Unit Blueprint (to guide in writing unit)

INSERT GRADE LEVEL AND TOPIC

INSERT DCI CODE and TITLE

Instructional Sequence 1 / Instructional Sequence 2 / Instructional Sequence 3 / Instructional Sequence 4 / Instructional Sequence 5
Performance Expectation INSERT CODE
INSERT PE
Clarification Statement: INSERT TEXT.
Assessment Boundary: INSERT TEXT / Performance Expectation INSERT CODE
INSERT PE
Clarification Statement: INSERT TEXT.
Assessment Boundary: INSERT TEXT / Performance Expectation INSERT CODE
INSERT PE
Clarification Statement: INSERT TEXT.
Assessment Boundary: INSERT TEXT / Performance Expectation INSERT CODE
INSERT PE
Clarification Statement: INSERT TEXT.
Assessment Boundary: INSERT TEXT / Performance Expectation INSERT CODE
INSERT PE
Clarification Statement: INSERT TEXT.
Assessment Boundary: INSERT TEXT
INSERT DCI CODE: INSERT DCI
INSERT DCI Title
INSERT DCI Text / INSERT DCI CODE: INSERT DCI
INSERT DCI Title
INSERT DCI Text / INSERT DCI CODE: INSERT DCI
INSERT DCI Title
INSERT DCI Text / INSERT DCI CODE: INSERT DCI
INSERT DCI Title
INSERT DCI Text / INSERT DCI CODE: INSERT DCI
INSERT DCI Title
INSERT DCI Text
Science and Engineering Practices
INSERT SEP Title
INSERT SEP Text
INSERT SEP Focus and CODE / Science and Engineering Practices
INSERT SEP Title
INSERT SEP Text
INSERT SEP Focus and CODE / Science and Engineering Practices
INSERT SEP Title
INSERT SEP Text
INSERT SEP Focus and CODE / Science and Engineering Practices
INSERT SEP Title
INSERT SEP Text
INSERT SEP Focus and CODE / Science and Engineering Practices
INSERT SEP Title
INSERT SEP Text
INSERT SEP Focus and CODE
Crosscutting Concepts
INSERT TITLE
INSERT CCC Focus and CODE / Crosscutting Concepts
INSERT TITLE
INSERT CCC Focus and CODE / Crosscutting Concepts
INSERT TITLE
INSERT CCC Focus and CODE / Crosscutting Concepts
INSERT TITLE
INSERT CCC Focus and CODE / Crosscutting Concepts
INSERT TITLE
INSERT CCC Focus and CODE
Connections of Nature of Science OR
Connections to Engineering, Technology and Applications of Science
INSERT TITLE
INSERT TEXT and CODE / Connections of Nature of Science OR
Connections to Engineering, Technology and Applications of Science
INSERT TITLE
INSERT TEXT and CODE / Connections of Nature of Science OR
Connections to Engineering, Technology and Applications of Science
INSERT TITLE
INSERT TEXT and CODE / Connections of Nature of Science OR
Connections to Engineering, Technology and Applications of Science
INSERT TITLE
INSERT TEXT and CODE / Connections of Nature of Science OR
Connections to Engineering, Technology and Applications of Science
INSERT TITLE
INSERT TEXT and CODE
Big Ideas Sequence 1 / Big Ideas Sequence 2 / Big Ideas Sequence 3 / Big Ideas Sequence 4 / Big Ideas Sequence 5
Tool 2 - Evidence of Learning Specifications
Insert Title of UnitInsert DCI Code and Component Idea
Guiding Question: Phenomena:______Instructional Sequence ___
Performance Expectations
HS Science Graduation Competencies and Performance Indicators
Evidence of Learning Specifications (see evidence statements)

Unit: Guiding Question: Phenomena:

Instructional Sequence: Resources:

What science and/or engineering content will be developed during this learning sequence?
Note: This information comes from Tool 1 / Science and Engineering Practices / Disciplinary Core Ideas / Crosscutting Concepts and Connections
What connections will be made?
Note: This information comes from Tool 1
Performance Expectations
Note: This information comes from Tool 1
What prior knowledge is crucial as a foundation for the learning sequence?
Note: Review the previous grade band(s) for core idea
Common Student Ideas/Misconceptions/PreconceptionsNote: These ideas come from your experience teaching the topic, and the research on student ideas in science.

5E Storyline and Conceptual Flow: NOTE: FOR THE 5E STORYLINE, MOST UNITS WILL HAVE MORE THAN FIVE STAGES, FOR EXAMPLE, Engage, Explore, Explain, followed by another Explore, Explain, leading into an Elaborate, maybe an entire other Engage, Explore, Explain, Elaborate before the final Evaluate Cycle… Use/Modify the template as needed for the Unit.!

Unit: Guiding Question:

Instructional Sequence:Phenomenon:

5Es / Storyline
Using Anchoring Events / Conceptual Flow
Using DCI / Cross Cutting Concepts / SEP / Resources
Engage / Phenomena: (Initial Models)
Guiding Question: / :
Foreground or Background?: / :
Foreground or Background?: / :
Foreground or Background?:
Explore / Phenomena: (Investigating)
Guiding Question: / :
Foreground or Background?: / :
Foreground or Background?: / :
Foreground or Background?:
Explain / Phenomena: (Initial Models to Whole Class Models)
Guiding Question: / :
Foreground or Background?: / :
Foreground or Background?: / :
Foreground or Background?:
Elaborate / Phenomena: (Revising Models)
Guiding Question: / :
Foreground or Background?: / :
Foreground or Background?: / :
Foreground or Background?:
Evaluate / Phenomena:
Guiding Question: / :
Foreground or Background?: / :
Foreground or Background?: / :
Foreground or Background?:
Engage: The teacher or a curriculum task helps students become engaged by a natural phenomenon through the use of short activities that promote curiosity and elicit prior knowledge about the phenomenon and associated concepts. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of activities in the instructional sequence.
What teacher is doing (including a brief description of the activity and key questions) / What students are doing (including ideal student response to selected questions/tasks)
Identify SEP as appropriate
Identify CCSS (ELA/literacy and math) as appropriate / Guiding Question
Science Concepts
DCI, CCC, PE
Guiding Question:

Linking question from Engage to Explore:

Explore: Experiences in the Explore phase provide students with a common base of activities within which students wrestle with their current conceptions about a natural phenomenon through the science and engineering practice identified in the performance expectation. Learners may complete activities that help them use prior knowledge to generate new ideas, explore questions, and/or design and conduct an investigation.
What teacher is doing (including a brief description of the activity and key questions) / What students are doing (including ideal student response to selected questions/tasks)
Identify SEP as appropriate
Identify CCSS (ELA/literacy and math) as appropriate / Guiding Question
Science Concepts
DCI, CCC,PE
Guiding Question:

Linking question from Explore to Explain:

Explain: During the Explain phase students are provided opportunities to demonstrate their conceptual understanding and use of science and engineering practices. In this phase teachers or instructional materials employ sense-making strategies and introduce academic language. An explanation from the teacher or other resources may guide learners toward a deeper understanding, which is a critical part of this phase.
In this phase students may be using EVIDENCE from a variety of sources to construct an EXPLANATION to make their thinking visible (could be as a MODEL)
What teacher is doing (including a brief description of the activity and key questions) / What students are doing (including ideal student response to selected questions/tasks)
Identify SEP as appropriate
Identify CCSS (ELA/literacy and math) as appropriate / Guiding Question
Science Concepts
  • DCI, CCC,PE

Guiding Question:
Resources/Evidence:

Linking question from Explain to Elaborate:

Elaborate: Teachers or instructional materials challenge and extend students’ conceptual understanding and use of science and engineering practices during the Elaborate phase. Through new experiences, the students develop deeper or broader understanding by applying their understanding or practice in a new context. During the Elaborate phase teachers may emphasize the crosscutting concept in the foreground of the instructional sequence.
Students may also use further evidence from an EXPLORE phase to REVISE their EXPLANATIONS or MODELS, and connect their EXPLANATIONS/CLAIMS with scientific reasoning in an ARGUMENT.
What teacher is doing (including a brief description of the activity and key questions) / What students are doing (including ideal student response to selected questions/tasks)
Identify SEP as appropriate
Identify CCSS (ELA/literacy and math) as appropriate / Guiding Question
Science Concepts
  • DCI, CCC,PE

Guiding Question:

Linking question from Elaborate to Evaluate:

Evaluate: Experiences in the Evaluate phase encourage students to assess their conceptual understanding and use of the practices. The experiences allow teachers to evaluate student progress toward achieving the performance expectation(s). No new ideas are introduced during the Evaluate.
When students EVALUATE their own and others EXPLANATIONS/MODELS in ARGUMENTATION.
What teacher is doing (including a brief description of the activity and key questions) / What students are doing (including ideal student response to selected questions/tasks)
Identify SEP as appropriate
Identify CCSS (ELA/literacy and math) as appropriate / Guiding Question
Science Concepts
  • DCI, CCC,PE

Guiding Question:

Tool 5 - 3D Assessment

Evaluate: Experiences in the Evaluate phase encourage students to assess and reflect on their conceptual understanding and use of the science and engineering practices. The Evaluate phase includes both an activity and performance task that together allow teachers to evaluate student progress toward achieving the performance expectation(s).
Evidence of Learning Specifications (NGSS evidence statements)
HS Science Graduation Competencies and Performance Indicators
Alignment with EoLS / Performance Task to address EoLS
List questions/prompts / Ideal Student Responses to Task
Use to guide rubric development

ATTACH SPECIFIC ASSESSMENT RUBRICS… (aligned to HS Graduation Competencies/Performance Indicators)

UNIT RESOURCES:

DIFFERENTIATION: