ubd stage 1 samples
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Samples - UbD Stage 1
This material, developed by the CT Center for Science Inquiry Teaching and Learning, is
based upon work supported by the Connecticut State Department of igher !ducation
through the "o Child Left #ehind $ct of %&&', Title II, (art $, Subpart ), ImprovingTeacher *uality State +rant unds- CD$./01)23#1
The complete documents can be found on 4allingford5s Curriculum 4eb page athttp677wallingford1ccsct1com7page1cfm8p9):
+rade ) ; 4ater Cycle 11111111111111111111111111111111111111111(age %
+rade ) ; (lant Life Cycles and Soil (roperties111(age <
+rade ) ; Sound1111111111111111111111111111111111111111111111111111(age /+rade 0 ; !lectrical Circuits and =agnets111111111(age '%
+rade 0 ; >ocks and =ineral111111111111111111111111111111(age '2
+rade < ; Sun, =oon ? !arth1111111111111111111111111111(age ':
+rade / ; Laws of =otion1111111111111111111111111111111111(age %%
+rade / ; +enetics 111111111111111111111111111111111111111111111(age %<
Stage 1 Examples of UbD Page 1 of 28
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Grade 3 – Water Cycle
During this unit students investigate how the sun5s energy impacts the water cycle and the effect ofheat energy on the melting, evaporation, condensation and free@ing of water1 Students will alsorecogni@e that water can be found many places on earth1 Different cloud types and weather tools suc
as a thermometer, barometer, wind vane and water gauge will be eAplored1
STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes the desred results of
the unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurng
understandngs, essental "uestons, knowledge and sklls#
C!"te"t Sta"dard#s$$eneral%atons about what students should know and be able to do#
CSDE C!"te"t Sta"dards
BCSD! Science ramework %&&0
CSDE %r&mary E'pected %er(!rma"ces
BCSD! Science ramework %&&0$
Propertes of &atter ' (ow does the stru!ture of
matter affe!t the propertes and uses of materals?
3)1 - *ater&als +a,e pr!pert&es t+at ca" be
&de"t&(&ed a"d descr&bed t+r!g+ t+e se !(
s&mple tests)
• eating and cooling cause changes in some of
the properties of materials1
Energ) n the Earth*s S)stems ' (ow do external and
nternal sour!es of energ) affe!t the Earth*s s)stems?
.)3 - Water +as a ma!r r!le &" s+ap&"g t+e
Eart+0s sr(ace)
• 4ater circulates through the !arth5s crust,
oceans and atmosphere1
#%1 Describe the effect of heating on the melting,
evaporation, condensation and free@ing of water1
#'%1 Describe how the sun5s energy impacts the wate
cycle1
S!entf! +n"ur)
# I"*1' =ake observations and ask questions
about obects, organisms and the
environment1# I"*1% Seek relevant information in books,
maga@ines and electronic media1# I"*1) Design and conduct simple
investigations1
# I"*10 !mploy simple equipment and measurintools to gather data and eAtend the sense
Stage 1 Examples of UbD Page 2 of 28
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S!entf! tera!)
# I"*1< Ese data to construct reasonable
eAplanations1# I"*12 $naly@e, critique and communicate
investigations using words, graphs and
drawings1
# I"*13 >ead and write a variety of scienceFrelated fiction and nonfiction teAts1
S!entf! -umera!)
# I"*1/ Search the 4eb and locate relevant
science information1
# I"*1: Ese measurement tools and standardunits Be1g1, cm, m, g, kg to describe
obects and materials1
# I"*1'& Ese mathematics to analy@e, interpretand present data1
E"dr&"g U"dersta"d&"gs +nsghts earned from explorng general%atons .a the
essental "uestons /Students wll understand 0(03
4512 endurng understandngs are those understandngs
that should be de.eloped o.er tme, the) are not expe!ted to be mastered o.er one unt or one )ear#
Esse"t&al est&!"s
+n"ur) used to explore general%atons
6.erar!hng Endurng Understandngs7
• Science is the method of observation and
investigation used to understand our world1
BGF'%• Inquiry is the integration of process skills,
the application of scientific content, and
critical thinking to solve problems1 BGF'%
Unt Spe!f! Endurng Understandng
• $ change in temperature can affect the
physical properties of water1• 4ater circulates through a continuous
cycle1• The sun5s energy drives weather patterns1
• Scientists use various tools to measure
and describe weather in order to help
predict future weather patterns1
• ow is inquiry used to investigate the answe
to questions we pose8
• ow does water change states as it travels
through the water cycle8
• ow does the water cycle impact the
environment8
• ow does energy from the sun affect the
weather8
• ow does heat energy Btemperature change
the state of a liquid7solid7gas8
• ow do you measure and describe weather8
• 4hy do we need to predict the weather8
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2"!ledge a"d S4&llsWhat students are expe!ted to know and be able to do
T+e 4"!ledge a"d s4&lls &" t+&s sect&!" +a,e bee" e'tracted (r!m Wall&"g(!rd0s
2-5 Sc&e"ce Sc!pe a"d Se6e"ce)
4nowledge
The students will be able toHG'1 Identify the stages in the water cycle Bevaporation, condensations, precipitation, ground water,transpiration1
G%1 !Aplain the relationship between evaporation and condensation within the water cycle1
G)1 Describe that melting and evaporation require the addition of heat energy and condensations and
free@ing require removal of heat energy1G01 >ecogni@e that water can be found many places on earth1 Bplants, animals, humans, soil, etc1
G<1 !Aplain the function and purpose of weather tools such as a thermometer, barometer, wind vane,
and rain gauge1G21 >ecogni@e that different cloud types determine weather conditions1
G31 Identify different forms of precipitation1
SkllsS'1 +enerate investigable and nonFinvestigable questions1S%1 bserve obects Bwater, soil, plants and describe commonalities and differences among
them1S)1 Classify, based on observations of properties of water1S01 (redict6
F The state of water dependent upon temperatureF uture weather conditions based on clouds
F The effects of the addition or removal of heat on solids, liquids, or gasesS<1 Design an investigation to help answer an investigable question1S21 Conduct simple investigations1S31 Collect and record data utili@ing simple equipment and measuring tools1
F thermometer F tumbler
F graduated cylinder7rain gaugeS/1 rgani@e results in an appropriate manner, using6
• +raphic organi@ers
• Charts and graphs1
• Illustrations or diagrams1
• Simple reports
• Journaling
S:1 Communicate results or information in an appropriate manner, using6• (resentations, visuals, simple reports, ournal, writing prompt
Stage 1 Examples of UbD Page 9 of 28
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Grade 3 – %la"t &(e Cycles a"d S!&l %r!pert&es
In this unit, (lant Life Cycle ? Soil (roperties, students will focus their study on the life cycle offlowering plants and the properties of different types of soils1 The unit begins with an eAploration oflima bean and the plant embryo inside of it, concentrating students5 attention on the beginning of the
plant5s life cycle1 Students will then participate in planting :rass!a seeds B4isconsin ast (lants to
observe the remaining stages in the plant5s life cycle Bincluding sprout, leaf and bud growth, growthspurt, pollination, development of seed pods, and seed production1 (articular focus will be applied t
observing and recording changes in the plant structure in students5 science ournals1 It is important to
note that, because of time constraints, specific time frames have been provided for lesson planning aneAecution1 During Klulls in the plant part of the unit, lessons regarding soil properties will be
introduced1
Several themes are emphasi@ed in this unit1 They are B' plants have a distinct life cycle, B% otherliving things depend on plants, B) fertili@ation through pollination is essential for plant reproduction,
and B0 soils have different properties that are important for plant growth1
STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes the desred results ofthe unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurng
understandngs, essental "uestons, knowledge and sklls#
C!"te"t Sta"dard#s$$eneral%atons about what students should know and be able to do#
CSDE C!"te"t Sta"dards
BCSD! Science ramework %&&0
CSDE %r&mary E'pected %er(!rma"ces
BCSD! Science ramework %&&0$Stru!ture and ;un!ton5(ow are organsms
stru!tured to ensure eff!en!) and sur..al?
7)7-%la"ts c+a"ge t+e&r (!rm as part !( t+e&r
l&(e cycles)
• The life cycles of flowering plants
include seed germination, growth,
flowering, pollination and seeddispersal1
0he <hangng Earth5(ow do materals !)!le
through the Earth*s s)stems?7)3-Eart+ mater&als +a,e ,ar&ed p+ys&cal
pr!pert&es +&c+ ma4e t+em se(l &"
d&((ere"t ays)
• Soils can be described by their color,
teAture, and capacity to retain water1
• Soils support the growth of many kinds
$ ':1 Describe the life cycles of flowering plantsas they grow from seeds, proceed through
maturation and produce new seeds1
$ %&1 !Aplore and describe the effects of light anwater on seed germination and plant growth
$ %'1 Sort different soils by properties such as
particle si@e, color and composition1$ %%1 >elate the properties of different soil types
to their ability to retain water and support th
growth of certain plants1
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of plants, including those in our food
supply1
S!entf! +n"ur)
# I"*1' =ake observations and ask questionsabout obects, organisms and the
environment1# I"*1) Design and conduct simple
investigations1
# I"*10 !mploy simple equipment and measurin
tools to gather data and eAtend the sense
S!entf! tera!)
# I"*1< Ese data to construct reasonable
eAplanations1# I"*12 $naly@e, critique and communicate
investigations using words, graphs and
drawings1
E"dr&"g U"dersta"d&"gs +nsghts earned from explorng general%atons .a theessental "uestons /Students wll understand 0(03
4512 endurng understandngs are those understandngs
that should be de.eloped o.er tme, the) are not expe!ted
to be mastered o.er one unt or one )ear#
Esse"t&al est&!"s
+n"ur) used to explore general%atons
6.erar!hng Endurng Understandngs7 • Science is the method of observation and
investigation used to understand our world1
BGF'%
• Inquiry is the integration of process skills,
the application of scientific content, andcritical thinking to solve problems1 BGF'%
• =atter BSoil can be described and
classified for understanding1 BGF'%
• The environment is a compleA
assemblage of interacting and evolving
chemical, physical, and biological processes1BGF'%
Unt Spe!f! Endurng Understandngs7• Soils have different properties and
compositions that make them useful indifferent ways1
• lowering plants have a life cycle that
involves changes in growth and structure that
ensures production of new plants1• ther living things depend on plant
reproduction to supply the food they need1
• ertili@ation through pollination is
• ow is inquiry used to investigate the answe
to questions we pose8
• 4hat are the properties by which soils are
sorted8
• ow is inquiry used to investigate the amoun
of water different soils can retain8
• 4hat properties of soil are important for plan
growth8
• 4hat are the conditions necessary for
flowering plants to grow8
• ow does the plant change over the course o
its life8
• ow do flowering plants produce seeds and
new plants8
• ow are plants connected with other living
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essential for flowering plant reproduction and
continuation of the life cycle1
things8
2"!ledge a"d S4&llsWhat students are expe!ted to know and be able to do
T+e 4"!ledge a"d s4&lls &" t+&s sect&!" +a,e bee" e'tracted (r!m Wall&"g(!rd0s
2-5 Sc&e"ce Sc!pe a"d Se6e"ce) 4nowledgeG'1 Summari@e the conditions necessary for plant growth1G%1 Identify the distinct stages in the life cycle of a flowering plant from the germination of a seed to
the production of new seeds1G)1 Conclude that flowering plants must be pollinated in order to produce new seeds1G01 >ecogni@e the interdependence between the pollinator and the plant1G<1 !Aplain why it is advantageous for a plant to produce more than one seed1G21 Identify the properties of different types of soil1G31 >ecogni@e how soil supports the growth of many plants1G/1 >elate the properties of different soil types to their ability to retain water1
Sklls
The student will be able toH
S'1 +enerate testable and questions that need to be answered through print resources11S%1 bserve obects Bsoils, leaves, seeds, etc1 and describe commonalities and differences
among them1
S)1 Classify, based on observations of properties, the different types of soil1S01 (redict6
o uture plant growth based upon measurements of previous growth1
o The amount of water different soils might hold1
o The effect of pollination on the plant5s life cycle1
o
The effects of different types of soil on seed germination1o The effects of other conditions Blight, temperature, etc1 on plant growth
S<1 Design an investigation to help answer an investigable question
S21 Conduct simple investigations
S31 Collect and record data utili@ing simple equipment and measuring tools1 Bmeasure andrecord the daily growth of plants
S/1 rgani@e results in an appropriate manner, using
o +raphic organi@ers
o Charts and graphs1
o Illustrations or diagrams1
o Simple reports1
S:1 Communicate results or information in an appropriate manner, usingo (resentations
o Misuals
o Simple reports
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Grade 3 – S!"d
Through handsFon investigations students will understand how sound is generated and how sounds
can be made louder and softer Bloudness and higher and lower Bpitch1 They will also investigate hosound travels through a variety of materials, and how sound is reflected and7or absorbed by different
materials1 Students will also understand the structure and function of the ear1
STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes the desred results of
the unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurng
understandngs, essental "uestons, knowledge and sklls#
C!"te"t Sta"dard#s$
Ge"eral&8at&!"s ab!t +at stde"ts s+!ld 4"! a"d be able t! d!)CSDE C!"te"t Sta"dards
BCSD! Science ramework %&&0CSDE %r&mary E'pected %er(!rma"ces
BCSD! Science ramework %&&0$
Energ) 0ransfer and 0ransformatons ' What s the
role of energ) n our world?
5)1 - S!"d a"d l&g+t are (!rms !( e"ergy)
♦Sound is a form of energy that is produced by the
vibration of obects and is transmitted by the
vibration of air and obects1
Stru!ture and ;un!ton ' (ow are organsms stru!tured to ensure eff!en!) and sur..al?
5)7 - %erce&,&"g a"d resp!"d&"g t! &"(!rmat&!"
ab!t t+e e",&r!"me"t &s cr&t&cal t! t+e sr,&,al
!( !rga"&sms)
The sense organs perceive stimuli from the
environment and send signals to the brain through the
nervous system1
#'31 Describe the factors that affect the pitch and
loudness of sound produced by vibrating obects1
#'/1 Describe how sound is transmitted, reflected
and7or absorbed by different materials1
#%'1 Describe the structure and function of the huma
senses and the signals they perceive1 Bear for sound
S!entf! +n"ur)# I"*1' =ake observations and ask questions
about obects, organisms and the
environment1
# I"*1% Seek relevant information in books,maga@ines and electronic media1
# I"*1) Design and conduct simple
investigations1
# I"*10 !mploy simple equipment and measurin
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tools to gather data and eAtend the sense
S!entf! tera!)
# I"*1< Ese data to construct reasonable
eAplanations1# I"*12 $naly@e, critique and communicate
investigations using words, graphs anddrawings1
# I"*13 >ead and write a variety of scienceF
related fiction and nonfiction teAts1
S!entf! -umera!)
# I"*1/ Search the 4eb and locate relevant
science information1
# I"*1: Ese measurement tools and standardunits Be1g1, cm, m, g, kg to describe
obects and materials1
# I"*1'& Ese mathematics to analy@e, interpret
and present data1
E"dr&"g U"dersta"d&"gs +nsghts earned from explorng general%atons .a the
essental "uestons /Students wll understand 0(03
4512 endurng understandngs are those understandngs
that should be de.eloped o.er tme, the) are not expe!ted to be mastered o.er one unt or one )ear#
Esse"t&al est&!"s
+n"ur) used to explore general%atons
6.erar!hng Endurng Understandngs7 • Science is the method of observation and
investigation used to understand our world1
BGF'%
• Inquiry is the integration of process skills,the application of scientific content, andcritical thinking to solve problems1 BGF'%
Unt Spe!f! Endurng Understandngs7• !nergy is motion Bmovement1
• Sound is a form of energy1
• Sound is energy that is produced by
vibrating obects1 BThe only way sound is
created is through vibration1• Sound can be described by pitch
Bfrequency and volume and otheraspects1
• Sound energy Bform of kinetic energy is
transmitted through different materials
and the air1• Sound is reflected and7or absorbed by
different materials1 The nature ofmaterials that sound travels through
• ow is inquiry used to investigate the answe
to questions we pose8
• 4hat is sound8
• ow is sound produced8
• ow does sound travel8
• ow does sound interact in our environment
• ow is energy transformed into sound8
• ow do humans perceive BNhear5 sound8
• ow do you describe differences in sound8
• 4hat materials and variables affect how you
hear sound8
• ow does the shape of an obect Bshape of
room, dome, microphone, speaker etc1 impa
hearing8
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affects the transmission and absorption of
sound1• The structure of the human ear and sound
devices can enhance the quality of
hearing1
2"!ledge a"d S4&llsWhat students are expe!ted to know and be able to do
T+e 4"!ledge a"d s4&lls &" t+&s sect&!" +a,e bee" e'tracted (r!m Wall&"g(!rd0s
2-5 Sc&e"ce Sc!pe a"d Se6e"ce)
4nowledgeG'1 Describe the factors that affect the p&tc+ and l!d"ess of sound produced by vibrating obects1
• (itch Bfrequency is the lowness or highness of a sound, also know as musical note1
• Mibration is to move back and forth Bor up and down1
• Changing the length, width, tension, or thickness of an obect affects the pitch of the sound
when it vibrates1 Longer, thicker, wider items usually produce a lower pitch1 Shortersmaller items usually produce a higher pitch1
• Molume is the loudness of a sound1 Changing the amount of vibration affects the loudness=ore vibration Bmore energy is louder1 1
G%1 (roduce sounds with different pitches and volume levels1G)1 Describe how sound is transmitted, reflected and7or absorbed by different materials1
• Some materials absorb sound and some materials reflect sound1 Smaller, softer, more
irregular materials absorb sound better1 arder, more regular, and larger obects reflect
sound better1
• Sound can be reflected and heard as an echo1
• Sound travels differently through solids, liquids and gases1 Bfastest in solids and slowest
in air1
G01 Demonstrate how sound is affected by different materials Bair, water, foam etc1 in differentenvironments1 Blarge room, small room, room with dome etc1
G<1 Describe the structure and function of the human ear1
G21 !Aplain how humans perceive sound including how the ear functions and how the nervous systemsends messages to the brain Breceptors1
• !Aplore appropriate decibel levels of common sounds and ustify reasons for having sound
at different decibels1
• !Aplore technological applications of sound1 Bhearing aids, microphones, speakers,
megaphones
G31 !Aplore decibel levels of common sounds and eAplain reasons why sounds are different decibel
levels1
G:1 !Aplore technological applications related to sound1 Bhearing aids, microphones, speakers,megaphones
SkllsS'1 +enerate investigable and nonFinvestigable questions1
S%1 bserve obects and describe commonalities and differences among them1
S)1 Classify, based on observations of properties1S01 (redict what might happen1
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S<1 Design an investigation to help answer an investigable question1
S21 Conduct simple investigations1S31 Collect and record data utili@ing simple equipment and measuring tools1
S/1 rgani@e results in an appropriate manner, using6
• +raphic organi@ers, charts and graphs, illustrations or diagrams, simple reports, etc1
S:1 Communicate results or information in an appropriate manner, using6• (resentation, visuals, simple reports, etc1
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Grade . - Electr&cal C&rc&ts a"d *ag"ets
In this unit, students will be invited to discover that electricity in circuits can generate energy in theform of light, heat and magnetism through the inquiry process1
Through a series of investigations, students learn that electric circuits require a complete circuit
Bcircle through which an electrical current passes, and that different types of circuits show differenttypes of characteristics1 They will also discover which materials are conductors and insulators of
electricity1 $s a culminating activity, students will apply their new knowledge by researching testable
questions and7or wiring flashlights and houses1
STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes the desred results of
the unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurngunderstandngs, essental "uestons, knowledge and sklls#
C!"te"t Sta"dard#s$
Ge"eral&8at&!"s ab!t +at stde"ts s+!ld 4"! a"d be able t! d!)CSDE C!"te"t Sta"dards
BCSD! Science ramework %&&0CSDE %r&mary E'pected %er(!rma"ces
BCSD! Science ramework %&&0$
Energ) 0ransfer and 0ransformatons ' What s the
role of energ) n our world?
.). - Electr&cal a"d mag"et&c e"ergy ca" be
tra"s(erred a"d tra"s(!rmed)
• !lectricity in circuits can be transformed into
light, heat, sound and magnetic effects1
• =agnets can make obects move without
direct contact between the obect and the
magnet1
;or!es and &oton ' What makes obBe!ts mo.e the
wa) the) do?
.)1 - T+e p!s&t&!" a"d m!t&!" !( !bects ca" bec+a"ged by ps+&"g !r pll&"g1
• The si@e of the change in an obect5s motion
is related to the strength of the push or pull1
• The more massive an obect is, the less effect
a given force will have on its motion1
#'01 Describe how batteries and wires can transferenergy to light a light bulb1
#'<1 !Aplain how simple electrical circuits can be us
to determine which materials conduct electricity
#'21 Describe the properties of magnets, and how the
can be used to identify and separate miAtures of
solid materials1
#/1 Describe the effects of the strengths of pushes an
pulls on the motion of obects1#:1 Describe the effect of the mass of an obect on its
motion1
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S!entf! +n"ur)
# I"*1' =ake observations and ask questions
about obects in the environment1# I"*1% Seek relevant information in books,
maga@ines and electronic media1
# I"*1) Design and conduct simple
investigations1# I"*10 !mploy simple equipment and measurin
tools to gather data and eAtend the sense
S!entf! tera!)
# I"*1< Ese data to construct reasonable
eAplanations1# I"*12 $naly@e, critique and communicate
investigations using words, graphs and
drawings1# I"*13 >ead and write a variety of scienceF
related fiction and nonfiction teAts1
S!entf! -umera!)
# I"*1/ Search the 4eb and locate relevant
science information1# I"*1: Ese measurement tools and standard
units Be1g1, cm, m, g, kg to describe
obects and materials1
# I"*1'& Ese mathematics to analy@e, interpretand present data1
E"dr&"g U"dersta"d&"gs +nsghts earned from explorng general%atons .a the
essental "uestons /Students wll understand 0(03
4512 endurng understandngs are those understandngsthat should be de.eloped o.er tme, the) are not expe!ted
to be mastered o.er one unt or one )ear#
Esse"t&al est&!"s
+n"ur) used to explore general%atons
6.erar!hng Endurng Understandngs7
• Science is the method of observation and
investigation used to understand our world1
BGF'%• Inquiry is the integration of process skills,
the application of scientific content, and
critical thinking to solve problems1 BGF'%
Unt Spe!f! Endurng Understandngs7
• !lectrical circuits require a complete loop
through which an electrical current passes1• !lectricity is used to generate energy that
can be transformed into other forms of energyBsound, light, heat and motion1
• Some materials conduct electricity and
• ow is inquiry used to investigate the answe
to questions we pose8
• ow is electricity used to create heat, sound,
light, and motion8
• ow is electricity used in our world8
• ow do batteries and wires conduct electrici
to a light a bulb8
• 4hat types of materials are conductors of
electricity and what materials are not
conductors Binsulators8
• ow do magnets interact with each other and
other obects8
• 4hat are properties of magnets8
• ow does the si@e and strength of a
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some materials do not1• !lectricity is essential to living in today5s
modern, technologically advanced world1
• =agnets produce a force that can move
certain obects without direct contact1
• =agnets produce a force that can vary instrength and this force can move certainobects and not other obects1
magnet affect its ability to push and pull8
• Can magnetic forces work through
different materials8
2"!ledge a"d S4&llsWhat students are expe!ted to know and be able to do
T+e 4"!ledge a"d s4&lls &" t+&s sect&!" +a,e bee" e'tracted (r!m Wall&"g(!rd0s
2-5 Sc&e"ce Sc!pe a"d Se6e"ce)
4nowledge
G'1 Describe how batteries and wires can transfer energy to light Ba light bulb and7or heat1G%1 !Aplain the path of electricity in a circuit Bopen, closed, parallel, series circuit
G)1 4ire a simple electrical circuit to light a light bulb1
G01 Construct a circuit in more than one way using the same materials1G<1 Ese symbols to represent the different parts of an electric circuit schematic1
G21 Classify materials as conductors of electricity and others materials as insulators based on tests
using simple electrical circuits1G31 !Aplain how electricity is essential to our modern world1
G/1 $pply troubleshooting strategies Bknowledge of electrical circuits to complete an incomplete
circuit1G:1 Investigate the properties of magnets including6
• =agnets have north and south poles
•
=agnetic fields weaken as distance increases1• =agnets produce a force that some things respond to and some things do not1
• =agnets eAert a force at a distance7they can push or pull without touching1
• $ magnetic force can hold a limited amount of weight1
• =agnets possess various degrees of strength1
• =agnets can eAert a force through materials1
K10. Explore how electricity and magnetism are related (electromagnet)
Sklls
S'1 +enerate investigable and nonFinvestigable questions1S%1 bserve obects and describe commonalities and differences1
S)1 Classify, based on observations of properties1
S01 (redict what might happen1S<1 Design an investigation to help answer an investigable question1
S21 Conduct simple investigations1
S31 !mploy simple equipment and measuring tools1
S/1 rgani@e appropriate and accurate measurements and observations, using6
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• +raphic organi@ers
• Charts and graphs
• Illustrations or diagrams
• Journaling
• !tc1
S:1 Draw conclusions based on data, observations, or findings1S'&1Communicate results or information in an appropriate manner, using6
• (resentations
• Misuals
• Simple reports
• !tc1
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Grade . – R!c4s a"d *&"erals
Students eAplore the differences and similarities between rocks and minerals byinvestigating samples of these !arth materials and by performing a series of mineral tests
similar to geologist5s field tests1 Students will discover how rocks are formed and
changed1 "onFfiction literatures resources will be used to assist students in uncovering
common uses of rocks and minerals1 Inquiry skills will be emphasi@ed during theseeAplorations1
STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes thedesred results of the unt n!ludng the related state s!en!e !ontent standards and
expe!ted performan!es, endurng understandngs, essental "uestons, knowledge and
sklls#C!"te"t Sta"dard#s$
$eneral%atons about what students should know and be able to do
C!"te"t Sta"dards
BCSD! Science ramework %&&0%r&mary E'pected %er(!rma"ces
BCSD! Science ramework %&&0
0he <hangng Earth7 (ow do materals
!)!le through the Earth*s s)stem?
3)3 Eart+ mater&als +a,e d&((ere"t
p+ys&cal a"d c+em&cal pr!pert&es)
• >ocks and minerals have properties
that may be identified through
observations and testing- these properties help determine how the
earth materials are used
#<6 Describe the physical properties ofrocks and relate them to their potential
uses
#26 >elate the properties of rocks to the
possible environmental conditionsduring their formation1
S!entf! +n"ur)
# I"*1'6 =ake observations and ask
questions about obects,
organisms and the environment1# I"*1%6 Seek relevant information in
books, maga@ines, electronic
sources of information1# I"*1)6 Design and conduct simple
investigations1# I"*106 !mploy simple equipment and
measuring tools to gather data
and eAtend the senses1
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S!entf! tera!)
# I"*126 $naly@e, critique, and
communicate investigationsusing words, graphs and
drawings1
# I"*136 >ead and write a variety of
fiction and nonFfiction scienceFrelated teAts1
E"dr&"g U"dersta"d&"gs +nsghts learned from explorng general%atons .a
the essental "uestons#/Students wll understand
0(03
Esse"t&al est&!"s +n"ur) used to explore general%atons
6.erar!hng Endurng Understandngs7
• Science is the method of observation
and investigation used to understand our
world1 BGF'%
• Inquiry is the integration of process
skills, the application of scientific content,and the critical thinking to solve problems1BGF'%
• The environment is a compleA
assemblage or interacting and evolvingchemical, physical, and biological
processes1 BGF'%
• !arth5s materials Brocks and minerals
are formed and may undergo change by
certain conditions, such as erosion ormetamorphism, and can occur over
various amounts of time1 BGF'%
Unt Spe!f! Endurng Understandngs7
• The unique physical and chemical
properties of rocks and minerals make
them useful1
• >ocks and minerals are limited
resources1
• ow is inquiry used to investigate our
environment8
• ow do rocks and minerals cycle
through our environment8
• 4hat are the similarities and differences
between rocks and minerals8
• ow are rocks and minerals used8
• 4hat story of !arth5s history can we
gather from rocks and minerals8
• ow is weathering the preparation for
erosion8
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2"!ledge a"d S4&llsWhat students are expe!ted to know and be able to do
The knowledge and skills are aligned with Wallingford’s Scope and Sequence.
2"!ledge
T+e stde"ts &ll 9
G'1 Differentiate between rocks and minerals
G%1 Classify rocks and minerals by their properties
G)1 >elate the physical properties of rocks to their potential usesG01 Identify the environmental conditions during the formation of sedimentary,
igneous, and metamorphic rocks1
G<1 >elate the properties of rocks to the possible environmental conditions duringtheir formation1
G21 Describe the physical changes that occur in rocks and minerals as a result of
weathering and erosion1
S4&ll
T+e stde"ts &ll)))
S'1 +enerate investigable and nonFinvestigable questions1
S%1 bserve rocks and minerals and describe commonalities and differences among
them1
S)1Classify, based on observations of propertiesS01 (redict
S<1 Design an investigation
S21 Conduct simple investigationsS31 !mploy simple equipment and measuring tools1
S/1 rgani@e appropriate and accurate measurements and observations , using
o +raphic organi@ers
o Charts and graphs
o Illustrations or diagrams
o Journaling
S:1 Draw conclusions based on data, observations, or findings1
S'&1 Communicate results or information in an appropriate manner, using
o (resentations
o Misuals
o Simple reports
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Grade 5 – S": *!!" ; Eart+
This unit focuses on the causes of day and night, the causes of the seasons and the changes Bphases ithe =oon5s appearance1 The unit begins with investigations of the reason for day and night1 Students
will model the rotation Bspin of the !arth about its aAis to demonstrate the %0Fhour cycle of one
rotation and observe day and night from !arth1 Students will then model the !arth5s revolution or orbaround the sun on an inclined aAis B%)1< o to recogni@e the reason for the seasons1 Students will
observe and describe changes Bphases in the appearance of the =oon over a lunar cycle
BapproAimately one month1 Students will recogni@e that the positions of the !arth, =oon and Sun ar predictable and that each Kcelestial Brelating to the sky body moves in a predictable pattern1 #y
having a deeper understanding of these patterns, we have made technological advances such as
telescopes, periscopes, microscopes and even eye glasses to have a better Kview of the world around
us and improve our quality of life1
STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes the desred results of
the unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurngunderstandngs, essental "uestons, knowledge and sklls#
C!"te"t Sta"dard#s$$eneral%atons about what students should know and be able to do#
CSDE C!"te"t Sta"dards
BCSD! Science ramework %&&0CSDE %r&mary E'pected %er(!rma"ces
BCSD! Science ramework %&&0$
Earth n the Solar S)stem ' (ow does the poston of Earth n the solar s)stem affe!t
!ondtons on our planet?
5)3 - *!st !bects &" t+e s!lar system are &" a
reglar a"d pred&ctable m!t&!")
• The positions of the !arth and moon
relative to the sun eAplain the cycles of
day and night, and the monthly moon
phases1
#%% !Aplain the cause of day and night based on
the rotation of !arth on its aAis1
#%) Describe the monthly changes in the
appearance of the moon, based on the moonorbit around the !arth1
S!en!e and 0e!hnolog) n So!et) ' (ow do
s!en!e and te!hnolog) affe!t the "ualt) of ourl.es?
5). - <ma"s +a,e t+e capac&ty t! b&ld a"d
se t!!ls t! ad,a"ce t+e 6al&ty !( t+e&r l&,es)
$dvances in technology allow individuals to
#%< Describe the uses of different instruments,
such as eye glasses, magnifiers, periscopesand telescopes, to enhance our vision1
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acquire new information about the world1
S!entf! +n"ur)
# I"*1' =ake observations and ask questionsabout obects, organisms and the
environment1
# I"*1% Seek relevant information in books,maga@ines and electronic media1
# I"*1) Design and conduct simple
investigations1
# I"*10 !mploy simple equipment and measurintools to gather data and eAtend the sense
S!entf! tera!)
# I"*1< Ese data to construct reasonable
eAplanations1
# I"*12 $naly@e, critique and communicateinvestigations using words, graphs and
drawings1# I"*13 >ead and write a variety of scienceFrelated fiction and nonfiction teAts1
S!entf! -umera!)
# I"*1/ Search the 4eb and locate relevantscience information1
# I"*1: Ese measurement tools and standard
units Be1g1, cm, m, g, kg to describeobects and materials1
# I"*1'& Ese mathematics to analy@e, interpret
and present data1
E"dr&"g U"dersta"d&"gs +nsghts earned from explorng general%atons .a the
essental "uestons /Students wll understand 0(03 4512 endurng understandngs are those understandngs
that should be de.eloped o.er tme, the) are not expe!ted
to be mastered o.er one unt or one )ear#
Esse"t&al est&!"s
+n"ur) used to explore general%atons
6.erar!hng Endurng Understandngs7 • Science is the method of observation and
investigation used to understand our world1
BGF'%
• Inquiry is the integration of process skills,
the application of scientific content, andcritical thinking to solve problems1 BGF'%
Unt Spe!f! Endurng Understandngs7 The predictable position of the
earth in the solar system affects the cycles of
day and night
• ow is inquiry used to investigate the answe
to questions we pose8
• ow does the position of the earth in the sola
system affect the cycles of day and night8
• ow does the position and tilt of the earth5s
aAis in the solar system affect seasonal cycle
• ow does the moon5s orbit around the earth
change our perception of the moons surface8
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The predictable position of the
earth in the solar system affects the cycle of
the seasons1 The predictable movement of the moon
accounts for the apparent changes in its
appearance when viewed from earth1
2"!ledge a"d S4&llsWhat students are expe!ted to know and be able to do
T+e 4"!ledge a"d s4&lls &" t+&s sect&!" +a,e bee" e'tracted (r!m Wall&"g(!rd0s
2-5 Sc&e"ce Sc!pe a"d Se6e"ce)
4nowledgeG:1 $naly@e relationships between the sun and earth, the earth and moon and the sun, earth and moonG'&1 Distinguish the difference between revolution and rotation1G''1 Illustrate the four seasonsG'%1 !Aplain the changes in appearance of our moon over time
G')1 Describe the apparent movement of the sun1G'01 Conclude that the earth5s movement is the reason for the apparent movement of the sun1G'<1 Conclude that the earth5s aAis is responsible for our seasons1G'21 Conclude that the rotation of the earth is responsible for the cycle of day and night1
Skillsa1 +enerate investigable and nonFinvestigable questions1
b1 bserve obects and describe commonalities and differences among them1
c1 Classify in a variety of ways based on properties1d1 (redict what might happen1
e1 Design a fair test to answer an investigable question1f1 >evise plan based on observation7 results1g1 Conduct simple investigations1
h1 Collect and record data using appropriate tools, such as6
• =etric ruler
• Timer
• "onFstandard measuring devices
• !tc1
i1 rgani@e appropriate and accurate measurements and observations, using6
• +raphic organi@ers
• Charts and graphs
• Illustrations or diagrams
• Journaling
1 Draw conclusions based on data, observations, or findings1
k1 Communicate results or information in an appropriate manner, using6
• (resentations
• Misuals
• Simple reports
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Grade = – as !( *!t&!"
STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes the desred results of
the unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurng
understandngs, essental "uestons, knowledge and sklls#
C!"te"t Sta"dard#s$$eneral%atons about what students should know and be able to do#
CSDE C!"te"t Sta"dards
BCSD! Science ramework %&&0
CSDE %r&mary E'pected %er(!rma"ces
BCSD! Science ramework %&&0$
;or!es and &oton ' What makes obBe!ts mo.e the
wa) the) do?
=)1 - >"ert&a cases a" !bect t! c!"t&"e m!,&"g
t+e ay &t &s m!,&"g "less &t &s acted p!" by a
(!rce t! c+a"ge &ts m!t&!")
$ balanced force acting on an obect does not
change its speed and7or direction of motion1
$n unbalanced force acting on an obect
changes its speed and7or direction of motion1
bects moving in circles must eAperience force
acting toward the center1
C 1) Describe the qualitative and quantitative
relationships among force, mass and changes imotion1
C 7) Describe the forces acting on an obect moving
in a circular path1
S!entf! +n"ur)• Scientific inquiry is a thoughtful and
coordinated attempt to search out, describe,
eAplain and predict natural phenomena1
• Scientific inquiry progresses through a
continuous process of questioning, data
collection, analysis and interpretation1
• Scientific inquiry requires the sharing of
findings and ideas for critical review by
colleagues and other scientists1
C >N)1 Identify questions that can be answered
through scientific investigation1
C >N)7 Design and conduct appropriate types of
scientific investigations to answer differen
questions1
C >N)3 Identify independent and dependent
variables, and those variables that are kep
constant, when designing an eAperiment1
C >N). Ese appropriate tools and techniques to
make observations and gather data1
C >N)5 Ese mathematical operations to analy@e
and interpret data1
C >N)? Identify and present relationships between
variables in appropriate graphs1
S!entf! tera!)• Scientific literacy includes speaking,
listening, presenting, interpreting, reading and
writing about science1
• Scientific literacy also includes the ability to
search for and assess the relevance and
credibility of scientific information found invarious print and electronic media
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C >N)@ Draw conclusions and identify sources oferror1
C >N)= (rovide eAplanations to investigated
problems or questions1
C >N) Communicate about science in differentformats, using relevant science vocabular
supporting evidence and clear logic1
S!entf! -umera!)
• Scientific numeracy includes the ability to use
mathematical operations and procedures to
calculate, analy@e and present scientific data
and ideas1
E"dr&"g U"dersta"d&"gs +nsghts earned from explorng general%atons .a the
essental "uestons /Students wll understand 0(03 4512 endurng understandngs are those understandngs
that should be de.eloped o.er tme, the) are not expe!ted
to be mastered o.er one unt or one )ear#
Esse"t&al est&!"s
+n"ur) used to explore general%atons
6.erar!hng Endurng Understandngs7 • Science is the method of observation and
investigation used to understand our world1 BGF'%
• Inquiry is the integration of process skills, the
application of scientific content, and critical
thinking to solve problems1 BGF'%
Unt Spe!f! Endurng Understandngs7• $n obect5s inertia causes it to continue
moving in its original direction unless it is
acted upon by a force to change its speed
and7or direction1
• 4hen a centripetal force BcenterFpulling is
applied to a moving obect the obect is
continuously changing direction as it moves
in a circular path1
• The motion of all obects can be eAplained
and predicted by the Laws of =otion1
• ow is inquiry used to investigate the answers to
questions we pose8
• 4here can you find evidence of "ewton5s Laws =otion8
• 4hat makes obects move the way they do8
• 4hat forces act on an obect moving in a circula
path8
• ow are unbalanced and balanced forces related
an obect5s motion8
• 4hat causes changes in motion8
2"!ledge a"d S4&llsWhat students are expe!ted to know and be able to do
4nowledge
0he student wll7G'31 Illustrate how balanced and unbalanced forces affect the motion of an obect1
G'/1 $naly@e how different types of friction Bfluid, static, rolling, sliding affect the motion of obects1
G':1 Demonstrate that obects at rest remain at rest and obects in motion remain in motion unless acted upon by an unbalanced force1 B"ewton5s 'st Law
G%&1 >ecogni@e how acceleration of an obect is directly proportional to the net force and inversely
proportional to its mass1 B9ma B"ewton5s %nd Law
G%'1 Differentiate between mass and weight1 Bweight 9 mass A gravity
G%%1 Describe the forces acting on an obect moving in a circular path1 Bcentripetal
Sklls
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0he student wll7a1 +enerate questions that can be eAplored through scientific investigation1
b1 Ese appropriate tools and techniques to make observations and gather data1
c1 Design and conduct an appropriate investigation to answer investigable questions1
d1 Identify independent and dependent variables and variables that remain constant1
e1 =anipulate variables in order to solve equations1
f1 Identify and present relationships between variables in appropriate graphs1g1 Draw conclusions and identify sources of error1
h1Communicate about science in different formats, using relevant science vocabulary, supporting evidence
and clear logic1
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Grade = - Ge"et&cs
STAGE 1- STANDARDS/GOASWhat should students understand, know, and be able to do? Stage one dentfes the desred results of
the unt n!ludng the related state s!en!e !ontent standards and expe!ted performan!es, endurng
understandngs, essental "uestons, knowledge and sklls#
C!"te"t Sta"dard#s$$eneral%atons about what students should know and be able to do#
CSDE C!"te"t Sta"dards
BCSD! Science ramework %&&0CSDE %r&mary E'pected %er(!rma"ces
BCSD! Science ramework %&&0$
(eredt) and E.oluton ' What pro!esses are
responsble for lfe*s unt) and d.erst)?
=)7 - Repr!dct&!" &s a c+aracter&st&c !(
l&,&"g systems a"d &t &s esse"t&al (!r t+e
c!"t&"at&!" !( e,ery spec&es)
• eredity is the passage of genetic
information from one generation to
another1
• Some of the characteristics of an
organism are inherited and some result
from interactions with the environment1
C%<1 !Aplain the similarities and differences in ce
division in somatic and germ cells1
C%21 Describe the structure and function of themale and female human reproductive systems,
including the process of egg and sperm production
C%31 Describe how genetic information is
organi@ed in genes on chromosomes, and eAplainseA determination in humans1
S<+E-0+;+< +-CU+
S<+E-0+;+< +0E<
C >N)1B Identify questions that can be answered
through scientific investigation1
C >N)11 >ead, interpret and eAamine the credibility
of scientific claims in different sources of
information1
C >N)17 Design and conduct appropriate types of
scientific investigations to answer different
questions1
C >N)13 Identify independent and dependent
variables, and those variables that are kept
constant, when designing an eAperiment1
C >N)1. Ese appropriate tools and techniques to
make observations and gather data1
C >N)15 Ese mathematical operations to analy@e an
interpret data1
C >N)1? Identify and present relationships between
variables in appropriate graphs1
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S<+E-0+;+< -U&E< C >N)1@ Draw conclusions and identify sources oferror1
C >N)1= (rovide eAplanations to investigated
problems or questions1
C >N)1 Communicate about science in differentformats, using relevant science vocabulary
supporting evidence and clear logic1
E"dr&"g U"dersta"d&"gs +nsghts earned from explorng general%atons .a the
essental "uestons /Students wll understand 0(03
4512 endurng understandngs are those understandngs
that should be de.eloped o.er tme, the) are not expe!ted to be mastered o.er one unt or one )ear#
Esse"t&al est&!"s
+n"ur) used to explore general%atons
6.erar!hng Endurng Understandngs7 • Science is the method of observation and
investigation used to understand our world1
BGF'%• Inquiry is the integration of process
skills, the application of scientific content,and critical thinking to solve problems1 BGF
'%
Unt Spe!f! Endurng Understandngs7
• eredity is the passage of instructions
specifying traits from one generation toanother1
• >eproduction is a characteristic of living
systems and is essential for thecontinuation of every species1
• $dvances in technology can change the
process of natural human reproduction1
The pros and cons of these advances can be debated1
• Some of the characteristics of an
organism are inherited while others
result from interactions with theenvironment1
• In nature, change is possible, inevitable,
and sometimes beneficial1
• Science ideas evolve as new information
is uncovered1
• ow is inquiry used to solve problems or
gather data to better understand a situation8
• ow do scientists use observation skills to
investigate questions8
• 4hat are the characteristics of a controlled
eAperiment8
• In what ways do scientists organi@e and presen
their discoveries8
• ow do organisms inherit traits from their
parents8
• ow are males and females different8• ow is genetic information passed from
generation from generation8
• ow can you look more like a Ngrandparen
than your parent8
• ow7why do cells divide8
• 4hat is the role of technology in changing
natural human reproduction8
• 4hat is the scientific evidence that suppor
evolution8
• 4hy7how do species change over time8
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2"!ledge a"d S4&llsWhat students are expe!ted to know and be able to do
T+e 4"!ledge a"d s4&lls &" t+&s sect&!" +a,e bee" e'tracted (r!m Wall&"g(!rd0s
2-5 Sc&e"ce Sc!pe a"d Se6e"ce)
4nowledge
G)1' Describe the structure and function of the male and female reproductive systems1G)1% !Aplain the similarities and differences in cell division in somatic Bmitosis and germ ceBmeiosis1
G)1) Describe the structure of D"$ and its function1
G)10 !Aplain how a gene is the mechanism for the inheritance of traits1
G)1< Solve (unnett squares to determine patterns of inheritance and seA determination1G)12 !Aplain how seAual reproduction results in genetic variability which leads to natural
selection1
G)13 Discuss the relationship between speciation, natural selection, adaptation, and eAtinctionG)1/ !Aplain how the many pieces of scientific evidence support the theory of evolution1
G)1: Debate the technological issues related to genetic research Bcloning, selective breeding,
stem cell, genetically altered food, etc1
Sklls
S'1' Identify questions that can be answered through scientific investigation1
S'1% >ead, interpret and eAamine the credibility of scientific claims in different sources of
information1S'1) Design and conduct appropriate types of scientific investigations to answer different question
S'10 ormulate a hypothesis in the NIfH1, thenHbecauseH5 format1
S'1< Identify independent and dependent variables, as well as those variables that are kept constanand the control group1
S'12 Ese appropriate tools and techniques to make observations, gather data, and organi@e
information Btables and charts1S'13 Ese mathematical operations to analy@e and interpret data including calculating the average f
multiple trials1
S'1/ Conduct measurements using the appropriate metric device and unit1
S'1: Identify and construct appropriate graphs illustrating the relationship between variables1S'1'& Draw conclusions and identify and eAplain at least three sources of error1
S'1'' (rovide eAplanations to investigated problems or questions1
S'1'% Communicate about science in different formats, using relevant science vocabulary, supportinevidence and clear logic1
S'1') +ather information using a variety of print and nonFprint sources1
S'1'0 Cite sources for print and nonFprint sources such as information located on the internet1S'1'< $naly@e eAperimental design and data so as to identify the question investigated, variables, an
sources of error1
S'1'2 $pply computerFbased tools to present and research information1