Rigorous Curriculum Design€¦ · “Unwrapped” Priority Science Georgia Standards of Excellence...

Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Science

Grade and Course

5

Unit of Study Unit I: Classification

Pacing Timeframe: 6 Weeks

“Unwrapped” Priority Science Georgia Standards of Excellence Disciplinary Core Ideas

Skills and Concepts

S5L1. OBTAIN, EVALUATE, and COMMUNICATE information to GROUP organisms USING scientific classification procedures. a. DEVELOP a model that ILLUSTRATES how animals are SORTED into groups (vertebrate and invertebrate) and how vertebrates are SORTED into groups (fish, amphibians, reptiles, bird, and mammal) USING data from multiple sources. b. DEVELOP a model that ILLUSTRATES how plants are SORTED into groups (seed producers, non-seed producers) USING data from multiple sources.



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“Unwrapped” Priority Disciplinary Core Ideas

“Unwrapped” Skills (Students Need

to Be Able to Do)

“Unwrapped” Concepts (Students Need

to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

S5L1.a.

❖ DEVELOP A MODEL

❖ ILLUSTRATES ❖ SORTED ❖ USE DATA FROM

MULTIPLE SOURCES

S5L1.b

❖ DEVELOP A MODEL

❖ ILLUSTRATES ❖ USE DATA FROM

MULTIPLE SOURCES

❖ Animals are sorted into groups

❖ vertebrates ❖ birds ❖ mammals ❖ fish ❖ amphibians ❖ reptiles ❖ invertebrates

❖ Plants are sorted into groups

❖ Seed producers ❖ Non-seed

producers

❖ 3 (Application)

❖ 3 (Application)

❖ 4 (Extended Thinking)

❖ 4 (Extended Thinking)

Science and Engineering Practices

1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Crosscutting Concepts

1 Patterns 2. Cause and Effect 3. Scale, Proportion, and Quantity



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Essential Questions Investigation of Phenomenon(a)

A. What evidence can you gather to

support your idea about how animals are sorted into groups? How are vertebrates related to invertebrates?

How can we use the observable properties (physical attributes) of organisms to group them? Why do some animals build their homes in trees and some dig holes in the ground to live in?

A. Living things are classified based on shared characteristics, such as vertebrates (fish, amphibians, reptiles, birds, and mammals) and invertebrates, how they reproduce, and physical traits such as fur or scales. Living things can be sorted into groups in many ways. Animals are grouped, or classified, by similar characteristics.

mammal: animals that nourish their young with milk produced by mammary glands and have skin usually with some hair bird: warm-blooded egg-laying vertebrates with a body covered with feathers and forelimbs modified as wings reptile: any of a group of cold- blooded, air-breathing vertebrates (such as snakes, lizards, turtles, and alligators) that usually lays eggs and has skin covered with scales or bony plates amphibian: any organism that is able to live both on land and in water especially, any of a class of cold- blooded vertebrates (such as frogs and salamanders) fish: a cold-blooded vertebrate that lives and breathes in water and typically has a long, scaly, tapering

4. Systems and System Models 5. Energy and Matter 6. Structure and Function 7. Stability and Change



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B. How do we sort plants into groups?

How are plants different?

body, limbs developed as fins, and a vertical tail fin

Plants are either seed producers or non-seed producers. Non-seed Plants do not reproduce with seeds. Examples include mosses and ferns. Seed Plants do reproduce with seeds. Examples include flowering plants and conifers.



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Unit Assessments Pre-Assessment Post-Assessment

Student Version:

5th_Science_Unit1_pre-assessment_Student

Teacher Version:

5th_Science_Unit1_pre-assessment_Teacher

Student Version:

DeKalb Benchmark Assessment

Teacher Version:

Performance Assessment

Engaging Scenario

Suggested Phenomenon: Garden Intruders Engage: The principal of a local elementary school has noticed that animals are invading the school’s garden. He suspects that the variety of plants in the garden are attracting the wildlife, and he is concerned about the safety of students on campus. He wants to protect the animals and plants by building a zoo exhibit at the school. Unfortunately, the principal is unable to identify the various types of animals in the garden. As a result, he has invited you and the Wildlife Rescue Group to conduct research on the animals. After your research is



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conducted, he has requested for you and the Wildlife Rescue Group to design an exhibit to protect animals and plants on campus.

Performance Task Synopses

Task 1: (S5L1a): Animal Classification Model Develop and use a model that illustrates how animals are classified. Task 2: (S5L1b): Plant Classification Model Develop and use a model that illustrates how plants are classified. Task 3: (S5L1a & S5L1B): Zoo Exhibition Develop a zoo exhibition model for animals (vertebrates and invertebrates) and plants (seeded and non-seeded) that can survive in the same habitat. Task 4: (S5L1a & S5L1B): Persuasive Argument Students will engage and construct an argument with evidence to convince the principal that they have developed and used the best model for the animals and plants to survive.



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Performance Task 1 In Detail

Task 1 S5L1a. Animal Classification

Student Directions:

Engage: The principal of a local elementary school has noticed that animals are invading the school’s garden. He suspects that the variety of plants in the garden are attracting the wildlife, and he is concerned about the safety of students on campus. He wants to protect the animals and plants by developing a zoo exhibit at the school. Unfortunately, the principal is unable to identify the various types of animals in the garden. As a result, he has invited you and the Wildlife Rescue Group to conduct research on the animals to obtain information about the various groups of animals on campus. After your research is conducted, he wants you and the research group to design and use a model to illustrate how these animals are classified into similar groups. The principal has requested for your research group to construct a 1-2 page explanation, which communicates the unique characteristics of these animals. The information in the report must communicate the following explanations: how are animals classified, name of animals with backbones, how are the animals with backbones classified, and a model that illustrates how animals are sorted into groups. Explore: Students will obtain information on how animals are classified into 2 different groups using multimedia and print sources. Explain: Based on the information obtained, students will develop and use a model (graphic organizer, mobile, diorama, story board) to illustrate how animals are sorted into groups (vertebrate and invertebrate). Elaborate: By using multiple resources, students will construct an explanation with the use of 4 sources of evidence to illustrate how vertebrates are sorted into groups (fish, amphibians, mammals, reptiles, birds). Evaluate: Research groups will use their models to communicate and engage in argument with the use evidence describing how animals are classified. Task 1 Teacher Notes: The model should include an illustration of vertebrates (fish, amphibian, reptile, bird, and mammal) and invertebrates.

Science and Engineering Practices are in Bold

Cross Cutting Concepts (Daily): Patterns, Systems and System Models, Structure and Function

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

With the use of 4 sources of evidence, students will develop a model to illustrate how animals are sorted into groups

With the use of 3 sources of evidence, students will develop and use a model to illustrate how animals are sorted

With the use of 2 sources of evidence, students will develop and use a model to illustrate how animals are sorted

With the use of 1 source of evidence, students will develop and use a model to illustrate how animals are sorted



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(vertebrate and invertebrate).

into groups (vertebrate and invertebrate).



Students will construct an explanation with the use of 4 sources of evidence to illustrate how vertebrates are sorted into groups (fish, amphibians, mammals, reptiles, birds).



Students will construct an explanation with the use of 1 source of evidence to illustrate how vertebrates are sorted into groups (fish, amphibians, mammals, reptiles, birds).



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Task 2:S5L1b:Plant Classification Model

Student Directions: Engage: Animals are not the only organisms that can be classified based upon their characteristics. Plants can be classified too, and the Principal has requested that the Wildlife Rescue team design and use a mobile model to illustrate how plants are classified into groups. The plant mobile must show representations of all of the different categories of seeded and non-seeded plants. Explore: Students obtain information about how plants are classified into groups using multi-media and print resources. Explain: Based on the information obtained, students will develop and use a model (graphic organizer, mobile, diorama, story board) to illustrate how animals are sorted into groups. Elaborate: By using multiple resources, students will construct an explanation and engage in argumentation with the use of 4 sources of evidence to illustrate how plants are sorted into groups. Evaluate: Research groups use their models to present a 1-2 page argument about plant classification. Task 2 Teacher Notes:

The plant mobiles should include seed plants and seedless plants with their subcategories.

➢ Students obtain information about how organisms are classified. Activities may include but not limited to teacher demonstration, reading trade-book or online resource, conducting research, watching online video or planning and carrying out an investigation.

➢ Students must have visuals of the plants on their mobiles.





With the use of 4 sources of evidence, students will develop and use a model to illustrate how plants are sorted into groups (seeded and non-seeded).

With the use of 3 sources of evidence, students will develop and use a model to illustrate how animals are sorted into groups (seeded and non-seeded).

With the use of 2 sources of evidence, students will develop and use a model to illustrate how animals are sorted into groups (seeded and non-seeded).

With the use of 1 source of evidence, students will develop and use a model to illustrate how animals are sorted into groups (seeded and non-seeded).



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Students will construct an explanation and engage in argumentation with the use of 4 sources of evidence to illustrate how plants are classified into groups.



Students will construct an explanation and engage in argumentation with the use of 1 source of evidence to illustrate how plants are classified into groups.


Task 3:S5La & S5Lb:Zoo Exhibit Student Directions: Engage: Now that you have conducted research on the different animals and plants in the garden. You and the Wildlife Research team are responsible for developing and using a model of the Zoo exhibit for the principal. This model will serve as a safe habitat for the animals and plants. Your model must include at least one invertebrate and one reptile, mammal (non-human), birds, amphibians, fish. Additionally, your model must include at least 1 seeded and 1 non-seeded plant that can survive in the same habitat with animals. Remember that your habitat should include living and non-living items in the environment. Explore: You will conduct research using print and multi-media resources to obtain information about the specific plants and animals that can survive in the same habitat. Explain: You will design and use a model to illustrate how the animals and plants you selected for the zoo are classified into various groups. Elaborate: You should include a description of the 6 animals and at least 2 plants that will exist in your zoo exhibit, and construct an explanation and engage in argumentation with the use of 4 sources of evidence to prove that these animals and plants can coexist in the same habitat. Evaluate: You will construct an explanation to convince the principal that you have developed the best model for the animals and plants. While you are engaged in argumentation, your research group will present a minimum of 4 sources of evidence to communicate that your new exhibit will meet the various needs of all animals and plants presented in the zoo.

Task 3 Teacher Notes: Provide time for the students to present their dioramas and to engage in argumentation on who has the best designed. The projects can be judged for content and creativity for this task. Students can work in collaborative groups to complete this task.




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Student included a description of the 6 animals and at least 2 plants that can live in the zoo exhibit.

Student included a description of the 5-4 animals and at least 2 plants that live in the zoo exhibit.



Student constructed an explanation with the use of 4 sources of evidence to prove that these animals can coexist in the same habitat.

Student constructed an explanation with the use of 2-3 sources of evidence to prove that these animals can coexist in the same habitat.

Student constructed an explanation with the use of 1-2 sources of evidence to prove that these animals can coexist in the same habitat.

Student constructed an explanation with the use of 1 source of evidence to prove that these animals can coexist in the same habitat.


Task 4:S5La & S5Lb:Persuasive Argument Student Directions: Engage: Now that you have developed a model for the Zoo exhibit, it is time for your group to present your models to the principal. Remember, you must construct a 1-2 page presentation to communicate how your model will help to protect the students, animals, and plants on school campus. Explore: You will conduct research using print and multi-media resources to obtain information about the living and non-living things, which are needed to help meet the specific needs of the plants and animals in your zoo exhibit. Explain: You will construct an argument to illustrate how the animals and plants’ special adaptations will allow them to survive in this habitat. Elaborate: You should include a description of the 6 animals and at least 2 plants that will exist in your zoo exhibit, and construct an explanation and engage in argumentation with the use of 4 sources of evidence to discuss how they are classified into these groups. Based upon the animal and plants’ classifications, you will describe how your model protects the unique characteristics of these organisms. Evaluate: You will construct an explanation in a 1-2 page presentation to convince the principal that you have developed the best model for the animals and plants. While you are engaged in argumentation, your research group will present a minimum of 4 sources of evidence to communicate that your new exhibit will meet the various needs of all animals and plants presented in the zoo.



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Task 4 Teacher Notes: Provide time for the students to present their dioramas and to engage in argumentation on who has the best designed. The projects can be judged for content and creativity for this task. Students can work in collaborative groups to complete this task





Student constructed a 1-2 page explanation to engage in argumentation to convince the principal that they have developed the best model for the animals and plants. The student will present a minimum of 4 sources of evidence to engage in argumentation that their new exhibit will meet the various needs of all animals and plants presented in the zoo.

Student constructed a 1-2 page explanation to engage in argumentation to convince the principal that they have developed the best model for the animals and plants. The student will present a minimum of 3 sources of evidence to engage in argumentation that your new exhibit will meet the various needs of all animals and plants presented in the zoo.

Student constructed a 1-2 page explanation to engage in argumentation to convince the principal that they have developed the best model for the animals and plants. They will present a minimum of 2 sources of evidence to engage in argumentation that your new exhibit will meet the various needs of all animals and plants presented in the zoo.

Student constructed an explanation less than 1 page to engage in argumentation to convince the principal that they have developed the best model for the animals and plants. They will present a minimum of 1 source of evidence to engage in argumentation that your new exhibit will meet the various needs of all animals and plants presented in the zoo.



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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other

Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling



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Intervention Strategies (Tiers 1, 2, 3)

Additional Supports in Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text sets

Providing additional guided practice

Refer to students’ IEP or 504 plan

Assistive technology

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary

instruction

Additional think time

Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Formative Assessment Strategies

This is a list of formative assessments you can use in the classroom along with a short description for each one.

Classifying Organisms

Classifying Organisms with Suggested Answers

https://www.edutopia.org/blog/using-video-in-classroom-ron-peck A video tutorial showing how to create videos:

https://www.brainpop.com/science/diversityoflife/classification/ Video on classifying organisms

https://www.brainpop.com/science/diversityoflife/sixkingdoms/ Video on the classifying living things into the six kingdoms

https://app.discoveryeducation.com/player/view/assetGuid/920172f6-2432-424d-a284-96823ae15f68 Video on the characteristics of birds

https://app.discoveryeducation.com/player/view/assetGuid/1b100ffb-9c95-4e67-aed8-06fbd097e3ab Video on the characteristics of amphibians

https://app.discoveryeducation.com/player/view/assetGuid/92aa61ec-e348-4145-b240-4639cab19a74

https://www.edutopia.org/blog/using-video-in-classroom-ron-peck

https://www.edutopia.org/blog/using-video-in-classroom-ron-peck

https://www.brainpop.com/science/diversityoflife/classification/

https://www.brainpop.com/science/diversityoflife/sixkingdoms/

https://app.discoveryeducation.com/player/view/assetGuid/920172f6-2432-424d-a284-96823ae15f68

https://app.discoveryeducation.com/player/view/assetGuid/920172f6-2432-424d-a284-96823ae15f68

https://app.discoveryeducation.com/player/view/assetGuid/1b100ffb-9c95-4e67-aed8-06fbd097e3ab

https://app.discoveryeducation.com/player/view/assetGuid/1b100ffb-9c95-4e67-aed8-06fbd097e3ab





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Video on characteristics of reptiles

https://app.discoveryeducation.com/player/view/assetGuid/15b18ac0-867c-42ee-baff-612d17e972a1 Video on characteristics of fish https://www.youtube.com/watch?v=B1yh7pPkFzQ

Wild Kratts video on classifying animals. (It begins by informing the viewers of the praying mantis named for the Kratt brothers in honor of their contributions in educating students about animals and their creature powers (traits: inherited and acquired)

Animal Classification Organizer

http://d2qtpn53ex22nh.cloudfront.net/uploads/classroom_resources/U2.L1.WS1.NameGame.SF.pdf

https://app.discoveryeducation.com/player/view/assetGuid/15b18ac0-867c-42ee-baff-612d17e972a1

https://app.discoveryeducation.com/player/view/assetGuid/15b18ac0-867c-42ee-baff-612d17e972a1

https://www.youtube.com/watch?v=B1yh7pPkFzQ



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Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

Evaluate Obtain Communicate Illustrate Sort Data Source Cite Develop A Model

Organism Scientific Classification –Procedure Vertebrate Invertebrate Fish Amphibians Reptiles Birds Mammals Seed Producer Non-seed Producer

ELA STANDARDS: KEY IDEAS & DETAILS: ELAGSE5RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CRAFT & STRUCTURE: ELAGSE5RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. INTEGRATION OF KNOWLEDGE & IDEAS: ELAGSE5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. ELAGSE5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. TEXT TYPES & PURPOSES: ELAGSE5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).



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d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. RESEARCH TO BUILD & PRESENT KNOWLEDGE: ELAGSE5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. ISTE STANDARDS - CREATIVITY & INNOVATION: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities COMMUNICATION & COLLABORATION: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems



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RESEARCH & INFORMATION FLUENCY: Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results



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Weekly Planner Course: 5th Grade Science Unit: 1: Classification

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional resources

Formative Assessments

Week 1

S5L1.

Get to know your students by introducing the Science and Engineering Practices Introduce Engaging Scenario Task 1: Animal Classification

Define: Scientific Classification Procedures, organisms Core Concepts:

• Introduce Science and Engineering Practices to students

• Scientific Classification Procedures and go over its purpose, uses, history, and define organisms.

• How we classify animals? Additional Resources: 1. Brainpop (via Launchpad) Classification video 2. Scholastic 3. Discovery Education 4. Animal classification video

Pre-Assessment Discussion of the Essential Questions (throughout unit) Task 1 scoring guide Suggested informal progress monitoring checks: Evaluation of Task 1 Anecdotal notes from observations Graphic Organizer (from Formative Assessment Strategies) Exit Cards (from Formative Assessment Strategies)

Week 2

S5L1. a S5L1. a

Task 1: Create a model illustrating how vertebrates are classified into groups and how

Define: vertebrate, invertebrate, develop a model, multiple sources, cite Core Concepts:

• Using the Scientific Classification Procedure to classify animals into vertebrates and invertebrates

Task 1 Scoring Guide Suggested informal progress monitoring checks: Evaluation of Task 1

Commented [VM1]: Take another look at these informal checks and think about which types of checks teachers can do each week that align with that week. Vary the different types of assessments for each week.



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• Use the Scientific Classification Procedure to classify vertebrates.

Additional Resources: 1. TrueFlix (via Destiny on Launchpad) on the Animal Kingdom and Plant Kingdom (this may or may not be available to your school) 2. Scholastic 3. Discovery Education

Muddiest Point (from Formative Assessment Strategies) Anecdotal Notes (from Formative Assessment Strategies)

Week 3

S5L1. a

Introduce Task 2: Plant Classification Model Suggested: Use Lexile Level readers

Define: communicate, evaluate, classify Core Concepts:

• Model the Scientific Classification Procedures with plants.

Task 2 Scoring Guide Suggested informal progress monitoring checks: Weekly quiz Guided Reciprocal Peer Questioning (from Formative Assessment Strategies) Science journal

Week 4 S5L1. b

Task 2:Conclude Plant Classification Model Introduce Task 3: Zoo Exhibit

Core Concepts:

• Plant Classification

• Animal Classification

• Special Adaptations for survival

Task 3 Scoring Guide Suggested informal progress monitoring checks:

Muddiest Point (from Formative Assessment Strategies)



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Roving Reporter (from Formative Assessment Strategies) Quick Write

Week 5 S5L1.a S5L1.b

Task 4: Persuasive Arguement

Core Concepts:

• Animal and Plant Classification

Open-Ended Questions (from Formative Assessment Strategies) RSQC2 (from Formative Assessment Strategies) Task 3 Scoring Guide

Week 6 S5L1a S5L1.b

Unit 1 Cumulative Review Animal and Plant Classification Post Assessment

Rigorous Curriculum Design€¦ · “Unwrapped” Priority Science Georgia Standards of Excellence...

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