Section Ii Instructional Units Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. ‘Subject: English Language Arts Trit Lengthy Unit Topic or Description (ie. approximate number of lessons Principles of Leaming: Demonstrate understanding of the organization and basic features of print. 10 lessons (10 days) Reading (Informational Text) Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and 10 lessons (10 days) building stamina; reflect and respond to increasingly complex text over time. Waiting: Write Independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames. 10 lessons (10 days) Communication: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from 10 lessons (10 days) sources. Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? The time devoted to the lesson topics was decided based on the amount of days left for teaching split up evenly for each of the unit topics.Describe ways in which you will integrate the arts, PE and Health in your unit. Unit ARTS: PE HEALTH Topics 1 = Students use highlighters, _| - (Red light green light) when | - Teacher explains that just as markers, and pens to show | students answer a question | there are parts that make up the different features intext. | about the topic correctly they | text, there are parts/features ‘can move closer to the finish | that make up a human body. = Students create and design | tine. a diagram showing the Have students organize list ferent features in text. - (Race) when students are of bodily functions, and able to correctly answera _| explain the importance of, ‘question related to the organization in text discussed topic they move on to the next question until they get to the final question. 2 = Students read books Read instructions to P.E _| - Students read books pertaining to the history of | games and go over why it __| pertaining to the health of a art was important to read it. human body. - Students will illustrate what | - (Red light green light) = Students create posters on a they leamed from an ‘students read a short toxt and | health related topic based informative book. say something that they've | something they've learned learned so they can move _| from their textbook. closer to the finish line. 3 - Students practice their “Students work together to | - Students will read an cursive handwriting. form letters with their bodies. | informative passage on human health, and write down Students write a short story. | - (Simon says) students will | 5 things that they've learned land draw an illustration to go | dowhatever the sentence —_| from the text. along with thelr story. says if the sentence Is written down correctly. = Students will watch an ylormative video on human health, and write down facts from the video. = - T 4 | -Students will draw whatever | - (Simon says) students Students do research on a the teacher asked in the given time period. - Students create a piece of art and present that piece of art to the class. 1 {follow directions according to the rules of Simon says «(Red light green light) students follow directions: according to the rules of Red Light, Groen Light. hoalth related topic and present their findings to the class. = Students create a skit dealing with a health topic, and present it to the class. Describe the instructional units, in sequence, for each content area for your class. Make sure that you Integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.Unit Length Unit Topic or Description ~ Key Element .pproximate number of lessons ‘Number Sense and Base Ten: Add and subtract whole numbers fluently to 1,000 using knowledge of place value and properties of operations. 10 lessons (10 days) Number Sense (Fractions): Develop an understanding of fractions (ie., denominators 2, 3, 4, 6, 8, and 10) 10 lessons (10 days) ‘Algebraic Thinking and Operations: Demonstrate fluency with basic multiplication and related division facts of products and dividends through 100. 410 lessons (10 days) Geometry- 3.6.4: Understand that shapes in di categories (e.g., rhombus, rectangle, square, ant other 4-sided shapes 10 lessons (10 days) Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? ‘The time devoted to the lesson topics was decided based on the amount of days left for teaching split up evenly for each of the unit topics. Describe ways in which you [nwa I integrate the arts, PE and Health in your unit.Tk ARS FE TEALTA Topics + | -students wi raw -studonts will demonstrato | - Students will adsubtract sate visa to soWve | addtion and subtraction by | calories to see how itil an addtiontubtraction Using ther bodies. affect the human bod. bem ° - Students will be given a = Students will make a list of “students ill ereato an __| subtractioniaaftion problem | the types of foods thet will carer rection word | andwill give their answer | adda lt of weight to your problem and draw an through jumping jacks! body. Tlustraton tomatch the | pushups sit-ups laps. probiem. 2 | -studonts wil draw a fraction | -Students can bow! and write | - Students can draw e human chert down the fraction that they've_| outline and color inthe fnocked down each ime. | percentage ofthe human ~ Students wil draw food Body that represents water, items and objets that could | - Students can shoot a Sa ete te fraction. eusedtodemonstrate. | basKetbal five times and write fractions Gown he fraction of shots. | - Students can find out the shade outof herve shots. | calorie amount for @ slice of food a | Creates = Students will use their = Stunts wil sate what sores Sionidivision word | bodies to demonstrate the | happens fo the human body problem and draw an answerto twnen blood cel count Mvotration to go along witht. | mutiplcationisvision tnultipes/vides. roblem. - Students will draw the lattice , - Students will make Students wit Geirnumbors, | -Students willbe givena | predicions on what would mmultiplcatoniivision happen if you were Froblom and wil give their | multiplydivde certain body Enewerthrough jumping | part. Jacks! pushups! situps! claps. 1s | cstudonts wil draw a picture | -Students will work together | - Students wil identity and label the shapes iotormashape with their | different body parts and bodies name the shape oft - students will be shown an art GRitcctor pleture and wit! | ~Studonts wil try jugaing | ~Students wil draw the aac ithechopes | object with diferent shapes. | human body and label the retrowmany shapes are | tosee which shape is easier to | shapes. present juacle Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units ‘Subject: ScienceUnit Topic or Description ‘Science and Engineering Practices: Ask questions that can be (1) answered using scientific investigations or (2) used to refine models, explanations, or designs. ‘approximate number of lessons 10 lessons (10 days) Physical Science (Properties and Changes in Matter): The student will demonstrate an understanding of the properties used to classify matter and how heat energy can change matter from one state to another. 10 lessons (10 days) Physical Science (Energy Transfer): The student will demonstrate an understanding of how electricity transfers energy and how magnetism can result from electricity. 10 lessons (10 days) Earth Science (Earth's Materials and Processes): The student will demonstrate an understanding of the composition of Earth and the processes that shape features of Earth’s surface. 10 lessons (10 days) Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? “The time devoted to the lesson topics was decided based on the amount of days left for teaching split up evenly for each of the unit topics, Describe ways in which you will integrate the arts, PE and Health in your unit. Unit.Topics ARTS FE HEALTH -Students create a creative | - Students do researchitake | - Students undergo: ‘graph that will show possible | survey to sce what P.E games | experiment that pertains to 1 science experiments vs. are the most popular! least | the human health. impossible. popular. - Students will watch a video = Students do a science + Students will predict of Bill Nye the Science guy project and create a visually | outcomes to various P.E talking about health. appealing way to presentit. | games. 7 a | 2 = Students predict and - Students will play “Hot, = Students will predict what ‘experiment what happens _| Cold”, in which a student will | happens when the body gets when heaticold is introduced | be blindfolded and will have | cold/hot. con various art mediums. to find someone based on the word “hot” or “cold”. = Students will see what - Students create art depicting happens when you eat the various states of matter in | - Students will act outhow | coldihot foods, and how it a creative way. ‘atoms move in various states. affects the human body. of matter. 3 = Students will see art under | - Students will playa game in | - Students research what different lights. which a person will say happens to the human body attract or repel, in which they | when hit by lightning. - Students will use magnetism | will either have to find 2 (etch and sketch) to create art. | partner or move away from | - Students will do research ‘someone. to see how the invention of ‘electricity saved human lives. - Students will play flashlight tag in which they try not to get tagged by a flashlight. 4 -Students will create a3D —_| -Students will go outside to _| -Students will discuss the model of the Earth and label _| see some of the various importance of recycling to its surfaces. layers of the earth. the earth and to us. - Students will create art with | -Students will go out and —_| - Students will create posters ‘lay, understanding that itis | recycle trash found outside. | convincing people to recycle. part of the earth, Doscribe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. ‘Subject: Social StudiesUnit Topic or Description The student will demonstrate an understanding of places and regions in South Carolina and the role of human systems in the state. Unit Length (ce. approximate number of lessons 10 lessons (10 days) ‘The student will demonstrate an understanding of the exploration and settlement of South Carolina. 10 lessons (10 days) The student will demonstrate an understanding of the American Revolution and South Carolina's role in the development of the new American nation. 10 lessons (10 days) The student will demonstrate an understanding of the major developments in South Carolina in the late nineteenth and the twentieth century 10 lessons (10 days) Reflect on the instructional units: How did you determine your instructional sequence and the amount of {time to be spent on each unit of instruction? The time devoted to the lesson topics was decided based on the amount of days left for teaching split up evenly for each of the unit topics, Describe ways In which you will integrate the arts, PE and Health in your unit.Unit ARTS PE HEALTH Topics | 1 - Students will identify the = Students will separate into | - Students will find out how Various regions in SC by color | diferent regions and act like | people of the various regions ‘coding a SC map. the people native to that | survived. region. = Students will be given a = Students will make a list of ‘specific region and will have to | - Students will be told a the food itoms that were draw characteristics on poster | region and mustact out native for each region. board that are relevant to that | something you would do in region. that region. 2 - Students will create a skiton | - Students will play games | - Students will find out how the early settlement in SC. that were played around this | the early settlers survived time in history. and their way of life - Students will draw what they believed the early settlers Students will create their | - Students will predict ways looked like based on their ‘own version of a game that | that they overcome different notes. could be played around this | illnesses during that time. time. 3 - Students create a 3D modol of | - Students will play games | - Students wil find out how machinery used in SC during | that wore played around this | the different machinery this time, time in history. impacted their lives. _Students will create a drawing | -Students will create their | - Students will create theit of their own ‘own version of a game that | own medicinal product that machinerytechnology product | could be played around this | could be used to help them that they feol would help time. of various illnesses. ‘around that time 4 = Students will creato a + Students will try and pi - Students will understand songirap based on slavery and the elvil rights movement - Students can either dress up ‘as people during this time or draw them. up a bushel of cotton to seo how heavy they were for slaves. - Students will play games that were played around this time. how slaves survived during that time. = Students will understand how Blacks lived during the Civil Rights movement.‘Section Ill B: Materials and Resources ‘Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, ‘make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with ‘power points that you may use. Teacher Materials ‘Student Materials ‘Smart Board: PowerPoint presentation! internet | Paper: to solve samplo problemel take notes ‘access! videos! informative simulations. USB drive: Documents access Laptop: internet access iPad: Internet access/ assessments! online simulations Dry erase board: sample problems/ lesson demonstrations Poster board: student presentations Grayons! markers/ highlightors: arts and eraft ‘Scissors! glue sticks/ tape: arts and raft Cell phone: timer! random student selector ‘Textbooks: resource material Pen/ highlighter! dry erase marker: write down} information Library books: reading materials Markers! crayons/ colored pencils/ gluel paint yarn’ glitter! pipe cleaners: arts and craft Book bag: carry items Section IV: Assessment of Student Performance