|Name: Gail Faulkner |Date:4-22-2012 |
|Unit Title: the study of Water |
|Grade Level: PRE-K |
|Subject: Science |
|Unit Length: 10 minutes |
|Brief Summary of Unit |
|(Describe the context for this unit within the curriculum, and the curricular aims of the unit.) |
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|What understandings or goals will be assessed through this task? (Students will…) |
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|Will understand how water is a way of life for people. They will also gain recognition of various types of things we use water for.|
|The students will develop enhanced language skills and the ability to speak well. Students will exercise the skills in fine arts |
|through drawings. |
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|What criteria are implied in the standards and understandings, regardless of the task specifics? What qualities must student work |
|demonstrate to signify that standards were met? |
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|The ability to understand spoken language and hold a conversation using different exchanges. Also, the ability to use a writing |
|tool or paint brush to create work of art. |
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|Through what authentic performance task will students demonstrate understanding? (Provide a task overview) |
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|These activities are fitting into the general context of what children use water for on a daily basis. They can relate to most of |
|the vehicles because many of them drink water, take baths with water at home before bedtime, and other. This will allow them to see|
|that water has a purpose for their way of life. I volunteered at a nearby school to complete this assignment because I do not work |
|in a classroom. During meeting time we had a discussion about water. The children shared some things about it...what they used |
|water for? The dramatic play area had books about uses for water and what is water? I added small spray bottles of water in the |
|science area and the children used paper to explore whether the water repelled or absorbed as they sprayed it on the paper. Next, |
|we discovered how water could clean things. I added a few bars of dove soap in the water table with a few pieces of soiled shirts |
|and the children cleaned them with the bars of soap. They discussed among themselves what happened to the dirty clothes when the |
|soap was on it? The children had an opportunity to water a seed and watch it grow by spraying water on it for 2 weeks. |
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|What student products and performances will providence of better understandings? |
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|All hands on activities and technological recognition. The language and collaboration opportunity. |
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|By what criteria will student products and performances be evaluated? |
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|Student’s ability to comprehend language and topic. The ability to use writing tools, articulate language, understand language, |
|speak effectively, and make connections. |
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|Stage One – Desired Results |
|Establish Goals: (Standards of Learning, content standards) |
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|Understandings: |Essential Questions: |
|What will students understand (about what big ideas) as a result of|What arguable, recurring, and thought-provoking questions will |
|the unit? “Students will understand that…” |guide inquiry and point toward the big ideas of the unit? |
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|Students will gain an understanding of how water helps us in our | |
|everyday lives, its uses, and what we can do with it. Students will|How does water help us? |
|also, understand and make connections with water. |Why is water important? |
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| What key knowledge and skills are needed to develop the desired understandings and meet the goals of the unit? |
|What knowledge and skill relate to the content standards on which the unit is focused? |
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|Students will know: |
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|How to identify water |
|How to identify things we can do with water |
|Why water is an important element |
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|Students will be able to: |
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|Name several things we can do with water |
|Distinguish uses for water |
|Make connections why water is important |
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|Stage Two – Assessment |
|Performance Tasks: What evidence will be collected to determine whether or not the understandings have been developed, the |
|knowledge and skill attained, and the state standards met? |
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|Work samples of children’s activities and a K-W-L Chart. Teaching strategies use of on the spot observations and videos. Children |
|will participate in a read aloud (large group) to measure levels of comprehension. There will also be an opportunity for a |
|dictation. |
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|Other Evidence: (quizzes, tests and so on) |
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|Portfolios to show children’s progress over time. Culmination of the study photographs and open-ended questions. |
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|Student Self-Assessment and Reflection: (self-assessments, observations, reflections, and so on) |
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|Observations and photos. |
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|Assessment Task Blueprint |
|Using the performance tasks and other evidence (including student-self assessment), complete the assessment task blueprint. |
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|What understandings or goals will be assessed through this task? (Students will…) |
| |
|Will understand how water is a way of life for people. They will also gain recognition of various types of things we use water for. The students |
|will develop enhanced language skills and the ability to speak well. Students will exercise the skills in fine arts through drawings. |
| |
| |
| |
|What criteria are implied in the standards and understandings, regardless of the task specifics? What qualities must student work demonstrate to|
|signify that standards were met? |
| |
|All hands on activities and technological recognition. The language and collaboration opportunity. |
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|Explain how one of more of the assessment tasks will enable you to guide students toward meeting the state’s graduation standards (see Unit 1, |
|u01s1). |
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|Student’s ability to comprehend language and topic. The ability to use writing tools, articulate language, understand language, speak |
|effectively, and make connections. |
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|Through what authentic performance task will students demonstrate understanding? (Provide a task overview) |
| |
| |
|These activities are fitting into the general context of what children use water for on a daily basis. They can relate to most of the vehicles |
|because many of them drink water, take baths with water at home before bedtime, and other. This will allow them to see that water has a purpose |
|for their way of life. I volunteered at a nearby school to complete this assignment because I do not work in a classroom. During meeting time we |
|had a discussion about water. The children shared some things about it...what they used water for? The dramatic play area had books about uses |
|for water and what is water? I added small spray bottles of water in the science area and the children used paper to explore whether the water |
|repelled or absorbed as they sprayed it on the paper. Next, we discovered how water could clean things. I added a few bars of dove soap in the |
|water table with a few pieces of soiled shirts and the children cleaned them with the bars of soap. They discussed among themselves what happened|
|to the dirty clothes when the soap was on it? The children had an opportunity to water a seed and watch it grow by spraying water on it for 2 |
|weeks. |
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|What student products and performances will provide evidence of better understandings? |
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|All hands on activities and technological recognition. The language and collaboration opportunity. |
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|By what criteria will student products and performances be evaluated? |
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|Student’s ability to comprehend language and topic. The ability to use writing tools, articulate language, understand language, speak |
|effectively, and make connections. |
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|Rubric |
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|Provide a rubric for at least one of the performance tasks that students will complete. Utilize the elements found in the Arter and McTighe |
|(2001) text. |
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|Stage Three – Learning Plan |
|Learning Activities: What sequence of learning activities and teaching will help students to engage with, develop, and demonstrate the desired |
|understandings? List the key teaching and learning activities in sequence. Code each activity with the appropriate initials of the WHERETO |
|elements. The WHERETO elements are: W – Where are we going? Why? What is expected? H – How will we hook and hold student interest? E – How |
|will we equip students for expected performances? R – How will we help students rethink and revise? E – How will students self-evaluate and |
|reflect on their learning? T – How will we tailor learning to varied needs, interests, learning styles? O – How will we organize and sequence |
|the learning? Include at least one strategy included in the Marzano, Pickering, and Pollock (2001) text. |
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|W-here are we going? We will explore and discover different ways to use water and how it helps us. |
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|Why- to make connections and gain recognition of its benefits. |
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|H-How will we hook and hold students interest-By relating tasks to |
|personal experiences and using student’s prior knowledge to understand the lesson. I will use stories, finger plays, and poems about water during|
|morning meeting time and story time. |
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|E- How do we equip our students for expected performances- Assessments, and strategy notes. We introduce ideas to scaffold their thinking and |
|build dialogue about the lesson at hand by asking open-ended questions to peak what they may already know about the subject. This is where the |
|K-W-L would suffice. K- what do you know about Water? W- what do you want to know about Water? L-what have we learned about Water? I would |
|dictate what students say on the K-W-L chart. |
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|R-How will we help students rethink and revise? Introduce thinking outside the box and critical thinking skills to students. Again, open-ended |
|questions. |
|E- How will students self-evaluate and reflect on their learning? By groups and assign older children 5 year-olds to assist 3 year-olds. I would|
|walk around and observe which child is having difficulty then assist him or her through scaffolding and without bringing attention to them. |
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|T– How will we tailor learning to varied needs, interests, learning styles? I would sit the antsy child next to me, the resilient child next to a|
|child who is more focused and attending to the lesson. He or she will motivate the resilient child to work at the task. |
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|O – How will we organize and sequence the learning? |
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|I would implement small groups. Demonstrate the lesson and observe and assess students as they attend to the lesson and activities. |
|Research-based Instructional Strategies: Briefly discuss how you incorporated at least one strategy from the Marzano, Pickering, and Pollock |
|(2001) text. |
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|I I would implement wait time. This will allow me to help those students who need a bit of one-on-one and allow the resilient or antsy child a |
|break in between the lesson as well as scaffold children into critical thinking stages. |
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|Differentiation: |
|Briefly discuss how you have incorporated instructional strategies in this unit that address different learning styles and student needs. |
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|By using the strategy Pause, Prompt, and Praise I will be able to help all children with various or similar learning styles. I will accommodate |
|according to their individualizations or IEPs if need be. |
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|Adapted from the Understanding by Design Template available online, Understanding by Design: Professional Development Workbook, and the appendix |
|of Understanding by Design (2005) text. |
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|References |
|Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student |
|performance. (Experts in Assessment Series.) Thousand Oaks, CA: Corwin Press. |
|Marzano, R., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student |
|achievement. Alexandria, VA: ASCD. |
|McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: ASCD. |
|Wiggins, G. & McTighe, J. (n.d.). Understanding by design exchange. Retrieved November 2, 2004 from http://www.ubdexchange.org/ |
|Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd Edition). Alexandria, VA: ASCD. |

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