TITLE
AUTHOR (you)
GRADE:
INTEGRATED DISCIPLINES:
NCTM STANDARDS;
NE STANDARDS:
OBJECTIVES:
MATERIALS:
PROCEDURES
Anticipatory Set:
Vocabulary:
Activities:
Provision for special needs:
CLOSURE:
ASSESSMENT:
References:
Reflection:
(on back of page)
Merryellen
Towey Schulz, Ph.D.
ED 355 Teaching Mathematics
College of Saint Mary Spring,
2000
Active
Learning Questionnaire
o
Does the
activity involve more than one subject area?
o
Does the
activity involve the students in exploring a topic in depth and over an extended
period of time?
o
Does the
activity provide interesting, meaningful, and accurate learning that relates to
students' daily lives?
o
Does the
activity provide opportunity for students to work collaboratively and
cooperatively while hypothesizing, making and recording observations, gathering
and defending their own evidence, and to express their results in a variety of
ways?
o
Does the
activity accomplish the objective(s) for which it is intended?
o
Is the
activity worth the time and cost needed to do it?
o
Are the
necessary materials available for doing the activity?
o
Is the
activity safe for students to do?
From Victor, E., and
Kellough, R., Science for the Elementary
and Middle School. Merrill,
1997
Merryellen
Towey Schulz
Fall, 2000
Title of Unit
Authors
Grade Level
Table of Contents
Nature of Students
Nebraska Content Standards
Overview
-
Purpose
-
Major goals
-
Ideas
Background Information
-
Rationale
for the unit
-
Content Knowledge
-
Historical Context
-
Technological and
Societal Context of Inquiry
-
Teaching and Learning
Approaches
Unit Objectives
Unit Vocabulary
Initiation
List of Learning Activities/Daily
Lesson Plans
(Include accommodations or
adaptations for special needs.)
Culminating Activity
List of Materials Need for Unit
Feedback
possibilities
Notebooks
Drawings
Portfolio
Journal
Conference
Quizzes/Tests
|
Presentations
Self-evaluation
Peer evaluation
Anecdotal records
Written questions
Classroom Charts
|
Evaluation
Bulletin Board Sketches (if
appropriate)
References
Reflection
Adapted
from: Learning to Teach Science,
Ebenezer, J. & Connor, S. (1998) and Activities for Elementary Social
Studies, Stockard, J. (1995).
Merryellen
Towey Schulz – College of Saint Mary, 2000
Planning
a Teaching Unit
-
Is the unit based on a small number of concepts?
-
Are state and national standards addressed in the
unit?
-
Do some of the lessons integrate with other areas of
the curriculum.
-
Do the lessons relate to students' experiences,
provide feedback about their present knowledge, and move smoothly into the
first activity of each sequence?
-
Are some open-ended activities included?
-
Can a variety of science processes be used in the
activities?
-
Are the activities appropriate for the students'
abilities?
-
Do the activities come from multiple sources?
-
Are activities varied?
-
Are provisions made for students with special needs?
-
Are multicultural issues included or addressed?
-
Do students apply
their knowledge in assessments or simply recall it?
-
Does the unit plan allow enough time for children to
learn what is proposed?
Merryellen
Towey Schulz, Ph.D. College
of Saint Mary, 2000
| 
