Final Unit Checklist

Unit Level Unit Introduction and Purpose (1-2 paragraphs) Target grade level What is the purpose of the unit? Why is it important to teach this unit? How does it connect with students lives? Justification of the sequence of lessons Science Background Science Standards (MA, AAAS, NRC) Unpack standards to connect to science big ideas Possible preconceptions and misconceptions students may bring with them Language Objectives What are the key vocabulary terms you want your students to learn in this unit? What kinds of oral and written practices (e.g., scientific argumentation) you want your students to learn in this unit? Supporting All Learners Diverse Learners Checklist Three examples Classroom Management (1 short paragraph) At least five science trade books are referenced over the course of the unit No more than two lessons can be solely a read-aloud protocol because it is harder to connect these kinds of lessons with the appropriate science verbs Lesson Level Curriculum Standards for the Lesson (MA, AAAS, NRC) (unpacking should have been done at the Unit Level, so it is not necessary here) Instructional Objectives using the Science Verbs and Connected to Science Concepts Assessment (rather, how will you know you were successful?) Content (whats going to be covered in this lesson in your own words Possible Preconceptions specific to this lesson (can be listed in the Content section) Procedures of the Lesson: Opening Procedures of the Lesson: During Procedures of the Lesson: Closing Materials and References Time, either broken down in the Procedures section or written somewhere else Follow-Up (rather, how does this lesson inform what comes next?) CAN SKIP: Language Objectives, Classroom Management, Reflecting on the Lesson

Assessment Level Justification of why this assessment is appropriate (1 paragraph) Student Assessment Rubric/Answer Key Individual Reflection (2 pages single-spaced or 4 pages double-spaced) The process of developing the unit (Where did your ideas come from? How did you make decisions about what to include?) What is one main thing you want students to go away with from your unit? What do you want them to tell their parents if asked what they have been learning in school? Two things you learned from designing this unit that you can apply to a different science topic and why these two things are important for teaching science Do you think science will be a part of your future science instruction? Why or why not? (A No answer is OK, but it is good to know why or why not) Three Extensions (FOR TEAMS WORKING IN PAIRS ONLY) Different than your partners Approximately page single-spaced each Three different types of acceptable extensions (feel free to mix-and-match in any combination): Describe how the current learning goals and content in the unit can be pushed even farther either by going more in depth or connecting to related science content (e.g. unit is on force and motion. The extensions are about energy) Summary of additional lesson(s) Description of a field trip or long term project that clearly connects to the unit