Understanding By Design Unit Template

Title of Unit

Energy

Grade Level

Subject

Science

Time Frame

5 weeks

Developed By

Manal Zibara

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Students will understand that energy can be conserved, transformed and used to support development.
Cross curricular Competencies
How will this unit promote the CCC?

Students will choose appropriate tools to gather, categorize, and evaluate data in order to assess theories or test hypothesis.
They will also develop interpersonal skills through individual or group projects to investigate an energy related question.
Presentation critical thinking and persuasive skills.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

3.P.3
3.1.5.
A2
S5.A.1

S5.A.2
.1

S5.B.3
.2

Energy: Conservation and Transfer

Essential Standard
Clarifying Objectives
Recognize how energy can be
3.P.3.1
Recognize that energy can be transferred from one
transferred from one object to
object to another by rubbing them against each
another.
other.
Describe how life on earth depends
on energy from the sun.
Reasoning and Analysis
S5.A.1.1 Explain, interpret, and apply scientific,
.2
environmental, or technological knowledge
presented in a variety of formats (visuals,
scenarios, graphs).
S5.A.1.1 Explain how observations and/or experimental
results are used to support inferences and claims
about an investigation or relationship (e.g., make a
claim based on information on a graph).
Apply knowledge of scientific
investigation or technological design
to make inferences and solve
problems.

S5.B.3.2 Identify fossil fuels and alternative fuels used by

.1
humans.
S5.B.3.2 Describe the usefulness of Earths physical
.2
resources as raw materials for the humanmade
world.

Explain how renewable and

nonrenewable resources provide for
human needs.

Enduring Understandings
What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?

Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)

Students will understand that...

Content specific.

- Energy has many different sources.

- There are different types of renewable energy.
- Technology plays an important role in sustaining and
developing energy.
- How we live affects our planet such as Global
Warming.
- There are forms of energy production that dont
produce carbon dioxide.
- There are three main reasons why renewable energy
will become increasingly important: economic, political,
and environmental:
- We need to have an alternative ready because our
natural fossil fuel resources will run out.

- Where does energy come from?

- How are forms of energy stored, transferred or
transformed?
- How do living and non-living things consume
energy?
- What are the alternative ways and consequences of
obtaining and utilizing energy?
- How does technology help sustain energy?
- Why is renewable energy important?
- What are the consequences of consuming renewable
and nonrenewable resources to our earth?
- What should humans continue or stop doing if we
wish to preserve a healthy ecosystem?

Related misconceptions
Energy is truly lost in many energy transformations.
If energy is conserved, why are we running out of it?
Energy can be changed completely from one form to another (no
energy losses).
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.

Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviors that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.

Students will know...

Students will be able to

Key terms: Resources, generate, renewable, nonrenewable, identify, compare, fossil fuels, explain,
brainstorm, compare, contrast, create synthesize,
solar power, wind power, hydro power, geothermal,
petroleum, coal, natural gas, environment,
ecosystem, credibility, Apply, resources, energy,
credible sources, depletion, contribute, global
warming, deforestation, glaciers, agriculture, discuss,
application.

- Identify forms of energy (including electrical and

sound energy).
- Describe the effects and characteristics of different
forms of energy.
- Collect and present information about the transfer
and transformation of energy (including potential and
kinetic energy).
- Evaluate scientific explanations.
- Develop and communicate explanations based on
evidence and scientific methods.
- Speak clearly and accurately to convince spectators.

The characteristics of energy.

The sources of energy.
Natural resources of energy
The transformation of energy (potential, kinetic,
chemical , heat to electrical )

The conservation of energy.

Renewable and non-renewable energy.
Limited non-renewable energy sources.
Ways humans and the environment affect one another.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal
What should students accomplish by
completing this task?

R Role

What role (perspective) will your

students be taking?

A Audience

Who is the relevant audience?

S Situation

The context or challenge provided to

the student.

P Product, Performance

What product/performance will the

student
create?

Your citys coal source reserve has been depleted. The next shipment will arrive to
your cities in six months. Imagine you are the citys utility engineer and thus
you must find a solution to present to your city council. Here are your
requirement for this task:
-Explain the Impact of coal depletion on your city;
-Explain all the alternative energy resources;
-Defend your choice of alternative energy resource (include argument about
the sustainability of your choice, and indicate whether your alternative is
renewable or non-renewable)
-Justify why your choice is superior to the other options.
To answer these questions, you must:
research the depletion of coal and a possible viable resource replacement option
Present your work using: PowerPoint, Prezi, etc.

Attach rubric to Unit Plan

Critical thinking
about Energy

S Standards & Criteria for

Success

Create the rubric for the Performance

Task

Fair

Good

Outstanding

scientific
literacy

Has some knowledge

Has sufficient knowledge

Has a deep understanding

of scientific literacy.

Gather and
Evaluate
Information

Some struggle to integrate

information about questions.
Has credible and non credible
source.

Integrates sufficient
information about questions
Has only credible sources.

Integrates relevant and

sufficient information about
questions.
Has multiple credible and
accurate sources.

Use evidence
as criteria

Accepts arguments to questions

without questioning validity

Recognizes need for

reasoning and evidence for
arguments.

Evaluates arguments.
Justifies choices
Explains solutions

Justify choices
& considers
Alternatives &
implications

Can give minimal valid reasons to

support choice, does not evaluates
Pros & cons and can explain few
new understandings.
Presents idea with 1 visual form
such as charts, Presentations,
videos, etc.

Can give minimal valid

reasons to support choice,
evaluates Pros & cons and
can explain sufficient new
understandings.
Presents idea with 2 visual
forms such as charts,
Presentations, videos, etc.

Can give minimal valid

reasons to support choice,
evaluates Pros & cons and
can clearly explain many
new understandings.
Presents idea with multiple
visuals such as charts,
Presentations, videos, etc.

Other Evidence
Through what other evidence (work samples, observations,
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

Quiz: Brain Pop quiz and test.

Prompt: Discussions
Skill check: Scientific experiments make charts,
posters, information sheets, observations,
presentations (PowerPoint, Prezi, etc.)

Student Self-Assessment
How will students reflect upon or self-assess their learning?

Self- Evaluation
Did I explain my chosen form of energy?
Did I explain how it works?
Did I give details of how my form of energy
has developed over time?
Did I explain my point of view?
Did I prove why this is the best form of
sustainable energy and supported with
research, data, and experiments?
Did I convince the audience to support my
form of energy?

Stage 3 Learning Plan

What teaching and learning experiences will you use to:

/X

 achieve the desired results identified in Stage 1?

equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?

Prior Knowledge and Experiences: Students have learned concepts related to this unit in previous grades.
Students learned about the following in previous units: recycling, sources of energy for humans, how plants and
animals use energy in their everyday lives, ecosystems, The sun being a natural source of energy. They also have
mapping skills that enable them to present information to a group.
I will have a class discussion to illicit from them what they already know about the concept of energy. Also serves
as a pre-assessment.
I will also give students an overview of terms about the theme. Then, students will research in groups the
definitions of the unit words using dictionaries on IPads. Students will create posters in groups to display in the
class about sub-concepts of the unit. To include students in pre-planning, students will reflect and write down 3
questions they have about the unit concept in small groups.
I will show BrainPop videos and YouTube interactive videos about the concept. A field trip will be organized for the
students related to the unit concept to allow them to make a connection to the real world, such as a visit to the
power stations in the community or city. Students will also conduct lab experiments about the concept as well.
There will be some tests or quizzes in addition to other forms of assessments such as discussions, projects,
posters, debates, observations, reflection exit cards, etc.
How will you engage students at the beginning of the unit? (motivational set)

Students will watch BrainPop Junior videos about Heat, Light, Sound, Sources of energy, etc. They will also watch
interactive YouTube videos about Energy. They will be included in the pre-planning phase and asked to do posters
about the unit.
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
#
Lesson Title
Lesson Activities
CCCs
Resources

Science/UO
I(unit of
inquiry)
Introducti
on to the

Students predict what they will be learning about in this unit.

Students create lists with activities of how they would like to
learn. In a discussion, I will illicit from them what they already
know about the concept of energy. Also serves as a preassessment.

Note-taking,
Discussion.
Develop
interpersonal
skills.

BrainPop
Junior
videos.
Posters,
Markers,

unit

Science/UO
I

Science/UO
I

Science/UO
I

Science/UO
I

I will also give students an overview of terms about the theme

with BrainPop Junior videos: Heat, Light, Sound, Sources of
energy and ask them to take notes that they will use to make
posters for the unit, which will be displayed on boards.
http://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polarenvironment/teaching-about-natural-resources-and-energysources
www.brainpop.com/educators/community/bp-topic/solar-energy
www.brainpop.com/educators/community/bp-topic/wind-energy
www.brainpop.com/educators/community/bp-topic/fossil-fuels
I will brainstorm with students about natural resources (e.g.,
solar, wind, coal, natural gas). Students will use IPads to define
energy, identifying sources of energy, forms of energy, nonrenewable and renewable energy.
http://www.technologystudent.com/energy1/wind8.htm video
http://www.ducksters.com/science/energy.php
Using their notes from the previous lesson, students will create
an energy mind map in groups.
http://www.neok12.com/Energy-Sources.htm
http://www.enchantedlearning.com/graphicorganizers/venn/
How we live affects our planet: Whole class discussion to
understand the Global Warming and climate change. Students
will learn that there are forms of energy production that dont
produce carbon dioxide. YouTube videos will clarify the idea.
The following link will be used for the activity:
The Magic School Bus and the Climate Challenge
How much energy do we use? Students will create
information sheet on information from previous class.
Discussing as a whole class to find daily examples. In groups,
students will offer alternative solutions (natural energy sources)
and present to the class. Students will bring stories, articles
from newspapers, magazines and the internet based on energy
use or conservation. Exercise will take more than one class to
allow time for sharing.

etc.

Gather,
categorize, and
evaluate data.

Ipads,

Gather,
categorize, and
evaluate data.

A3
posters,
markers,
etc.
Overhea
d
projector.
Internet
access.

Investigate an
energy related
question.

Investigate an
energy related
question. Gather,
categorize, and
evaluate data.

Internet
access.
Ipads,
newspap
ers,maga
zines.
Posters,
etc.

Presentation and
persuasive skills.

Overhea
d
projector.
Internet

http://www.eia.gov/kids/energy.cfm?page=nonrenewable_home-basics
http://www.eia.gov/kids/energy.cfm?page=renewable_home-basics

Science/UO
I

Continue exercise from previous session and presentations.

access.
7

Science/UO
I
Lab

Interactive & Practical exploration of different forms of

energy
Students will learn about conservation of energy with a skater
dude! As the skater builds tracks, ramps and jumps, students
view: kinetic energy, potential energy and friction. The skater
can go to different planets or even space;
I will explain the concept of conserving mechanical energy using
kinetic and gravitational potential energy. The following link will
be used for the activity.

Appreciation,
Creativity,
Curiosity.
Exploring, learning
through scientific
methods.

Overhea
d
projector.
Internet
access.

Appreciation,
Creativity,
Curiosity.
Investigate an
energy related
question. Gather,
categorize, and
evaluate data.

Overhea
d
projector.
Internet
access.
IPads.

Appreciation,
Creativity,
Curiosity. Develop
and communicate
explanations
based on
evidence and
scientific
methods.
Note-taking,
Discussion.
Develop

Overhea
d
projector.
Internet
access.

http://phet.colorado.edu/en/simulation/energy-skate-park

8
Science/UO
I

How to make a simple lava lamp To explore and experience

energy change (kinetic and chemical energy), this experiment
will, show how substances react when mixed together mix.
Conserving Energy Awareness video followed by a
pair/share discussion. Students will identify ideas from the
video. Then, consider &give examples of how they are using
energy inefficiently in their own lives such as at home and
school. Have students make a list of alternative solutions for
conserving energy better.
https://www.youtube.com/watch?v=r2gbHtlXgGw (sustainable
energy video)
http://nces.ed.gov/NCESKIDS/createagraph/default.aspx

Science/UO
I
lab

Potential Energy: Students will discover how static electricity

works with an activity to explore charges and explain static
electricity. Students have manipulative materials in lab.
Electromagnet- Electrical Energy -The students will make an
electromagnet that will attract a metal. I will show How to
make an electromagnet video. Then write a procedural text on
board. The students will make an electromagnet that will attract
a metal object.
How long will fossil fuels last? Supply and demand for
electricity? video followed by a pair/share discussion

10
Science/UO

http://www.bbc.com/future/story/20120618-global-resources-stock-check

Overhea
d
projector.

I
11
Science/UO
I

Sustainable practices Students will learn about the

importance of renewable energy: economic, political, and
environmental. Economic: The need to have an alternative
resource already in place before the natural fossil fuel resource
is gone. The cost of a product depends on availability. Thus,
energy will become very expensive as it begins to run out.
Information will be collected from discussions, videos and IPads.
Students will give an exit card of
Two or more environmental concerns about resources and
energy.

interpersonal skills Internet

access.
Apply knowledge
IPads,
of unit to explain
Overhea
how natural
d
resources impact
projector.
human activities
Internet
Discussion about
access.
credible sources

http://energyxroads.com/index.html (clips from a documentary Energy

Crossroads)
http://energyxroads.com/ecofacts.htm (PDF of eco-facts/consumption/
depletion)
http://www.crwcd.org/media/uploads/200708_climate_change_impacts_USGS
.pdf
http://www.readwritethink.org/files/resources/printouts/Exit%20Slips.pdf
(Scaffolded exit tickets)

12
Science/UO
I

Students will organize information for the summative

assignment on a graphic organizer or PowerPoint Presentation
to show their understanding of the fear and the resolution. Two
or more sessions will be dedicated to this exercise. See
requirements and rubric above.
http://www.enchantedlearning.com/graphicorganizers/venn/

synthesizing
information from
multiple sources,
being able to
communicate
evidence-based
scientific
explanations

IPads,
Overhea
d
projector.
Internet
access.

Assess and Reflect (Stage 4)

Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?

Comments
Yes, students will gain the knowledge and skills needed to achieve
the desired outcomes in an active learning experience.
For struggling students:
Students may use multiple presentation options (e.g. oral, Power
Point, Prezi, debate, etc.).
Students will modify the requirements according to students
level.
The teacher can allow students to justify their choice with one

replacement choice.
Students to use picture books instead of newspapers to identify
the different energy resources.
The teacher will provide students with a word bank with graphics.
The teacher will assist students with the
planning/organization/outline or graphic organizers of their
presentation.
Students may use assistive technology.
The teacher may extended time to some students or check-in
students progress frequently.
For students who need a challenge:
Teacher may extend the students investigations and allow
him/her to produce a more in-depth product.
The teacher may accept the students suggestion to give an
alternative product as long as it is adheres to the required unit
knowledge outcomes.
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?

Yes, the lessons included different teaching strategies to cater to

students learning styles and preference such as videos, IPads,
discussions, making charts, experiments, etc.
Yes
Yes

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120313-8 (pbk)