Name:

Jus*n Lemus
Unit Plan

Lesson 1
Standard addressed: Common Core
Standards: Ecosystems: Interactions, Energy,
and Dynamics, NGSS Cross-Cutting-Concepts
RATIONALE FOR INSTRUCTIONAL
AND STUDENT ACTIVITIES.
“Explain how this lesson connects to
Brain based learning, Connectionism,
Motivation, and the Models

Lesson objectives: This project based learning

Students may develop more intrinsic
activity is to generate awareness about energy
motivation after gaining energy
sources utilized on the planet & their
awareness
sustainability for use.
The research will allow students to
think of ways that current societal
practices affect them personally.
Name: Jus*n Lemus think of ways that current societal
Lesson description: This project is designed to practices affect them personally.
have students inquire about the current state of
energy and synthesize thoughts about the
direction society may be headed in regards to
certain resources. Students may also begin to Students may also be motivated by the
think of novel ways to address certain aspects benefits to society at large.
of energy consumption in the world at large
and in their personal lives.
Groups will limit social distraction
Innovative solutions to energy consumption in based upon behavior.
society may be crucial to the sustainability of the
planet and societies way of life. This is why we
will have students analyze the current information
available on these resources and how they are “Group carefully. If you
consumed.
routinely use group seating for
all types of class work, place no
Each unique perspective might be valuable in the more than two or three students
continued exploration of responsible consumption together at a table and avoid
of energy on planet earth and within specific
societies.
placing friends in the same
group. This arrangement may
help reduce the incidence of
idle chitchat and
distractions.” (Jensen, 1998)
Name: Jus*n Lemus
Assessment plan for lesson
A rubric will be created, graded for each criteria, Students will understand how
regarding the following: to obtain adequate extrinsic
motivation in the form of a
- Do students explore different energy
sources and think of new ways in which grade.
energy can sustainably be used?
- Group participation
- Novelty
- Structure
- Clarity
- Presentation

Students will be gaining feedback from their peers “The use of journals,
as well as the instructor based on the ideas and discussion, sharing, stories, and
information they present. In the event that certain reflection about things, people,
ideas need to be revised based upon agreement
within the class and final approval by the and issues engages students
instructor , the revisions will be publicly presented personally.” (Jensen, 1998)
with an explanation as to how and why the
revision was made.

Lesson 2
Standard addressed: Common Core RATIONALE FOR INSTRUCTIONAL
Standards: Ecosystems: Interactions, Energy, esAND STUDENT ACTIVITIES.
and Dynamics, NGSS Cross-Cutting-Concepts Explain how this lesson connects to
Brain based learning, Connectionism,
Motivation, and the Models
Name: Jus*n Lemus
Lesson objectives: This activity is to help
students understand where their food sources
come from at an organic level & the process
that occurs before the food reaches the plate.

Lesson description: Students will choose one

meat, one complex carbohydrate , one simple
sugar, one vegetable, one fruit. This list may
also be provided for reasons of uniformity as a
means of accurate comparison of data results.
Students will research the origins of these
grocery store items and list the steps that occur
to prepare the food for consumption. for
example: carrots- is the carrot planted in the
earth? How is the carrot nourished? Does the
carrot need exercise? etc. students will list
the steps for each food item along with an
illustration for each step. Students should
consider natural processes as well as man made.
Students have an intrinsic motivation to
inform themselves on how to eat
healthy in order to eat better & live a
life of better quality.
Students will practice analyzing
processes as well as qualitative &
quantitative differences within a
categorical term i.e food

At the end students will write a paper

explaining the health benefits or drawbacks of
the food creation/ preparation process.
Write informative/explanatory texts,
including the narration of historical
events, scientific procedures/
experiments, or technical processes.
(HS-LS2-2)
Name: Jus*n Lemus

Assessment plan for lesson

Students will have an opportunity to
Students will be graded based on how review their initial grades & feedback
thoroughly they are able to list the processes of & revise accordingly
food creation & preparation. Biological &
manmade. Students will also be graded based
on having accurate illustrations to accompany
their listing of processes.

Student papers will be graded separately based

on the quality of their explanations of how the
effects of food preparation & creation effect
health. E.g how complex carbohydrates &
simple sugars vary in process consumption etc.
 Name: Jus*n Lemus
Lesson 3
Standard addressed:
Common Core Standards: Ecosystems:
Interactions, Energy, and Dynamics, NGSS
Cross-Cutting-Concepts
Lesson objectives: Students will compare &
contrast energy sources that power society such
as fossil fuels etc. & food energy sources
Lesson description: Students will create a Venn
diagram listing the similarities and differences
between one renewable fuel source compared to
a food & one non-renewable resource compared
to a food (one animal product & one plant
product.
Alternatively students may write a paper to
make these comparisons.
Assessment plan for lesson
students will be graded based on how thorough
& comprehensively they have made their
comparisons
RATIONALE FOR INSTRUCTIONAL
AND STUDENT ACTIVITIES.
Explain how this lesson connects to
Brain based learning, Connectionism,
Motivation, and the Models
Students will combine information
from the previous two lessons to
understand how energy works in the
world and how it applies to different
sources whether for humans or
machines etc.
students will receive feedback as to
different ways they may care to think
about resources & have a chance to
resubmit for final grading