Unit Outline

Grade Subject: Physical Sciences

UNIT TOPIC AND LENGTH:
The length of the unit includes suggested time spent on the classroom
instruction of lessons and administration of assessments. Please note
that this framework does not include individual lessons.

COMMON CORE CONTENT STANDARDS:

Standards that are relevant and aligned to the instruction and

assessments.

BIGIDEAS/ENDURING ESSENTIAL QUESTIONS:

UNDERSTANDINGS:
What provocative questions will
What are the big ideas? foster inquiry, understanding,
and transfer of learning?
The big ideas are to learn basic
understandings of physical Have you ever seen an
sciences, Magnetism and Static explosion? Perhaps on TV or in
Electricity. real life? Ever seen a rocket?
What specific understandings Have you ever been shocked by
about them are desired? a car or by someone else?
Shocking! So have I!
What they are, how they work
and how they fit into our daily Do you have any pictures on the
lives. fridge? What holds them onto it?
What misunderstandings are
predictable?
Where the water cycle fits as a
physical change, what are
conductors and insulators and
what makes an object
magnetic.

CONTENT:
What is the subject matter?
Science
Key concepts?
What is Magnetism,
Physical/Chemical changes,
and static electricity?
SKILLS:
The targeted proficiencies;
technical actions and
strategies. Starting with an
action verb.
They do not need to know
anything special before coming
in.
 Facts?
All of them. No theory at this
level.
Topics? Foundational
Information?
The foundation is their
experiences that I will use as a
spring board into the topics
mentioned above.
What key skills will students
develop as a result of this unit?
Are skills represented in the
standards?
Yes they are! They will be able
to tell the difference between a
chemical/physical change, can
explain Magnetism and Static
Electricity.

What key knowledge will

students acquire as a result of
this unit?
Already Mentioned above.

VOCABULARY/KEY TERMS:

KEY TERMS THAT ARE USED THROUGHOUT THE UNIT AND IN THE LEARNING PLAN &
ACTIVITIES

ASSESSMENT EVIDENCE AND ACTIVITIES:

INITIAL ASSESSMENT : (IF APPLICABLE)

I will give them a handout to briefly explain what Static Electricity is, what a
Chemical/Physical change is and what Magnetism is and have them provide
an example if able.

FORMATIVE ASSESSMENT: (IF APPLICABLE)

FINAL PERFORMANCE TASK:

I WILL GIVE THEM A TEST LIKE THE INITIAL ASSESSMENT AND SEE WHAT THE NEW RESPONSE
IS. THIS WILL LET ME KNOW WHETHER OR NOT THEY KNOW THE MATERIAL OR NOT.
LEARNING PLAN & ACTIVITIES:
What other learning experiences and instruction will enable
students to achieve the desired results?
Doing this all through an interactive SMART Board and having
ipads/chromebooks in order for the students to play some
games/simulations that pertain to the lessons at hand.
Is there enough information provided to direct educators in
developing lesson plans building towards the assessments? Yes.
Are there adequate descriptions of learning activities that could be
used for teaching? Yes.
Is there guidance for teachers on how to sequence lessons and
formative assessments leading to the final performance task? Yes.
Through what other evidence (e.g. quizzes, tests, academic
prompts, observations, homework, journals) will students
demonstrate achievement of the desired results?
Through Homework, small quizzes and exams.
How will students reflect upon and self-assess their learning? What
should they eventually be able to do as a result of such knowledge
and skill?
They will become more knowledgeable about the world of science
and how it affects their everyday life! They can use their knowledge
on Static electricity for example, to give them an idea on how
electricity actually works and will be well on their way to making
circuits, switches and computer (a big jump maybe?)! All of these
are building blocks to more advances sciences that will enable them
to do more.
Identify challenges in the unit (e.g. cognitive, language, etc.) and
provide recommendations of supports and strategies in the learning
plan to use with students who may experience difficulty. Use the
template in the example below to draw attention to the
supports you develop.
Additional Support Strategies: For students who need help
understanding the concepts of the course and need additional time or
effort, I recommend visiting my resources page after each class
where I will post podcasts of each class. I will also post some videos
related to the topic in case you need more of a visual display. If the
student is in need of more one-on-one learning, no problem. I will
have office hours after class each day to answer questions and help
the student in any way I can to understand the material.

RESOURCES: RESOURCES:
What materials, including books and other texts will be used in the
unit?

Ipads/chromebooks for simulations/labs/games pertaining to the

 content. If able, use my podcasts as something to help them study.
Not needed, but available.

Are all the materials referenced in the assessments included here?

They will be at no additional cost to the student and are here.