Unit Plan Overview
Unit:
Connections to Context:
This unit will connect to student’s lives by
giving them a broader view about the
universe around them. Also, students will
learn how to conduct research on a topic
with digital tools and written text.
Montessori students work independently
and that is how students will work through
this unit. Students use technology and home
and this unit will help them better use that
technology.
(How does this fit with students’ experiences,
the school goals, and the larger societal issues?
How does this fit with the broader curriculum-
what has come before and what will come
after?)
Established Goals
CCSS.ELA-LITERACY.W.1.5 - “With
guidance and support from adults, focus on
a topic, respond to questions and
suggestions from peers, and add details to
strengthen writing as needed”
CCSS.ELA-LITERACY.W.1.6 - “With guidance
and support from adults, use a variety of
digital tools to produce and publish writing,
including in collaboration with peers”
CCSS.ELA-LITERACY.W.1.7 - “Participate in
shared research and writing projects (e.g.,
explore a number of "how-to" books on a
given topic and use them to write a
sequence of instructions)”
(What content standards and program- or
mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Teacher:
Stage 1- Desired Results
Transfer
Students will be able to independently use their learning to…
• Independently research and learn more about a topic that they are interested in or that is being covered in further
schooling.
(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that… Students will keep considering…
• So much information is available today if someone has • How does one gather information as technology
the correct skills and tools to access it. develops?
• The planets in our solar system are real places and not
merely abstract ideas.
(What specifically do you want students to understand? (What thought-provoking questions will foster inquiry, meaning-
What inferences should they make?) making and transfer?)
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive Objectives Physical Development Objectives Socio-emotional Objectives
The students will be able to… The students will be able to… The students will be able to…
• Describe several planets of Earth’s • Sketch or write scene from the • Develop an interest in the planets
solar system. student’s imaginary journey of Earth’s solar system.
• Give a brief overview of Earth’s through the solar system • Become comfortable with
solar system • Take notes on gathered without searching on the internet.
• Utlize search terms and keywords plagiarizing. • Feel comfortable speaking in
to search information online. • Speak clearly and understandably front of the class.
• Record sources of information in front of the class.
gathered on the internet • Deliver an informative
• Plan out a presentation about the presentation based on research. (What values and commitments and
assigned planet. • attitudes should students acquire or
• Choose relevant information about a wrestle with?)
topic to present to the grade.
• Create a presentation based off of (What discrete skills and processes should
information gathered from a students be able to use?)
variety of sources.
• Respond to advice of peers and alter
presentation appropriately.
• Evaluate presentations of
classmates and offer suggested
changes.
• Remember facts about the planets

Evaluative Criteria
See attached rubrics
(What criteria will be used in each assessment to
evaluate attainment of the desired
results?)(rubric required)
(Regardless of the format of the assessment,
what qualities are most important?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
from other student’s presentations.
•
(What facts and basic concepts should
students know and be
able to recall?)
Stage 2- Evidence
Students will show their learning by… (summative assessment)
PERFORMANCE TASK(S):
• Use digital tools to gather information on planets.
• Research assigned planet using both written text and digital tools.
• Create a short presentation about a planet.
• Give feedback to peers on their presentations.
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
OTHER EVIDENCE:
• Students will give a presentation to the class about a planet in earth’s solar system and why classmates should visit
that planet.
• Students will research a planet and take notes on it.
• Students will practice their presentation with peers.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Pre-assessment- due Oct. 19
Questions about planets will include what a planet is, the number of planets in Earth’s solar system, the names of the planets, what it is like on different planets, and fun facts
about planets. Regarding research, I will ask students what different sources of information they can use to research a subject and if they have researched anything in the past
to get an understanding of how familiar they are with the process of researching a topic.
(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
learning event build?)
Acquisition
Students will learn ways that
they can research and how to do
that research.
Meaning
Students will be using methods of
researching that they learned
about to create a project for their
classmates.
Transfer
Students will be able to apply
their skills in research and giving
presentations to other subjects
and future classes.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Stage 3- Learning Plan
Learning Events Progress Monitoring
• (How will you monitor students’
Student success at transfer, meaning, and acquisition depends upon their participation in progress toward acquisition, meaning,
these learning events… and transfer during lesson events?)
(Formative Assessment)
I will ask students how their research is going,
what websites or books they are using, if
Initiating or Introductory Phase they are keeping track of their sources, how
We will read “A Tour of the Planets” to give students a broad overview of our solar system, a they are recording the information that they
brief picture of the solar system, a general idea of what a planet is, and get them into the gather, what the hardest or most difficult
subject. Once we have finished the story, students will draw or write about a scene from the part of the research project is, and what
journey from the solar system. questions they have about their project.
After the scene has been written or drawn, students will be introduced to the research project • (How will students monitor their
which we will be working on and how we can conduct research on a subject. own progress toward acquisition,
meaning, and
Developmental Phase
transfer?)(Assessment as
Students will have a day to research their planet and gather information to be used in their learning)(rubric?)
presentation. On this day, we will discuss how one researches topics online and through books. Several days into research I will give them a
Students will have time to research their planet with books which I will bring to class. sheet of paper with some questions on it that will
Students will create a model of their planet to use in their presentation. These models will be be addressed in their presentation to the group.
displayed in the classroom permanently. Students will answer these questions either from
Culminating Phase memory or from the information what they have
Students will be a travel agent trying to convince classmates to come vacation on their planet. gathered.
This can be done in the form of an oral presentation in front of the third grade, through a • (What are potential rough spots and
student misunderstandings?)
poster, or a pre-recorded radio add. The idea for this comes from Matt Kuiper, a Junior High
I wonder how students will do with
teacher at Heritage Christian school.
carrying out research. I can see them
struggling with it but I can see them
doing well with it because they are
used to independence.
How will students do with giving their
presentations.
• (How will students get the feedback
• (Have you included multiple means of representation, multiple means of action and
they need?)
expression, and multiple means of engagement?)
Feedback will either be written or given
• (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?) in person depending on the assessment.
• (Does the learning plan reflect principles of learning and best practices?)
• (Is there tight alignment with Stages 1 and 2?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum