UNIT PLAN FORMAT UNIT TITLE CONTENT AREAS (SPECIFY WHAT

GENERAL PERMIT VIOLATION FORM PART I PERMITTEE INFORMATION
CONTEXTUAL INFORMATION – KOREA MAIN ECONOMIC LAND USE
CONTEXTUAL INFORMATION – PORTUGAL MAIN ECONOMIC LAND USE

THERMODYNAMICS AND KINETICS OF THE NANOCHECKERBOARD FORMATION YONG
APPLICATION FORM AND PERSONAL INFORMATION SHEET IF
IMPLEMENTING INFORMATION GOVERNANCE QGEA IMPLEMENTING INFORMATION GOVERNANCE FINAL JUNE

Unit Plan Format

Unit Plan Format

Unit Title:

Content Areas: (Specify what content areas will be addressed throughout the unit)

Unit Description: (Provide a brief overview of the material covered in this unit.)

Skill Knowledge: (Specify the prerequisite skills that you assume all students bring to the unit. Remember, you cannot assume that all students bring the same prerequisite skills to the unit.) An example is provided of prerequisite skills a Kindergarten teacher might expect her students to bring to a unit on the 5 senses.

Skills expected at this point, as listed in the “Pre-K” Ohio Academic Standards, include the ability to:

Attend to speakers, stories, poems and songs
Participate in the recitation of books, poems, chants, songs and nursery rhymes
Follow simple directions
Connect information and events to personal experiences by sharing or commenting
Show interest in investigating unfamiliar objects, organisms and phenomena during shared stories, conversations and play
Gather, sort and compare objects by similarities and differences in the context of daily activities and play
Present own experiences, products, creations or writing through the use of language
Ask questions about objects, organisms and events in their environment during shared stories, conversations and play
Share findings of information through retelling, media and play.
Participate in simple, spontaneous scientific explorations with others
Place information or objects in a floor or table graph according to one attribute
Demonstrate one-to-one correspondence when counting objects
Compare and order whole numbers up to 5
Explore objects, organisms and events using simple equipment
Begin to make comparisons between objects or organisms based on their characteristics
Sort familiar objects by one or more property
Explore and compare materials that provide many different sensory experiences
Explore musical instruments and objects and manipulate one's own voice to recognize the changes in the quality of sound
Identify the intended purpose of familiar tools
Demonstrate the safe use of tools, such as scissors, hammers, writing utensils, with adult guidance

Unit Understanding/Knowledge and Skills to be learned: (List your goals for the unit. Make sure that your goals tie into the Ohio State Academic Standards.) Listed below are some examples of goals for a unit on the 5 senses:

The students will recognize and understand that the senses are interdependent.
The students will recognize and understand that we learn about the world around us through the 5 senses.
The students will recognize and understand that each sense has a specific purpose.
The students will recognize and understand that we hear with our ears.
The students will recognize and understand that we see with our eyes.
The students will recognize and understand that we feel with our hands and skin.
The students will recognize and understand that we taste with our tongue.
The students will recognize and understand that we smell with our nose.

Student Demonstration of Achievement: (Address how students will demonstrate their achievement of the material throughout the unit. Examples include: teacher observation, open-ended discussions, quizzes, unit test, presentation, informal questioning, etc.)

Student Demonstration of Improvement: (Address how you will determine whether students have made improvements in their knowledge of the content and/or skills taught and/or reinforced throughout the unit.) Examples of ways in which students may demonstrate improvement are:

Pretest/Posttest
KWL chart
Observation checklist

Content Standards and Benchmarks: (List each of the content standards and benchmarks that are addressed throughout the unit. Be sure to include the standards and benchmarks for each of the content areas, e.g., mathematics, reading, written language)

LESSON OVERVIEW (You are to provide lesson overviews for each of the lessons in your unit. Use the following format for each day. This will help you as you plan and write required lesson plans.) There should be a minimum of 5 lesson plans.

Day 1: Title of Lesson

Objectives

Standards

Assessment

(List your learning objectives in this column. Be sure to write properly formatted objectives)

(Each of your objectives should be tied to a state standard)

(Specify how you will assess whether students have successfully met your objectives)

Activities: (Provide a very brief overview of the day’s activities)

Rationale: (Provide a rationale of why the lesson is important. For example, why do students need to know this information? or how does this activity address the academic content standards?)

Extension Activities (Describe extension activities that you would offer students to expand their general understanding on the topic. For example, describe independent learning centers you might establish, extension library projects, games, etc. that you might use for this purpose.)

Summary of Impact and Reflections [In this section share the following: a)present the pre, ongoing, and post assessment data collected; b) discuss the impact that participation in the unit activities had on the students learning; c) reflect on these results and describe strategies you might use to improve or enhance student learning.]

INFORMATION MANAGEMENT WORK PLAN GUIDELINE QGEA INFORMATION MANAGEMENT WORK
INFORMATION SECURITY INTERNAL GOVERNANCE GUIDELINE PUBLIC QGEA INFORMATION
MASTER SPECIFICATION BASED ON CSI MASTERFORMAT 2004 SECTION 075564

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