ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

My student is on an IEP. One of his objectives is to complete higher order thinking skill activities. I also talked with his classroom teacher to find out his areas of need. She suggested that he work on writing activities. Through this unit of instruction, my student will work on reading and writing skills which promote higher order thinking. He will also work on vocabulary development which is also an identified need. The results of the student’s MAP testing indicate that he needs to improve his literal comprehension and word meaning and reading strategies. In the areas of literal comprehension, the student will work on locating and summarizing information in text, and locating information using various parts of a book. In the area of word meaning and reading strategies, the student will improve his vocabulary and recognize meanings of words from context.

Understandings & Goals

Enduring Understanding: 1. I want my student to understand how to go into any library and use the online card catalog system to locate resources. 2. I want my student to know how to use different resources to compile information.3. I want my student to understand that there are nine planets and that they have special characteristics and order from the sun.
Goal(s): 1. To identify the names and characteristics of the nine planets. 2. To gather information by reading from different sources. 3. To organize information in writing.  4. To create a project from the compiled research. 5. To write a story using descriptive vocabulary.

Questions Answered

Essential questions: 1. How do you find a book in the library? 2. What kind of resources do you need to use (e.g., internet web sites, books, encyclopedias) to research your topic? 3. How are each of the nine planets different from planet Earth? 4. How are each of the nine planets similar to planet Earth?
Objectives: 1. When asked by his teacher, the student will identify orally or in writing, the names of the nine planets in order with 100% accuracy. 2. When given a planet to research, the student will list five facts about the planet using two different resources with 90% accuracy. 3.  When given a name of a planet, the student will give orally or in writing one difference and one similarity between a given planet and Earth with 100% accuracy.  4. When given a webquest on planets, the student will complete the web quest with 80% accuracy indicated by a rubric.  5. After researching the planets, the student will create a PowerPoint presentation on the planets with 90% accuracy indicated by a rubric.  6. After choosing a planet, the student will write a story about that planet using descriptive language with 80% accuracy indicated by a rubric.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? 1. In this project, the final PowerPoint presentation and planet story will show evidence of understanding . 2. The student will also complete the solar system section on the GeoSafari CD-ROM, which will quiz him on the names of the planets from the sun.
What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding?  1. The student will complete a KWL chart at the beginning and throughout the unit and will keep adding to it as needed.  2. He will decide which information is important enough to be included in his project.  3. There will be probing questions. *How is _____(planet) similar to Earth? He will complete a planet webquest. *How is _____(planet) different from Earth?
What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? 1. The student will create a PowerPoint presentation listing five facts about each of the nine planets.  2. This project will show his understanding of the planets.  3. He will be evaluated using a rubric. 4. The student had input on what he thought should be included in the PowerPoint rubric.  5. He will place the nine planets in order using the kidspiration program.  6. He will write and illustrate a story about his chosen planet using Storybook Weaver.  7. He will complete the planet section on the GeoSafari CD. 8.  He will complete a webquest on the planets and be evaluated using a rubric.
What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? Informal observations will be conducted daily. 1. Graphic organizers will be used to compile information. 2. There will be ongoing dialogue with the student as he is working on his project.  3. Samples of the students work will be put in his folder.

Instructional Strategies

1) My student will use the inquiry-based strategy while he gathers, records and discusses five characteristics of each planet. He will use different sources; e.g., internet, books, encyclopedia etc. to find five facts on each of the nine planets. He will also answer the questions: How is each planet similar to Earth? How is each planet different from Earth? 2) The student will use project-based learning during the completion of his planet research. He will effectively use the information he gathered to create a PowerPoint presentation about the planets. He will share the completed slide show with students. Both of these strategies will engage the student in higher order thinking skills. These tasks require the student to gather information, analyze it and compile it into a completed project.