Background Information. Units come in a variety of forms, but all include multiple lessons focusing on a common topic or theme. They typically extend over a period of time from a few weeks to several months. Science units focus on a question or problem to be solved. In an integrated thematic unit students might learn to make graphs in mathematics, then use these skills to discover the irregular moon cycle by graphing moonrise and moonset data. During M201, you will be teaching four science lessons, organized around a science topic or theme, to a small group of students. Depending upon the school to which you are assigned, you may be required to teach a specific topic or may be permitted to select your own. If you plan to take children outside or do anything unusual (ask them to bring in a pet or use chemicals for example), be sure to clear this with the classroom teacher in advance.

Assignment Overview. Begin your unit with a question to be solved. This will help you link your lessons together and avoid activitymania. When choosing a topic remember that your lessons must be inquiry-based and focus on “doing science.” Because you will teach only four lessons, your children will probably not be able to reach mastery so think of your mini-unit as an introduction. Stay away from topics that require long-term data collection such as predicting weather or the seasons. Work with your children to plan hands-on investigations or solve a problem. Although some topics (like dinosaurs, volcanoes, and the solar system) may interest children, they do not lend themselves to short-term, hands-on inquiry and should be avoided.

Your unit should be neat and professional in appearance. You may put it in a 3-ring notebook, large plastic pocket (one that closes securely), or in any other format that is serviceable and keeps everything together. Write in a “teacher friendly” manner so that another person could pick up your plan and use it with her/his students. It is my hope that you will be able to use your mini-unit during student teaching or in your future classroom.

Thematic Unit Components    (1) Title Page

your name and number grade level of students for whom the unit is designed title—focus question (“Big Idea”) the children will solve/answer

(2) Unit Overview—2-3 pages

Rational—Why should children know this concept, learn this skill, develop this attitude, or experience learning using this method? Summary—Brief description or descriptive list of the lessons. Unit Basics—include: (a) “Big Idea”—written as a question to be answered; (b) Objectives—What will children know and be able to do as a result of instruction? What knowledge and skills will you assess?—use bulleted or numbered list, refer to page 39 in the course reader; (c) Common Misconception about the topic, theme, or concept—list or paragraph form; and (d) National Science Standards addressed—cite the Content Standard (see Chapter 6) to which your unit objectives correspond. FYI: You may use my personal copy before/during/after class or go to NSE Standards and select Chapter 6. Optional Information—science background information you need to teach the unit, bibliography of trade books, web sites, references, additional activities or ideas for future reference, etc.

(3) Lesson Plans/Learning Cycle

You are required to have four 45-minute lesson plans pre-approved before you can teach them to your M201 students. Remember that the Learning Cycle begins with hands-on exploration, and is followed by application and explanation. Lessons that focus primarily on telling (often disguised as “discussion”) will not be approved. There is plenty of lead time so that you can revise & resubmit lesson plans multiple times if necessary. Science is different from mathematics and other content areas because it is inquiry-based and involves safety issues. As a “Sassy” teacher, you may select activities from the course reader, activity books, textbooks, Science & Children, or the Web PROVIDED you ADAPT them and CITE the source. Select lessons/activities which are developmentally appropriate, inquiry oriented, require students to use the science process skills, and encourage them to design and conduct scientific investigations and/or to solve “real” problems. Then add or supplement missing parts, sequence the lesson parts, and evaluate the lesson to make sure it represents effective science teaching practices. For each lesson, include objectives, process skills emphasized, supplies (items/quantity), time estimate, etc. Describe what you plan to do, what you plan to say, and the questions you plan to ask. To ensure that you include all the necessary parts, use the M201 Lesson Planning Feedback form. Go to: M201 Feedback Include examples of handouts, worksheets, overheads, manipulatives (Push & Pull game cards for example), and assessment tools needed to teach and evaluate the lesson.

(4) Written Reflection—2-3 pages

Think about how your unit supports students’ understanding of the theme or topic. Explain your thoughts as you planned your unit by answering these questions:

How did you pre-assess children’s misconceptions and prior knowledge before you began planning? What did you do to relate the unit to their past experiences, and overcome their misconception? How did you ensure that your lessons and assessment were aligned with your unit objectives? How do you know? Which science process skills did you focus on in your unit? Why these and not others? How/Where did you include opportunities for children to design and conduct scientific investigations and/or to solve “real” (to the children) problems?

Complete your reflection by responding to ONE of the following questions:

Is the science content developmentally appropriate for the children? How will you know? Are the activities and lessons hands-on, or hands-on, minds-on? Have you avoided activitymania? How do you know? What kinds of strategies did you use to engage children in the active search for knowledge? How have you ensured equitable treatment of girls and boys? What have you done to ensure the success of limited-English speakers and special education students (both LD and gifted)? How will you know the children can apply what they learned? How did you make use of TOG’s CD to the Rural Transit Authority? Was it helpful? How could you modify it and make it “yours”?

Support your assertions with concrete evidence and specific examples. Also label the parts so I can identify them. For example, write out reflection question 1 and answer it, then write out question 2 and add your response, etc. For additional suggestions, go to: Writing Tips