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Unit of Instruction

1. Unit Goals (long rangehow does this unit fit with year-long goals?) Colorados new state standards reflect the desire for fewer standards with deeper thinking. In Kindergarten, there are four big ideas in Science and each are covered in the four quarters. This unit will cover the first Science concept- Objects can move in a variety of ways that can be described by speed and direction. 2. Specific ways to relate goal(s) to curriculum (team/department, system and state frameworks) Here is the Physical Science standard this unit will address from the Colorado Department of Education: Content Area: Science Grade Level Expectations: Kindergarten Standard: 1. Physical Science Prepared Graduates: Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects Concepts and skills students master: 1. Objects can move in a variety of ways that can be described by speed and direction Evidence Outcomes Students Can: a. Observe, investigate, and describe how different objects move (DOK 1-2) b. Describe the motion of a child who is playing (DOK 1) 21st Century Skill and Readiness Competencies Inquiry Questions: 1. What can change how fast or slow an object travels? 2. What indicates which objects will be easier or harder to move?

Relevance & Application: 1. People must push harder to move their bikes, skateboards, or scooters as they go faster or as they go up a hill. 2. Information about motion can be represented in pictures, illustrations, and simple charts. Nature Of: 1. Recognize that scientists try to be clear and specific when they describe things. (DOK 1) 2. Make predictions about the motion of an object. (DOK 1-2) 3. Ask testable questions about the movement of objects. (DOK 1-3)

3. Characteristics of the students for whom this unit is intended (needs in the cognitive, affective, physical, and social areas) This unit is designed for Kindergarteners, ages 5-6. Cognitive: Kindergarteners are sponges. They love to explore, test out ideas, and talk about everything. Kindies have active imaginations, are literal and need to do, not just listen. These students need short activities, 10 minutes or less, explanations of one idea at a time and repetition. Affective: These students experience feelings very strongly. Teasing and criticism are taken seriously at this age as they are very literal. Approval is important, especially from adults. Kindies are still egocentric but have empathy and desire to be helpful. Kindergartners are often shy until they learn the rules and become comfortable in new situations. Physical: Kindies are full of physical energy and are working to develop fine motor skills and greater coordination. They are developing rhythm and enjoy music and movement. As Kindergarteners have short attention spans, it is important to alternative sitting and physical activities.

Social: Relationships are very important and these students are learning both to be independent and cooperative. Kindergarteners are friendly, helpful and desire to be given responsibilities. 4. Students Present Level of Performance and Knowledge (Do the students have the adequate knowledge to complete the unit successfully? What prerequisite skills must the students have to complete the unit content? Include technology skills. As this unit is for 1st quarter, it is many of the students first experience with formal Science learning. Most students will have explored with basic, various Science topics independently and with family and friends. Prerequisite skills include abilities to write name and letters, draw simple pictures and color, follow directions, and point, click and double-click on the computer. 5. Classroom Layout and grouping of students (Where will the learning take place? How will the room be organized? How will students be grouped (whole group, individuals, pairs, small groups, etc.) These activities will take place in students home classrooms. They are directed by the online teacher, through text and screencasts. Students will complete them individually with support from their parental teachers aide. 6. Introductory procedures (How will you introduce the unit and the goals?) The unit will begin with a pre-test and then the standard will be stated for the unit: students will learn how things move. Students will watch a movie about motion, listen to an ebook and complete a simple worksheet as the introductory activity. 7. Materials and media (any resource, persons or materials: be as specific as possible. Identify resource, its availability, how it is to be used and why. Media: Students have a UN/PW for the Discovery Education website. The following resources will teach and support this unit: Discovery Education videos and video segments, ebooks, explorations, and definitions. I will also develop a tabbed website with static images, links to resources, lesson information and worksheets. Materials: Simple objects from home (ball, cookie sheet, etc.) will be used for some of the experiments for students to learn with physical exploration. There are also worksheets for students to record and demonstrate their learning. 8. Visuals (although this is part of the materials and media, I want this to be a specific part of your plan). Identify at least EIGHT static graphic visuals (NOT links to video clips or websites, please) that you will be creating and use, their purpose, and design. Concepts: One image to represent motion of objects One image to represent motion of children at the park One image to represent force

Elements of Learning: Two images for each of the following to prepare students for the curriculum: Discovery Education, Online game, Science workbook, Lesson with teacher, Physical exploration, Student quiz, Science experiment, and Student test a. One image will be the basic image to represent the element b. One image will integrate the basic image with the name of the image Audio: One image of speaker so students know to click there for audio instructions 9. Assessment and evaluation of learner understanding (Identify the methods the teacher will use to identify student learning levels and needs. Describe when these will be used during the unit) Pre-test at the beginning of the unit: Students will individually complete a pencil/paper pre-test to show prior knowledge. Post-test at the end of the unit: Students will individually complete a pencil/paper post-test to demonstrate mastery of standards. Worksheets will also be turned in during the unit so understanding can be assessed during the quarter. 10. Relate assessment instruments to the outcomes stated in the goals. Questions and activities on the assessment will cover the following: Observe, investigate, and describe how different objects move. Describe the motion of a child who is playing. What can change how fast or slow an object travels? What indicates which objects will be easier or harder to move? Understand- people must push harder to move their bikes, skateboards, or scooters as they go faster or as they go up a hill. Make predictions about the motion of an object. Ask testable questions about the movement of objects. Also, I will utilize information about motion in pictures, illustrations, and simple charts.

* Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html