Unit Plan Template

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MAT-E INTEGRATED UNIT TEMPLATE

Name: Brian Schultheis

Semester: Spring 2015

Directions: Choose two content areas to create one detailed integrated unit plan for
a minimum 3-5 days during the semester that includes:
Element
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.

Completed

Unit Title and Description

Unit Overview: Rationale, Content, and Context
Maryland College and Career Readiness Common Core Standards
Objectives
Assessments
Community Connection
Reflection of Resources
Accommodations for All Learners
Impact Analysis
Unit Reflection and Refinement
Lesson Plans and Reflections (attached)

Students are required to videotape themselves teaching for a minimum of 30

minutes and reflect on this tape in Section X, Unit Reflection and Refinement.
Students must reflect on each lesson taught during the unit. These reflections
should be typed at the bottom of each lesson plan.
The final unit template must have all lesson plans and reflections attached.

I. Unit Title and Description

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Unit Title:
Dates Taught:
Grade Level:
# of Students:
# of Students with an Individualized
Education Plan (IEP):
# of Students that are English
Language Learners (ELLs):

Marshmallow Catapult
3/23/15, 3/24/15, 3/25/15, 3/26/15, and 3/27/15
Fifth
26
0
0

II. Unit Overview: Rationale, Content, and Context

Please include an overview of your unit plan. This could take the form of long-range plans,
scrolling, pre-planning, mind maps, calendars, etc.
Your overview should also address these questions: Why are you teaching this unit? Why did you
integrate these content areas? How are you teaching this unit?
Being in a math classroom, it was a given that I would be teaching an integrated unit
involving math; I just needed to determine what I would be teaching along with math. I decided
for my first integrated unit that I was going to include a science integration since science and
math go so easily together. I did not want to just randomly pick a topic, so I decided to talk with
the science teacher to see if there were any areas on which she wanted focus. The Science MSAs
were right around the corner, so I knew it would be a good opportunity for the students to review
a concept that they have covered earlier in the year. After speaking with the science teacher, I
had a list of topics that she suggested the students could use a review.
After spending some time researching the science concepts and activities that could be
used to help teach those concepts, I decided that it would be most appropriate to focus on
potential and kinetic energy because I could tie in several components of the decimal unit, which
the students were currently studying. I knew that I wanted to include an experiment in the lesson
so the students could get a hands-on approach to their learning, so I began searching for ideas.
After narrowing the list down to two experiments, I decided to use a marshmallow catapult
experiment because it involved measuring distances, and I knew that there were three math
standards I could link to the unit.
I began the unit by reviewing with the students how to find the average of a given set of
numbers. We started the lesson by finding the average of whole numbers. Then, we shifted the
focus to finding the average of a set of numbers that were decimals. I thought it would be most
appropriate to begin the unit with the math concept and, then, focus on the science concept
during the lesson right before the experiment. As such, we reviewed the sources of energy
during the second lesson. This lesson began with a bit of lecture from me, but I made it
interactive with a good bit of student interaction. After reviewing the concepts, I had the
students complete an online activity in which they built a roller coaster in order to learn more
about potential and kinetic energy.

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We began the experiment at the beginning of the third lesson. I had actually taught this
unit with another class the week before, so I was able to learn from that experience. While
conducting the experiment with that class, I realized that it might be better to use two days for
the experiment, so I made the decision to carry the experiment out over two lessons. That was
absolutely the correct choice because the students were able to get so much more out of the
experiment because I allowed them to make modifications to their catapult after each launch, so
the students were able to see how the modifications impacted their launch. I believe this resulted
in a deeper understanding of the sources of energy.
Since I had planned for the experiment to go pretty much right up until the end of the
second lesson I had allotted, I knew that I wanted to conduct a review of the sources of energy, as
well as the math components covered throughout the unit. As such, we spent the fifth, and final,
lesson reviewing the concepts of potential and kinetic energy, as well as how to find the average
of a set of decimals, before completing the quiz in order to determine the students growth.
Before jumping into the review, we had a very nice class discussion about the experiment, which
helped to review how the changes made to the catapults influenced the next launch.

III. Maryland College and Career Readiness Common Core Standards

List the standards you will use during your unit plan. You need a minimum of one standard per
content area.
1. Math 5.NBT.3b: Compare two decimals to thousandths based on meanings of the digits
in each place, using >, =, and < symbols to record the results of comparisons.
2. Math 5.NBT. 7: Add, subtract, multiply, and divide decimals to hundredths, using
concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
3. Science 5.0.A.4: Cite evidence that energy in various forms exists in mechanical
systems.

IV. Objectives
List the objectives that connect back to your standards. These objectives should be studentcentered, measurable, and include verbs from varying levels of Blooms taxonomy.
1. We can compare two decimals to thousandths.
2. We can add and divide decimals to hundredths.
3. We can provide evidence that energy in various forms exists in mechanical systems,
including distinguishing between potential and kinetic energy.

V. Assessments
List the assessments you will use in your unit. These assessments must connect back to your unit
standards and objectives. You must have a pre-assessment that assesses prior knowledge and a

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post-assessment that assesses mastery of the objectives. You should have multiple formative
assessments throughout your unit and at least one summative assessment at the end of your unit.
Standard/Objective being
Assessed
5.NBT.3b, 5.NBT.7, 5.0.A.4
5.NBT.3b, 5.NBT.7
5.NBT.3b, 5.NBT.7, 5.0.A.4
5.NBT.3b, 5.NBT.7, 5.0.A.4
5.NBT.3b, 5.NBT.7, 5.0.A.4

Assessment
Socrative Quiz
Olympic Trials Activity
Marshmallow Catapult
Recording Sheet
Marshmallow Catapult Exit
Ticket
Socrative Quiz

Pre- or PostFormative or Summative

Pre-Test
Formative
Formative
Formative
Post-Test / Summative

VI. Community Connection

Describe how your unit connects to the community. Question to consider: How are you
communicating with parents/caregivers, the school, and the larger community? Examples include
inviting parents in for a visitation, having a community member as a guest speaker, filming a
video that is then broadcast to the school, etc.
The biggest connection to the community that this unit allowed for was the collaboration
piece with the science teacher. By teaching this unit, I was able to help the science teacher
review concepts with the students that would be covered in the upcoming Science MSA testing.

VII. Reflection of Resources

List the specific materials and equipment you use for each lesson, including textbooks,
technology, and guest speakers. Attach copies of printed materials to be used with the students.
After teaching, reflect on whether you would use these resources with students again. To earn
full credit, students must have a minimum of five (5) resources cited in APA format.
Resource (in APA citation)

Downum, S. (n.d.). Potential and Kinetic Energy

[PowerPoint]. Retrieved from
https://www.teacherspayteachers.com/Product/P
otential-and-Kinetic-Energy-Powerpoint-960762

Why did you use

this resource
(rationale)?
I elected to use
this resource
because it
provided all of
the information I
was hoping to
teach the

Would you use

this resource
again (reflection)?
I would definitely
use this resource
again. I actually
made some
modifications to
the resource to
add a couple of

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students during
the review of the
sources of
energy.

Petit, M. (n.d.). Kinetic and Potential Energy

[PowerPoint]. Retrieved from
https://www.teacherspayteachers.com/Product/K
inetic-and-Potential-Energy-PowerPoint-461297

I elected to use
this PowerPoint
in addition to the
other PowerPoint
because this
PowerPoint
included
animations that I
thought would
really help the
students
visualize the
difference
between
potential and
kinetic energy.

Science Channel (2012, November 20). Going

Supersonic | Punkin Chunkin [Video File].
Retrieved from
https://www.youtube.com/watch?v=W6gzG7ZwGk

I used this
resource at the
end of the unit to
put a close to the
unit. I wanted
the students to
see how far
Punkin Chunkin
has come over

elements I wished
to include in my
lecture, but using
this resource
saved me a bunch
of time putting
together a
PowerPoint for
the lesson.
I would use this
resource again.
The other
PowerPoint was
the main
PowerPoint for
the lesson, but
this PowerPoint
included
animations. The
animations helped
the students
visualize the
difference
between potential
and kinetic
energy.
Additionally, it
helped make the
lesson engaging
as the students
were actively
involved.
I would use this
resource again.
The students
really enjoyed
watching this
video.
Additionally, they
were able to hold
a wonderful

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Science Demo Guy (n.d). STEM Activity Challenge

Marshmallow Catapult 3rd-5th Grade. Retrieved
from
https://www.teacherspayteachers.com/Product/S
TEM-Activity-Challenge-MarshmallowCatapult-3rd-5th-grade-1253090

SciShow (2012, November 20). The Physics of

Punkin Chunkin [Video File]. Retrieved from
https://www.youtube.com/watch?
v=sXuQvAPwcOE

Yeany, B. (2014, October 21). Punkin Chunkin

Trebuchet // Homemade Science with Bruce
Yeany [Video File]. Retrieved from
https://www.youtube.com/watch?
v=qC6RJxFEMfY

the years. I also

conversation
wanted the
about the sources
students to gain of energy found in
an appreciation
the American
for the science
Chunker.
and technology
behind Punkin
Chunkin.
This resource
I would
was the primary absolutely use this
resource for my
resource again.
unit. I used the
Without this
resources found
resource, the
within this Zip
experiment
file to learn how portion of the unit
to conduct the
probably would
experiment, as
not have been as
well as to
strong as it ended
determine what
up being. This
supplies were
was a fantastic
needed.
resource.
I used this video I would definitely
so the students
use this resource
could learn about again. It provided
the science
a great overview
behind catapults. of the sources of
More
energy found in a
specifically, this
catapult. This
video walked the video appealed to
students through
those students
the sources of
who are visual
energy found in a
learners.
catapult.
I used this video
I would use this
in order to help
resource again
the students
because it helped
visualize how the
the students
catapult works. I
visualize how a
was also able to
catapult works.
discuss the
The video helped
sources of
give the students

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energy found in a
catapult
throughout the
video.

perspective into
how much is
involved in a
catapult.

VIII. Accommodations for All Learners

List the strategies and activities you will use to meet the needs of all students. This includes
students with disabilities, ELLs, and the multiple learning styles within your classroom.
Disability/Learning Style

What accommodation did you

use?

Was this accommodation

effective? Why or why not?

n/a
I could not fill out the preceding chart because I taught this unit to a group of students
that are above grade level. In the fifth grade at Rockland Woods, the students are grouped
together in classes based upon their ability. Since the students in this class were above grade
level, there were not any students with disabilities or who were ELLs. However, I used a variety
of instructional approaches in order to appeal to all types of learners. The unit involved some
lecture, videos, and a great deal of hands-on learning. I also implemented some technology into
the instruction in order to appeal to those students who like using it. I would say that my
instructional approach using multiple means was highly effective based upon the data from the
post-test. I honestly do not think I would change anything about this lesson unless I was
teaching it to students who needed accommodations.

IX. Impact Analysis

Using student data from your pre- and post-assessments, analyze the student achievement from
this unit. Answer the following questions: How many students met the standard on the preassessment? How many students met the standard on the post-assessment?
From a math perspective, there were only eleven students who were able to meet the
standard on the pre-assessment. Because there were two math problems given in the preassessment, the students had to get both questions right in order to meet the standard. As such,
eleven students were able to correctly answer both problems on the pre-assessment. There were
three students who were able to correctly answer one of the questions, which left twelve students
who were unable to correctly answer either problem.
Based upon the pre-assessment data, 21 students were able to meet the science standard
on the pre-assessment. Because there were eight science questions on the pre-assessment, the
students had to get six questions correct in order to meet the standard. As such, 21 students were

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able to correctly answer six or more questions on the pre-assessment. There were two students
who missed three questions, one student who missed four questions, one student who missed six
questions, and one student who missed seven questions.
At the end of the unit, a post-assessment was given that included the same questions as
the pre-assessment. The students were not given the correct answers after the pre-assessment in
order to ensure they simply did not memorize the answers. Out of the 26 students, 25 of them
were able to meet the math standard, meaning 25 of the students were able to accurately answer
both math problems. The one student who failed to meet the standard was unable to correctly
answer either question. Additionally, all 26 students were able to meet the science standard.
There were 23 students who were able to correctly answer all eight science questions, while the
other 3 students only missed one science question.

X. Reflection and Refinement

Describe how you would change your unit to increase student achievement.
Based on the results of your impact analysis, select at least two (2) questions to elaborate on:
I was thoroughly impressed with the students achievement on the post-assessment. I had
set a lofty goal in my SLO because I knew that the students in this class could excel if they were
given the appropriate instruction. This is a very smart class that often pushed me to great lengths
to come up with challenging activities. I set a goal that 90% of the class would be able to score
90% or better on the post-assessment. That meant that 24 students had to score 90% or better on
the post-assessment. In addition to that, I broke my SLO down further by stating that 90% of the
class would meet the math standards and 90% of the class would meet the science standard. In
the end, 25 out of 26 students were able to meet the math standards, while all 26 students were
able to meet the science standard.
Based upon the results, I do not believe that I would change anything about my unit if I
was working with another group of students who were above grade level. I would have to make
some modifications to my unit if I was working with a group of students who were not above
grade level, but I think the activities and resources used throughout the unit would be appropriate
for those students, as well. I actually taught this unit to another class that consisted of primarily
students who were on grade level. The biggest difference in the way I taught that unit was in the
amount of support I provided for those students. We moved a little slower through the math and
science concepts, and I provided more support throughout the experiment. With this class, I
pretty much sat back and let the students do their thing during the experiment.
1. What did your impact analysis tell you about how your students learn?
My impact analysis demonstrated that students learn most effectively when they are in
charge of their own learning and get to learn through a hands-on approach. My lessons
are designed in order to achieve maximum engagement. I rarely use a lecture approach to
teaching, unless it is absolutely necessary. Even then, I limit the lecture portion of the
lesson to be as brief as possible. It was evident as I was watching the students conduct

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2.

3.
4.
5.
6.
7.

the experiment that the experiment was helping reinforce the concepts there students
were to learn throughout the unit.
What did your impact analysis tell you about the success of the strategies you used?
My impact analysis reinforced my belief that I was using the most effective strategies in
order to teach the students. I used multiple platforms for teaching in order to appeal to all
types of learners. The most important aspect that I brought into this unit was the
experiment because the students were able to witness how the changes to the catapult
would impact the launches. From that, they were able to draw powerful inferences about
potential and kinetic energy.
How useful were the assessments in terms of student learning?
What resources and/or personnel might assist you in improving student achievement?
How will you differentiate instruction so that all students achieve?
How will you differentiate instruction for students who easily achieved the standard and
need to move forward?
Question of your own choice.
You must also reflect on your teaching from your videotaped lesson.

I was not videotaped during this unit. Therefore, I will be videotaped during my second
integrated unit.