Planning Guide

Creating Learner-Focused
Schools

 

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

 

LU Title: The Seasons - Myth, Reality, Feelings

Author(s): Mirian Giunta Wilson

Grade Level: 5 or 6 Gifted and Talented Programs

School Address: Herkimer Elementary 225 Gros Blvd. Herkimer, NY 13350

Subject Area: Mythology, Social Studies, the Arts

School Phone/Fax: 315-866-8566

 

CONTENT KNOWLEDGE

Declarative

Procedural
  • Understand the scientific explanation of the seasons of the year
  • Read for content
  • Define myths
  • Create a visual presentation of scientific research
  • Comprehend myth that explains the reasons of the year
  • Prepare an oral summary
  • Explain the seasons of the year
  • Use library resources

 
  • Write a summary

 
  • Conduct research

 
  • Creatively express feelings about seasons
  • Design and make welcome posters

 

ESSENTIAL QUESTIONS

 

INITIATING ACTIVITY

 Read the story of Demeter and Persephone to class. Use the learning experience attached to unit for day 1 of unit. This may take more than one class period for presentations.

 

Connection to State Learning Standards

Content Area:

Level:

Benchmarks:

 

Benchmarks:

Standard:

 

Standard:

 

Unit Theme:

Standard:

 

Standard:

Benchmarks:

 

Benchmarks:

Learning Experiences

Declarative Knowledge

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

 Demeter is the goddess of the harvest and Persephone is her beloved daughter. When Persephone is taken to the underworld, Demeter is ditraught and nothing grows on earth.

 Story from mythology book.

 Class listening skills.

Student discussion of story.

Design and poster elements.

Art supplies

 Read story to students.

Students will make poster, welcoming Persephone back to earth.

Display in hallways for other students to enjoy.

 

 

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 

 

 

 

 

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 
  • Comparing
  • Classifying
  • Inductive Reasoning
  • Deductive Reasoning
  • Error Analysis
  • Analyzing Perspectives
  • Constructing Support
  • Abstracting
  • Other:

 

 

Planning Guide

 

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

 

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcomming constraints or lmiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

Element #1

Element #2

Element #3

Element #4

Elements

Scale

 Scientific Poster Assessment

 Creative Presentation Evaluation

 

 

Weights

 

 

 

 

4

 

 

 

 

3

 Information clear Very colorful Easy to follow

 Interesting Creative Holds class attention

 

 

2

 Explains revolution around sun Vauge

 Uninteresting Does not express feelings.

 

 

1

 No information

 No information

 

 

 NOTE: Rubric or other performance asessment instruments may be used.

 

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4

Score Point 3

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

Score Point 2

Score Point 1

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

 

Have You Considered These Yet?

 

Learn to Learn Skills:

 

Assessment Modifications:

 

Unit Schedule/Time Plan:

 

Written Overview: