DIXIESTATEUNIVERSITYDEPARTMENTOFEDUCATION

UNITPLANTEMPLATE
TeacherCandidateKaitlynOglesby
GradeLevel____1st________ContentArea:___Science____
Step1DESIREDRESULTS
A.ContextualFactors
20students:11boys,9girls.
4ELLstudents:Student#6(WIDA1),Student#9(WIDA1),Student#13
(WIDA1),Student#15(WIDA3)
Highlearners:Student#2(reading)Student#10(writing)Student#15(math)
Low:Student#16,Student#19,Student#6,Student#13
Behavior:Student#20(OCD,angerissues),Student#7(easilydistracted),
Student#14(criesoften),Student#16(ADHD,developmentallylow).
1IEP:Student#19(unknown)
Classroomenvironment:Thereare2adultsintheroomalongwiththestudents:Mrs.S
(classroomteacher)andI.Intheroomstudentshaveindividualdesksthataregrouped
into4tableswith5studentspertable.AtthefrontoftheclassroomthereisaPromethean

boardandanareadesignatedformathandliteracytodisplaywhatconceptstheyareworkingon.
TotherightoftheroomistheteachersdeskwheretheElmoisinplace,cabinetsforstorageand
asmallhorseshoetableusedforsmallgroupinstruction.Ontheleftsideoftheroomthereis
morestoragespaceofsuppliesforstudentsandtworectangulartablesusedduringliteracyand
mathcenters.Inthebackoftheroomarethestudentcubbies,classlibrary,rugarea,andword
wall.Thereis5iPadsand5chromebooksintheclassroom.

B.UtahStateCoreorCommonCoreCurriculumStandard
Standard1:TheProcessesofScience,CommunicationofScience,andtheNatureofScience.
Studentswillbeabletoapplyscientificprocesses,communicatescientificideaseffectively,and
understandthenatureofscience.
Objective1:GeneratingEvidence:Usingtheprocessesofscientificinvestigation(i.e.
framingquestions,designinginvestigations,conductinginvestigations,collectingdata,
drawingconclusions)
a.Framingquestions:Observeusingsenses,createahypothesis,andfocusaquestions
thatcanleadtoaninvestigation.
b.Designinginvestigations:Considerreasonsthatsupportideas,identifywaystogather
informationthatcouldtestideas,designfairtests,sharedesignswith
peersforinputandrefinement.
c.Conductinginvestigations:Observe,manipulate,measure,describe.
d.Collectingdata:Decidingwhatdatatocollectandhowtoorganize,record,and
manipulatethedata.
e.Drawingconclusions:Analyzingdata,makingconclusionsconnectedtothedataorthe
evidencegathered,identifyinglimitationsorconclusions,identifyingfuturequestionsto

investigate.
Objective2:Analyzeobjectsandrecordtheirproperties.
a.
Sort,classify,andchartobjectsbyobservableproperties,e.g.,size,shape,
color,andtexture.
b.
Predictmeasurablepropertiessuchasweight,temperature,andwhether
objectssinkorfloat;testandrecorddata.

C.EnduringUnderstanding/BigIdea
Studentswillunderstand:
Howtousetheprocessofscientificinvestigation.
Howtoanalyzeobjectsobservable,andmeasurable,properties.
Howobjectspropertiesdecideiftheyfloatorsink.
D.EssentialQuestions/GuidingQuestions
Whatisascientist?
HowcanIobserve?
WhatdoIwonder?Whatabouttheseobjectsmakethemsinkorfloat?
HowcanIfindanswerstomyquestions?
HowcanIgatherinformation?
WhatarewaysIcanmeasure?
HowdoIcollectandrecorddata?
HowdoIknowifIhaveenoughdata?
Whatifmyhypothesiswaswrong?
Whatarewaystosharemyfindings?
Whatdoesitmeantocometoaconclusion?
Whydowecallitthescientificprocess?
E.Concepts
Scientistsfollowaprocess.
Objectscanbeanalyzedbasedonobservable(color,size,texture)andmeasurable
(weight)properties.
Ascientistlearnsfromtheirsenses,asksquestions,anddesignsexperimentsto
testpredictions.
Itisimportanttodesignfairtests.
Objectsthataremoredensethanthewaterwillsink,andobjectsthatareless
densewillfloat.
F.Skills(read,write,,listen)atleastone.

Frameandwritequestions
Designandconductinvestigations
Collectdata
Shareanddrawconclusions

Classifyandmeasureobjects
Communicatescientificideas

Step2ASSESSMENTEVIDENCE
1. PreAssessments
AdministerTrue/False,Labeling,andCircling,pretest
2. FormativeAssessments/Evidence
IntroInvestigation
WhatIsaw/feltchart
Writeaquestion,hypothesis,andconclusion(aspartofthescientificprocess).
Investigationdesign
Investigation(recorddata)
Discussion
3. SummativeAssessments/Evidence
Posttestwillbethesameaspretest.
Questioning

Step3LessonObjectiveswithInstructionalStrategies
Lesson1:Iwillaskandwritequestions(1.a)asIsortobjectsusingmysenses(2.a).
Openinginvestigation:sortobjectsusingsenses
Senses,float,sink(vocabulary)
WhatISaw/WhatIFeltTchart
Discussion/chart?stheyhadduringinvestigation
Studentsvotebytableon1questiontofocusonasaclass.
Lesson2:Iwillwriteahypothesis(1.a)anddesignaninvestigation(1.b).
Reviewscientificprocessofaskingaquestion.
Hypothesis,weight,size(vocabulary)
PartnerSharewhattheythink,cometoaconsensus,&writeaclasshypothesis.
ReadWhatisaScientistbyBarbaraLehn
Discussion/designinvestigation:Whatdotheywanttoknow,test,draw,measure,
sink/float
Groupspickobjectsforinvestigation
Lesson3:Iwillconductaninvestigation(1.c)andrecorddata(1.d)tofindifobjectssink
orfloat(2.b).
Reviewscientificprocessofaskingaquestion,creatingahypothesis,and
designinginvestigations.
Data(vocabulary)
Conductinvestigationingroups
o Materialsneeded:Bucket,water,itemstotest,scales,recordingsheet

Lesson4:Iwillsharemydatawithothersandwriteaconclusion(1.e)
Reviewscientificprocessofaskingaquestion,creatingahypothesis,and
designinginvestigations.
Discussion/lookatdataasaclass,andwithpartners.Guideusing?prompts:
o Showpicturesofwhatitemsyouused.
o Whatwastheheaviestobject?
o Whichitemsfloated?
o Etc.
RevisitHypothesis
Density,teachactions(more/lessdensethanwater)andreviewobjects
Writeaclassconclusion