Unit #:

Name of the Unit:Waves

Dates for the Unit:
# of Lessons:
Stage 1: Desired Results

Established Standards:
What are the relevant Common Core and/or NYS state standards students will focus on for this
unit? Feel free to use any abbreviations for easy reference later in your unit design.
For content areas that are insufficiently addressed by CCSS/NYS standards, feel free to use the
standards of other professional organizations.
Enduring Understandings:
Essential Questions:
Students will understand
Students will critically think about
What are the big ideas? What specific
understandings about these big ideas are
important? These understandings should
address misunderstandings you anticipate
students will have.

What provocative, engaging questions can

you ask students? These questions are
framed to make students curious and speak
to the heart of the discipline. These
questions have no one obvious or right
answer.

Skills:

Model Texts and Materials (provide

links if possible):
Students will read/view/engage with

Students will be able to

What literacy, presentation, or disciplinespecific skills will you teach in this unit?

What are the important, complex texts

students should read in this unit?
What media will they view/engage with
within this unit?

Stage 2: Assessment Cycle.

(Provide a brief description and link assessment items, rubrics, or lesson artifacts
from your Google Drive.)
Summative Assessments: Performance
Summative Assessments: Exams,
Task(s):
Quizzes, or Other:
What performance task(s) will students

complete for this unit? What is the performance

tasks format? How will the task allow students
to demonstrate their understandings and skills?

What other tasks or exams will you use to

measure students mastery of the
understandings and skills you describe
above?

Formative
Assessment/Interventions/Scaffolding:

Pre-Assessment:

For students to successfully complete the

performance task, what are key formative
assessments that allow you to check for
understanding, provide feedback on progress,
and intervene with students prior to the tasks
completion?
After standing waves intro do demo with wine
glasses and changing frequencyAsk How
might our observations relate to standing
waves?

At the start of this unit, how do you plan on

assessing where students existing levels of
mastery lie? Their preconceptions and
potential misunderstandings? Prior
knowledge and experience connected with
enduring understandings/essential
questions?

Additional Considerations (examples

include):

Revision Notes:

What concerns do you have regarding this

unit?
For struggling students or for students in need
of enrichment, how will you differentiate the What are you experimenting with in this unit
that you want to reflect on later?
product or the process for the performance
tasks or other summative tasks?
What skills/understandings from past units will
you need to reteach in this one? How will you
cycle these in?
Stage 3: Learning Plan
(In lieu of listing dates or statements, link a calendar and/or folder of lesson plans
and artifacts from your Google Drive.)
Calendar:
How will you sequence lessons in this unit? How does this sequence reveal coherence within
your unit plan?