This is what a sample day should look like in your unit plan.? Note the length and level of detail and color coding. Your unit should include 5-10 days of

CityUniversity of Seattle

Teacher Certification Programs UNIT PLAN

Teacher Candidate: Student

Date Taught: N/A

Grade/Subject: 4th / Science

Lesson Focus – What You Will Teach?

Central Focus: How can humans reduce the impacts of natural hazards?

State Standards (pick 2-3 NGSS performance expectations for a unit):

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*[Clarification Statement:

Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment

Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]

(SEP: Constructing Explanations and Designing Solutions, DCI: ESS3.B: Natural Hazards & ETS1.B: Designing Solutions to Engineering

Problems, CCC: Cause and Effect) (NGSS, n.d.)

Academic Language – What Will Students Write or Say?

Language Function: High leverage Bloom’s

Vocabulary: What vocab must students know in order to

understand this lesson?

Syntax/Discourse: What writing or speaking skills will students need

in order to succeed?

Students will analyze and construct models to

learn the cause and effects of natural Earths

processes on humans.

Hazard

Natural Earth processes

Earthquakes

Tsunami

Volcano

Seismometer

Throughout the unit plan, students will be

participating in whole-group and small-group

discussions. Students may be asked to answer

questions orally or in their science journal.

Learning Tasks – What will I do? What will students do?

We will be doing one lesson a week for 6 weeks for a total of 6 lessons.

Day 1:

Learning Target: I can brainstorm building materials to

reduce the impact of an earthquake.

The Tech Museum of Innovation (n.d.)

Standard/Performance Expectation: Generate and compare multiple

solutions to reduce the impacts of natural Earth processes on humans.

4-ESS3-2

Activity (brief 1 sentence description)

The teacher will show students before/after photos and videos of earthquake damage. Students will discuss the cause and effect of how natural

processes create earthquake hazards. Students will brainstorm building materials to reduce the impact.

Formative Assessment (briefly describe).

Students will brainstorm a list of building features they think would lessen the impact of natural hazards. The teacher will ask students the

discuss the effect of their choices, and the whole class will rate the importance of their choices.

Day 2:

Learning Target: I can construct a model that will withstand

an earthquake simulation.

The Tech Museum of Innovation (n.d.)

Standard/Performance Expectation: Generate and compare multiple

solutions to reduce the impacts of natural Earth processes on humans.

4-ESS3-2

Activity (brief 1 sentence description)

Students construct a model of a structure using craft sticks and glue, then test how this "designed system" functions during a simulated

earthquake. Students will address cause and effect relationships by documenting changes as a before/after look, while their “natural

phenomenon” occurred.

Formative Assessment (briefly describe).

Teacher will ask students why their “design system” solution will lessen the effects the natural hazard. Students will illustrate their building

structure and write a description explaining how their solution would or would not reduce the impact of an earthquake.

Day 3:

Learning Target: I can use data gathering tools to help

analyze and predict a tsunami.

(Hill, Zarske, & Carlson, 2017)

Standard/Performance Expectation: Generate and compare multiple

solutions to reduce the impacts of natural Earth processes on humans.

4-ESS3-2

Activity (brief 1 sentence description)

Students learn how satellites are used to understand the cause and effect of tsunamis. Students discuss and analyze maps of earthquake

locations with locations of where tsunamis have affected human populations.

Formative Assessment (briefly describe).

The teacher will ask students to use the data gathering tools to determine how many earthquakes have caused tsunamis in populated locations.

Day 4:

Learning Target: I can use a tsunami simulator to test how

different house materials can be impacted by a tsunami.

(Hill, Zarske, & Carlson, 2017)

Standard/Performance Expectation: Generate and compare multiple

solutions to reduce the impacts of natural Earth processes on humans.

4-ESS3-2

Activity (brief 1 sentence description)

Students will test different housing materials using a tsunami simulator. Students investigate the properties of each material and discuss cause

and effect in the development of human shelter to withstand the impact.

Formative Assessment (briefly describe).

As a whole class, the teacher will ask students to rate the materials based on the effects and the capacity to withstand certain kind of tsunami

damage.

Day 5:

Learning Target: I can measure a mock volcanic eruption and

observe the phases of a volcanic eruption.

(Hill, Zarske, & Carlson, 2017)

Standard/Performance Expectation: Generate and compare multiple

solutions to reduce the impacts of natural Earth processes on humans.

4-ESS3-2

Activity (brief 1 sentence description)

The students will observe a water-powered volcano demonstration. During the demonstration students will observe the natural hazard, measure

the height of the volcano, and discuss the cause and effect of the eruption.

Formative Assessment (briefly describe).

The teacher will ask a series of questions before, during, and after the volcanic eruption. Students will use the model to help to answer the

questions.

Before: What are the signs a volcano is going to erupt?

During: What is causing the volcano to grow?

After: What caused the volcano to form a crater after the eruption?

Day 6:

Learning Target: I construct a model to show how engineers

predict future volcano eruptions.

(Hill, Zarske, & Carlson, 2017)

Standard/Performance Expectation: Generate and compare multiple

solutions to reduce the impacts of natural Earth processes on humans.

4-ESS3-2

Activity (brief 1 sentence description)

Students will learn about different data gathering tools use to monitor active volcanos. Students will construct a seismometer and test their

model with movement (earthquake activity) and record before/after effects.

Formative Assessment (briefly describe).

The teacher will ask students how these instruments help reduce the impact of natural hazards on humans.

Performance Assessment Plan – How will you figure out if your teaching was successful?

Performance Assessment Plan

Before beginning the unit plan, I will give students a K-W-L pre-assessment. Students will share what they know about natural hazards, what

they want to know, and what they have already learned. The pre-assessment will help me shape each lesson throughout the unit plan.

Students will be in charge of their learning. Students will participate in whole-group and small-group instruction and discussions. I will use a

series of Plicker assessments, as well as using a system to call on students to assess them informally. My goal is to see all student actively

engaged and participating in the lesson. Each lesson incorporates a science practice, core idea, and a cross cutting concept (NGSS, n.d.) Students

will be asking and answering questions about natural hazards and the cause and effects on humans. Most importantly, they will be constructing

models to reinforce the core idea and to enhance student learning.

Throughout the unit, I will be giving students verbal and written feedback. Students will turn in various worksheets throughout the lessons and I

will be giving consistent feedback to them. The feedback I provide will help students grow and also help the teacher identify class growth and

areas of needs (Alber, 2015).

Students’ families will be informed about the current science unit. Students are encouraged to brainstorm ideas with their families on how

humans can reduce the impact of natural hazards. Families can create their own building structure to test the impact of an earthquake or tsunami.

Students may also construct their own volcano at home and bring it to school to demonstrate a volcanic eruption to the class.

Participation Rubric:

Criteria

4 3 2 1

Level of engagement Student proactively

contributes to class by

offering ideas and asking

questions more than once

per class.

Student proactively

contributes to class by

offering ideas and asking

question once per class.

Student rarely contributes

to class by offering ideas

and asking questions.

Student never contributed

to class by offering ideas

and asking questions.

Listening, questioning,

discussing

Respectfully listens,

discusses, ask questions,

and helps the group in

solving problems.

Respectfully listens,

discusses, and asks

questions.

Has trouble listening with

respect, and takes over

discussions without letting

other people have a turn.

Does not listen with

respect, argues with

teammates, and does not

consider other ideas, and

blocks group from

reaching agreements.

Problem solving Actively seeks and

suggests solutions to

problems.

Improves on solutions

suggested by other group

members.

Does not offer solutions,

but willing to try solutions

suggested by other group

members.

Does not try to solve

problems or help others

solve problems.

Group/Partner work Works to complete all

group goals. Always had a

positive attitude about the

tasks and work of others.

All team members

participated equally.

Usually helped to

complete group goals.

Usually had a positive

attitude about the tasks

and work of others.

Assisted team members in

the finished project.

Occasionally helped to

complete group goals.

Sometimes were unkind

about tasks and the other

of others. Finished

individual task, but did not

help assist team members.

Does not work well with

others and shows no

interest in completing

group goals. Negative

attitude towards the task

and work of others. Did

not contribute to group

effort.

Work completion Student completed ALL

required assignments.

Student completed ¾ of

the required assignments

Student completed ½ of

the required assignments

Student completed 0 of the

required assignments.

References

Alber, R. (2015, February). 5 highly effective teaching practices. Retrieved from https://www.edutopia.org/blog/5-highly-effective-teaching-

practices-rebecca-alber

Hill, G., Zarske, M., Carlson, D. (2017, August). Ready to erupt! Retrieved from

https://www.teachengineering.org/activities/view/cub_natdis_lesson04_activity1

Hill, G., Zarske, M., Carlson, D. (2017, November). Survive that tsunami! Retrieved from

https://www.teachengineering.org/activities/view/cub_natdis_lesson06_activity1

Next Generation Science Standards (NGSS). (n.d.). 4-ESS3-2 Earth and human activity. Retrieved from https://www.nextgenscience.org/pe/4-

ess3-2-earth-and-human-activity

The Tech Museum of Innovation. (n.d.). Building for the big one. Retrieved from http://ngss.nsta.org/Resource.aspx?ResourceID=68