Project Based Instruction

Unit Design Project: Unit Flow

Unit Design Project: Unit Flow

This assignment related to the Unit Design Project asks you to think about the flow of
ideas in your unit. In this assignment, you will think deeply about how to sequence
the lessons/tasks to design a conceptually coherent unit. To do this, we would like
you to think about and complete the table provided in the second page of this
document. As you specify the details of the lessons in the unit, it is also expected that
you provide information about how Exceptional Education Students (ESE) will be
supported in each lesson. You may want to consider what assistive technologies are
available to support students with specific identified learning disabilities. This may
require some research on your part.

How to submit this assignment: Please upload an electronic copy of this

assignment to Canvas.
Project Based Instruction
Unit Design Project: Unit Flow

To support students with ESE, ESOL, and other students with specified identified learning disabilities there
are many lessons within the Unit that makes use of computer simulated models, data sets/graphs, and visual
models (model-based injury). For ESOL students there will be Domain Specific Scientific words translated
with definitions for them in their home-language. ESE students can make use of the Domain Specific
Scientific words and their definitions (in a “study guide” format”. Additionally, any videos played in the class
will have closed captions or transcripts provided for students. Students are working in small groups for all
of the tasks indicated in the Unit Flow.

Big Idea: There are several different factors in the current rise in Earth’s surface temperature as seen by
various data sets and models. Since humans are directly affected by this increase in surface temperature,
they should use information (data and models) to determine how to combat rising temperatures and create
solutions to the problems associated with climate change.
Description of the Required What will students figure How does this task What are the main How does this task tie
main task time out in this task? contribute to scientific/mathematics conceptually to the next task?
(# of students’ practices in this task?
class understanding of the
periods) big idea?1

#1 Students will practice 2-3 Students will look at data Students will look at -Analyzing and The next task will require
with analyzing data collected from the 1880s to one piece of the Interpreting Data students to make predictions
sets (graphs) and present day. Some of the climate change puzzle -Engaging in Argument about data sets.
making scientific data collected shows using data: rise in from Evidence
arguments from the Temperature and Solar temperatures over -Obtaining, Evaluating,
evidence. Activity and students will the years and argue and Communicating
look at the patterns and whether it should be Information
trends of the past. a concern of humans.

1Informed by the curriculum development project supported by a grant from the National Science Foundation and conducted at the
Learning Research and Development Center of the University of Pittsburgh: Schunn, C., & Stein, M. K. (2009). Collaborative
research: Modeling engineered levers for the 21st century teaching of STEM. Proposal to the National Science Foundation.
Project Based Instruction
Unit Design Project: Unit Flow

#2 Students will make 1-2 Students will figure out
predictions using how to analyze data and
data sets. make predictions based on
past trends. They will use
reasoning to explain their
predictions and level of
certainty.
#3 Students will make 3-5 Students will use a
predictions, run simplified Earth Systems
experiments with with various variables
three different being changed. The first
computational simulation is interactions
models, and create with the atmosphere (C02,
data sets based on sunlight). The second
experiments. simulation is relationships
with ocean surface
temperature and levels of
atmospheric carbon
dioxide and water vapor.
The third simulation is
light colored surfaces
(snow, ice, clouds) and
effect on Earth’s
temperature. All of the
simulations simultaneously
create data sets (graphs)
based on how students
manipulate them. On the
Third Simulation day there
will be a model-based
inquiry.
Students will make -Using Mathematics The next task students will
predictions about the and Computational make predictions about
Earth’s climate based Thinking Earth’s temperature using
on past trends from -Analyzing and simulated models and “create
data. Interpreting Data data” using models.
Students will look at -Using Mathematics The next task students will
the many other and Computational explore how all of the
pieces of climate Thinking simulations contribute in
change. They will use -Analyzing and some way to climate change
simulations to Interpreting Data and a warming Earth.
understand -Developing and Using Students will also work with a
interactions with the Models final simulation showing how
atmosphere, ocean much greenhouse gas
surface temperature, emissions might need to fall
and light-colored to combat increase in
surfaces and how all temperature.
of these contribute to
increased
temperatures.
Project Based Instruction
Unit Design Project: Unit Flow

#4 Model-Based Inquiry: 1 After students complete the Students will look at -Developing and Using (see above)
Glaciers vs. Icebergs. Third Simulation Day (see one-way (rising sea Models
above) they will determine levels) humans are
the difference between affected by climate
glaciers and icebergs, how change and what that
climate change effects the means for them as
two, and what this means Floridians.
for rising sea levels. The
purpose of this to address
common misconceptions
students have regarding
the two.
#5 Students will explore 1-2 Students will reflect on the Students will reflect -Developing and Using Upon completing the final
how solar radiation, purpose of using models to on the unit and the Models simulation of how much C02
Earth’s surface and make predictions and why different factors that -Analyzing and emission reduction is needed
Oceans, and scientists use them. They do contribute to Interpreting Data to reduce global temperature,
greenhouse gases will also discuss the increased -Constructing students will come up with
interact to cause limitations of the temperatures. They Explanations additional solutions to
global warming. They simulations used in this will also come up combat climate change. Also,
will also come up Unit. Since they have with solutions to the they will add newly learned
with possible explored multiple problems associated contributors to climate
solutions to combat contributors to climate with climate change. change and present findings
increased change, they will research to their peers.
temperatures. with their groups how to
combat some of the issues
and prepare to discuss
these issues with their
peers.
#6 Students will add 1-2 Students will finalize their Students will present -Constructing n/a (Last task)
information to their (possible arguments and add what their information in a Explanations
original argument as after they have learned over the project that brings -Analyzing and
to what is school course of the unit to their the big idea together. Interpreting Data
contributing to gallery project. They will also They must explain -Engaging in Argument
climate change (other walk for include solutions to combat what contributes to from Evidence
than increased parents climate change. Students climate change using
temperatures) and to view will have a rubric to models, data sets, or
Project Based Instruction
Unit Design Project: Unit Flow

include how to final determine what needs to simulations. They -Obtaining, Evaluating,
resolve problems projects) be included. The last day must provide and Communicating
related to climate will include a gallery walk solutions to climate Information
change. Final projects where students will be in change since it is
will be presented as charge of critiquing two something that
gallery walk and other groups using the effects humans on a
students will critique rubric. large scale.
one another.
 Project Based Instruction
Unit Design Project: Unit Flow

Rubric
Unit Design Project: Unit Flow

Score
Requirements Fails to meet Partially Meets Meets
Expectations Expectations Expectations
1. A feasible unit timeline was provided
0 1 2
with clear descriptions of core tasks.
2. A description of what students will
figure out in each task was provided, 0 1 2
and it aligns with the task description.
3. It’s clear how each task contributes to
students’ understanding of the big 0 1 2
idea.
4. Support/strategies to support ESE
students were included for each
0 1 2
lesson. Assistive technologies were
added when appropriate.
5. The main scientific or mathematical
(NGSS or CCSS-M) practices that
students can engage in were identified 0 1 2
and consistent with the intent of the
task.

6. A clear explanation of how each task

is conceptually connected to what 0 1 2
comes next was provided.
7. There is a clear sequencing of lessons
0 1 2
and conceptual coherence in the unit.

Score: /14