8
My unit is focused on the Science SOL 3.8, which requires students to understand
the relationships of cycles and sequences that affect their daily lives. My students will
develop an understanding of the cycles of day and night, seasons, moon phases, and tide
cycles. In order to meet such objectives, I have three primary goals. My first goal for
myself is to ensure students are actively engaged and motivated to learn through varied
instructional strategies and assessments. Another overarching goal for my unit is
consistent student participation and discussion through cooperative learning and other
collaborative methods. My final goal for this unit encompasses students abilities to
apply learned content to real-life scenarios concerning cycles and sequences.
Before students learn any material, they must first be motivated to learn. In
order to heighten students interest in learning, I plan to incorporate multiple learning
strategies so students do not tire of the same strategies each day. With this, I also plan
for my lessons to integrate the dynamics of kinesthetic, visual, and auditory learning
styles so students are constantly having to think and be involved in the learning process.
In addition, I plan to increase student motivation by applying the learned material to
their own lives. Each lesson will demonstrate a focus on students individual needs and
interests. For example, when learning about day and night, students will be encouraged
to think about what their lives may look like if the earth did not rotate. Students
motivation for learning content will be achieved and maintained with a variation of
instructional strategies, application of multiple learning styles, and emphasis on
individual student needs and interests. This motivation will be evident and measurable
in both student participation and academic achievement.
Another goal for my students is consistent participation and discussion. Each
lesson will incorporate some form of student discussion before, during, or after
presentation of content. Through communication with partners, small groups, and the
whole class, students will develop their own ideas and be required to formulate such
into thoughtful discussions. Students will be more focused on the discussion and
process of learning rather than the product or right answers through an emphasis on
positivity and participation. Each student will feel valued when spoken as students
constructively agree or disagree with peer statements. Student collaboration will be
guided and monitored with open-based questions and applications to student life.
The third goal I hope for my students to achieve during this unit is an
understanding of how learned material is applicable to their own lives. Rather than
students learning science as a separate entity from real-life, students will integrate their
own experiences with the content at hand. Learning will not just begin and end in the
class, but it will jumpstart students understanding of the world outside. Through
teacher-guided questions, real-life visuals, and personal stories, students will be
inspired to observe the parallel between what is being learned with what they experience
everyday. Students will draw, model, and chart various cycles and sequences in order to
use such knowledge in real-life scenarios. This unit focuses on giving students
opportunities to develop an interest and reason for learning to promote collaboration,
conversation, and application of content to their own lives.