INTEGRATED UNIT PLAN TEMPLATE

Directions: Choose two content areas (one must be literacy) to create a 3-5 day unit of instruction.
Format
PRIOR KO!"#$%# &''#''(#) )O IC"*$#+
Pre-&ssessment
&nalysis
$e,th of Knowled-e ($OK)
. "e/el 0 - Recall1 reco-ni2e1 measure or re,roduce
. "e/el 3 4 Classify1 or-ani2e1 estimate1 com,are or e5,lain
. "e/el 3 4 Reasonin-1 strate-ic thin6in- or 7ustify
. "e/el 8 4 Com,le5 reasonin-1 ,lannin-1 de/elo,in- and thin6in- or -ather1 analy2e1 or-ani2e and
inter,ret information
. 9or more information1 use the followin- resources+
htt,+::md603.or-:instruction:commoncore:inde5.html
http://mdk12.org/instruction/curriculum/reading/index.html
http://mdk12.org/instruction/curriculum/mathematics/index.html
http://mdk12.org/instruction/curriculum/social_studies/index.html
http://mdk12.org/instruction/curriculum/science/index.html
At least one detailed unit plan for a minimum 3- da!s during the semester that includes
Program Assessment Requirement SectionTo Documented _____
0) )hree - fi/e days of instruction ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
3) ame of the *nit ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
3) $ates the unit was tau-ht ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
8) 'tate Common Core 'tandards with indicators and ob7ecti/es ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
5) "earnin- acti/ities (lesson ,lans) ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
<) Resources to include teachin- materials and technolo-y ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
=) #/aluation of students ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
>) )wo -raded1 written:,erformance assessment sam,les for the unit ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
?) Im,act:reflection and refinement (how the lesson or unit was
recei/ed by students and how the teacher can ma6e
im,ro/ements in the ,resentation of the lesson)
0@) *$" format to include+ accommodations for s,ecial
,o,ulations:differentiation ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
". Designing the #nstructional $nit
1. Unit Title:
Goods & Services
2. Learning Context and Implications:
Students will understand the concet o! "oods and services# and how these relate to resources and
transortation$
%$ &e' (oncets)*i" Issues)Essential +uestion ,ocus:
- goods and services
- capital, human, and natural resources
- how goods are moved using transportation
- sequencing and retelling events
- determine central ideas and key details from the texts
. State-ent o! ./0ectives !or the Unit:
- !tudents will "e a"le to explain how goods are moved and make connections to why this is
important
- !tudents will "e a"le to sequence events of the story and identify the types of transportation used
to gather resources in various countries.
- !tudents will identify the natural, capital, and human resources used in the production of crayons#
explain how limited natural, capital, and human resources require people to make choices#
sequence the production process of crayons
$. %aryland College and Career &eadiness Common Core !tandards to "e addressed'
!ocial !tudies
1$2 Econo-ics
(. !carcity and economic decision)making
1. *escri"e economic choices people make a"out goods and services
a. Identify and discuss goods and services provided in the community
2. *escri"e the production process
a. +ive examples of natural and human resources used in production
,. -conomic systems and the role of government in the economy
1. *escri"e types of markets in the community
a. -xplain how markets operate
&L1 (sk and answer questions a"out key details in a text
&L2 &etell stories, including key details, and demonstrate understanding of their central message or lesson.
&I2 Identify the main topic and retell key details of a text.
<. Levels and (ate"ories o! Student Per!or-ance E3ected 4re5assess-ent data6:

.or the pre)assessment, I asked students what they could tell me a"out goods, services, resources, and
transportation. I recorded all of their responses. %ost goods they equated to food and "uying things from
stores. !ervices happen while working at stores. /ransportation takes goods to stores "y plane, car, or "us.
/hey already knew quite a "it a"out transportation "ecause of an earlier unit devoted to it.
,y the end of the unit, students will "e a"le to tell the human, capital, and natural resources that go into goods
and services and how transportation plays into the process. It is expected that 0$1 of the class receives 2%-3
on unit assessments 4meets expectations5.
6. (o--unication with Students# (are"ivers# and (ollea"ues:

7orked with media specialist and mentor for selecting texts

Re/ised >:03

Unit Plan ,or-at
8ame' !ara !pring *ate' (pril 20)9:, 2:1 (ge;+rade Level' 1st +rade
< of !tudents' 16 < of I-= !tudents' : < of L-= !tudents' 1
=rogram' %(/)- %a>or Content (reas' -L( ? !ocial !tudies @nit Length' 9 days
@nit /itle' +oods ? !ervices
(onte3t
A -xplain how each lesson relates to the unit of study or your "road goals for teaching a"out the topic.
/he first lesson is a"out using transportation to gather different goods to make a product. /he second lesson is more
specific a"out how goods are moved through forms of transportation. /he third lesson details the production process and
how capital, human, and natural resources are used to make a final good. /hese all relate to economics principles and
processes.

A *escri"e the studentsA prior knowledge or focus of the previous lesson.
=reviously, students had learned a"out transportation during the past, present, future unit. /hey also recogniBed what a
2good3 means. /hey had no prior knowledge a"out natural, capital, or human resources or how goods tie in with the
production and transportation process.

A *escri"e generally any critical student characteristics or attri"utes that will affect student learning 4other than what
you descri"ed in the /eaching and Learning Context5.
Cne student with limited english proficiency# 9$1 of the class is in language arts interventions.

./0ectives
!tate what students will demonstrate as a result of this lessons. C">ectives must "e student)centered and
o"serva"le;measura"le.
- !tudents will "e a"le to explain how goods are moved and make connections to why this is
important
- !tudents will "e a"le to sequence events of the story and identify the types of transportation used
to gather resources in various countries.
- !tudents will identify the natural, capital, and human resources used in the production of crayons#
explain how limited natural, capital, and human resources require people to make choices#
sequence the production process of crayons
(onnections
Connect your goals and o">ectives to appropriate %aryland College and Career &eadiness Common Core
!tandards. @sing no more than two to three connections, explain how each o">ective is related to the integration
of two or more content areas 4!cience, !ocial !tudies, -L(, %ath5.
Lesson 7:. !tudents will "e a"le to sequence events of the story and identify the types of
transportation used to gather resources in various countries.
) /his o">ective requires retelling details from the text in order
)/ransportation is directly tied to goods, services, and the economy
%esson 2: !tudents will "e a"le to explain how goods are moved and make connections to why
this is important
-)rans,ortation is related mo/ement of -oods and this is im,ortant because of mar6et o,erations and
those -oods and ser/ices that are ,ro/ided in the community.
- )rans,ortation te5t allowed student to identify main to,ics (ty,es of trans,ortation) and how they
effect the mo/ement of -oods
%esson 3: !tudents will identify the natural, capital, and human resources used in the
production of crayons# explain how limited natural, capital, and human resources require
people to make choices# sequence the production process of crayons
)!equencing the production process of crayons requires retelling with key details
)Crayon production process allows for discussion of natural, human, and capital resources
Assess-ent Plan
In ta"ular format, organiBe how each o">ective will "e assessed. Include copies of assessment instruments.
&'(ecti)e *um'er: 'tudents will be able to seBuence e/ents of the story and identify the ty,es of trans,ortation used to
-ather resources in /arious countries.
+!pe of Assessment: 'ummati/e
Description of Assessment: 'eBuence of story e/ents includin- country1 ty,e of trans,ortation1 and -ood sou-ht
Depth of ,no-ledge: "e/el 0
Adaptations and/or Accommodations: (ay refer bac6 to te5t and may only need one com,lete sentence for each
e/entC challen-e-create own story about ma6in- a banana s,lit (tra/el to other countries for -oods1 use different ty,es of
trans,ortation)
&'(ecti)e *um'er: 'tudents will be able to e5,lain how -oods are mo/ed and ma6e connections to why this is
im,ortant
+!pe of Assessment: 9ormati/e
Description of Assessment: In small -rou,s1 students select one ty,e of -ood. *sin- their 6nowled-e about
trans,ortation of -oods1 come u, with an effecti/e way to trans,ort that -ood to stores. Illustrate and e5,lain to whole
-rou,.
Depth of ,no-ledge: "e/el 3
Adaptations and/or Accommodations: Pairin- students in a,,ro,riate -rou,sC challen-e- may -et detailed with
countries
&'(ecti)e *um'er: 'tudents will be able to e5,lain how -oods are mo/ed and ma6e connections to why this is
im,ortant
+!pe of Assessment: 'ummati/e
Description of Assessment: !or6sheet acti/ity reBuirin- students to com,are ty,es of trans,ortation by ,uttin- D for
,ositi/e or - for ne-ati/e characteristics.
Depth of ,no-ledge: "e/el 3:3
Adaptations and/or Accommodations: Read Buestions aloud to student and e5,lain D:- conce,t one-on-oneC challen-e-
come u, with other ty,es of trans,ortation not listed and -i/e D:- of them
&'(ecti)e *um'er: 'tudents will identify the natural1 ca,ital1 and human resources used in the ,roduction of crayonsC
e5,lain how limited natural1 ca,ital1 and human resources reBuire ,eo,le to ma6e choicesC seBuence the ,roduction
,rocess of crayons
+!pe of Assessment: 9ormati/e
Description of Assessment: 'eBuence boo6let for crayon ma6in- ,rocess with colored labels for ty,es of resources used
(ca,ital1 natural1 human)
Depth of ,no-ledge: "e/el 3
Adaptations and/or Accommodations: Chec6 seBuence of ,roduction ,rocess before -luin- and read seBuence stri,s
out loud one-on-one
&'(ecti)e *um'er: 'tudents will identify the natural1 ca,ital1 and human resources used in the ,roduction of crayonsC
e5,lain how limited natural1 ca,ital1 and human resources reBuire ,eo,le to ma6e choicesC seBuence the ,roduction
,rocess of crayons
+!pe of Assessment: 'ummati/e
Description of Assessment: E#conomic Resources for (a6in- CrayonsF wor6sheet where students need to ,ro/ide two
ca,ital1 natural1 and human resources from the crayon ,roduction ,rocess.
Depth of ,no-ledge: "e/el 3
Adaptations and/or Accommodations: (ay refer to te5t and hel, distin-uish from subtitles -i/en for e5am,les:hel,C
challen-e- com,are soybean oil crayons (Pran-) with ,araffin wa5 crayons (Crayola). )est color intensity1 smoothness1
consistency1 and how Buic6ly they brea6.

Resources# -edia and technolo"'
. List the specific materials and equipment needed for the lesson. (ttach copies of printed materials to "e used with
the students.
How to Make an Apple Pie and See the World "y %ar>orie =riceman# country cards# world map# index cards with
transportation types# sequence organiBer# chart paper for pre)assessment# discovery education videos 2.arm to /a"le,3
27here *oes .ood Come .romD,3 and 2/ransporting Corn.3# 2Comparing 7ays of /ransporting +oods3 worksheet#
Transportation and Communication text# paper"ag# crayons# pictures of paraffin wax# How Is a Crayon Made? text#
2(ssem"ly Line Crayola Eideo3 from howstuffworks.com# 2-conomic &esources for %aking Crayons3 worksheet#
"ooklets with title page, sequence strips, and pictures

. If appropriate, list technology resources for the lesson including hardware, software, and Internet @&Ls, and "e sure
to cite the sources used to develop this lesson. 4If you feel the technology o"served in the lessons does not fairly
represent your use of technology, provide additional documentation5
=romethean "oard and document camera
!olfs/ille #lementary 'chool. (3@08). Wolfsville Elementary School Library Media Center. Retrie/ed from
htt,+::education.fc,s.or-:wfes:mediacenter
Priceman1 (. (0??<). How to Make an Apple Pie and See the World. ew Gor61 G+ $ra-onfly Hoo6s.
0@@I #ducational Jideos1 (0??>). Everybody eeds! "ood. K9ull JideoL. &/ailable from htt,+::www.disco/eryeducation.com:
0@@I #ducational Jideos1 (0??3). Corn! "rom "arm to #able. K9ull JideoL. &/ailable from htt,+::www.disco/eryeducation.com:
Acco--odations !or Secial Poulations includin" "i!ted and talented# advance# at5ris8# secial education# and
En"lish Lan"ua"e Learners
Procedures
+lo"ally descri"e the strategies and activities you will use to involve students and accomplish your o">ectives including
how you will trigger prior knowledge and how you will adapt strategies to meet individual student needs and the diversity
in your classroom.
Introduction
/o involve students and trigger prior knowledge, the anticipatory set in lesson one "egins with a survey of goods and
services, resources, and transportation. I ask a few open ended questions and students tried to remem"er any
information they could while I recorded their responses. 8ext, their attention is refocused "y an apple and discussion
a"out all of the things that could "e made with apples. Lesson two "egins "y displaying pictures of >uicy oranges on the
"oard. 7e discuss how and where oranges are grown and find .lorida on the map. /hen they "rainstorm ways the
oranges could get to stores in %aryland. Lesson three gra"s students with 22: questions.3 /hey are presented with a
paper "ag that has something inside of it. (fter asking many questions, they discover it is a crayon. /hen we discuss
who makes crayons and what are they made ofD
=resentation
/he "ody of my lesson plans involve students "y learning a"out things they can relate to like apple pie, orange >uice, and
crayons. /he lessons use a variety of resources including maps, literature texts, interactive videos, and informational
text. !ome students needed spelling help and materials read aloud to them, reference "ack to texts, or shortened
assignment requirement. Cther students were a"le to compare soy"ean made crayons to paraffin wax crayons, create
their own stories a"out the resources needed to make a "anana split, or come up with unique types of transportation for
goods.
&eview
/he unit is comprised of several small, individual lesson assessments. /he activities are all tailored to meet each student
"y ad>usting the level of detail for the assessments. -conomics was tied in with reading literature and informational text.
!tudents were a"le to retell stories and sequence events using words and pictures# work in groups to illustrate how
goods are transported# and make "ooklets a"out the crayon production process which included necessary resources and
transportation.
Re!lection
Impact' 4(nalysis of !tudent (chievement from this lesson5
Fow many students met performance criteria for o">ectivesD Fow many did not meet the performance criteria
for o">ectivesD
(pple =ie !equence
:.:$1 of students received a *- 4does not meet expectations5
:.:$1 of students received an (- 4approaching expectations5
121 of students received an %- 4meets expectations5
6G1 of students received an -- 4exceeds expectations5
/ransporting +oods
@.@51 of students received a *- 4does not meet expectations5
121 of students received an (- 4approaching expectations5
:1 of students received an %- 4meets expectations5
611 of students received an -- 4exceeds expectations5
Crayon &esource ,ooklets
:1 of students received a *- 4does not meet expectations5
9$1 of students received an (- 4approaching expectations5
21 of students received an %- 4meets expectations5
9$1 of students received an -- 4exceeds expectations5
Re!ine-ent
4Fow would you change the lesson to increase student achievementD5
1. 7hat did your impact analysis tell you a"out how your students learnD
/he impact analysis tells me that my students are strong in retelling and sequencing events, "ut are weaker in
identifying or classifying types of resources. /hey are story and picture oriented for literature "ut need
improvement in comprehension of informational texts.
2. 7hat did your impact analysis tell you a"out the success of the strategies you usedD
I tried to give the lessons and assessments variety. /he analysis tells me my literature text strategies worked
well "ecause the resources and transportation used seemed to stick in students heads for their assessment.
/he crayon production process and identifying types of resources needed more time and work. =erhaps
approaching this with a literature text "efore informational would help.
9. Fow useful were the assessments in terms of student learningD
/he assessments were all different from one another "ecause I was trying to get an accurate picture of what
the students really learned. I did not want to give them a traditional worksheet or test. I think the
assessments gave me a fairly accurate picture of what the students learned since they had to demonstrate it
in non)traditional ways "y applying the concepts they learned.
. 7hat resources and;or personnel might assist you in improving student achievementD
7orking with the media specialist for more literature or informational texts on resources would "e helpful.
$. Fow will you differentiate instruction so that all students achieveD
I would differentiate instruction so every student reaches their full a"ility. (fter whole group instruction, I would
often work one)on)one with several students trying to relate the concepts to things they are familiar with. %y
assessment pieces also allowed for differentiation since they could "e ad>usted to the a"ilities of each
student.
G. Fow will you differentiate instruction for students who easily achieved the performance criteria and
need to move forwardD
.urther self investigations such as experiments with different types of crayons that are made with different
resources. -xploring how they write, the smoothness, the materials used, "reak)a"ility, and color intensity. Cr
making students think a"out the production process of other foods such as "anana splits or piBBas. !tudents
could sequence the process to make these and descri"e the transportation needed as well as capital, human,
and natural resources used.