STAGE 1 – DESIRED RESULTS
Unit Title: Energy
Established Goals:
• Students will design, plant, and maintain a square foot vegetable garden (SFG)
• Students will analyze and evaluate the Law of Conservation of Energy and various forms of energy
transformations
• Students will analyze and evaluate the advantages and disadvantages of various energy sources and their impact
on society and the environment
Understandings: Students will understand that…
• Energy is required to grow and maintain an SFG
• Energy is transformed from solar energy into
chemical energy in plants and vegetables
• Energy does not just appear and disappear but is
always conserved and transformed from one form
to another
• There is a difference between renewable and
nonrenewable energy resources
• Renewable and nonrenewable energy resources
have specific advantages and disadvantages
• Renewable and nonrenewable energy resources
can impact the environment
Students will know:
• Key terms: Law of Conservation of Energy, energy
transformation, renewable energy, nonrenewable
energy, solar energy, wind energy, electric energy,
hydroelectric energy, fossil fuel, sustainability,
pollution
• How to build, plant, and maintain an SFG
• That energy is conserved and transformed from
one form into another
• Examples of renewable and nonrenewable energy
resources
• That there are pros and cons of different forms of
energy resources
• That various energy resources can impact the
environment in negative ways
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• List of items required to build a square foot garden
• Chart showing the growing requirements of various
vegetables
• Plan outlining the steps necessary to build and
plant a square foot garden
Essential Questions:
• What is a square foot garden?
• How is energy conserved and transformed in an
SFG?
• What are other examples of energy conservation
and transformation?
• What are renewable and non-renewable energy
resources?
• What are the advantages and disadvantages of
renewable and disadvantages of renewable and
nonrenewable energy resources?
• How do renewable and nonrenewable energy
resources impact the environment and society?
Students will be able to:
• Describe what a square foot garden is
• Explain the Law of Conservation of Energy
• Describe how energy is conserved and
transformed in an SFG
• Provide examples of various forms of energy
transformations
• Describe the difference between renewable and
nonrenewable energy resources and provide
examples of each
• Explain the advantages and disadvantages of
various forms of renewable and nonrenewable
energy resources
• Describe how various forms of energy resources
can and do affect our environment and society
Other Evidence:
• Vocab quiz
• SFG quiz
• Energy Transformations quiz
• Energy Resources quiz
1
 • Build and plant a proper square foot garden • Warm-ups
• Field notes • Exit tickets
• Sun and water log • Unit Final Exam
• Reflection on how “energy in” affects “energy out” • Students will be allowed to analyze and evaluate
quizzes, warm-ups, and exit tickets in order to
• Reflection on Law of Conservation of Energy and clarify misconceptions and remediate learning.
energy transformation in a square foot garden
• Energy transformations presentation
• Renewable and non-renewable energy pros/cons
chart
• Reflection on alternative energy transformations
• Energy and Square Foot Gardening Reflection
• Useful Resources page
• Rubrics will be provided for all performance tasks

Performance of understanding will be judged on the following criteria:

• Content knowledge – Students should exhibit an in-depth understanding, appropriate use, and correct
implementation of concepts.
• Critical Thinking – Students should express opinions or ideas that are well substantiated with numerous explicit
references to the content and/or personal references.
• Comprehensive – Students should address all aspects of the assignment.
• Presentation – Presentations should be clear, concise, and well organized, with excellent thought or
sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
• Watch and discuss If The Sun Goes Out For 24 Hours (H)
• Watch and discuss Square Foot Gardening (H)
• Introduce unit objectives and essential questions (W, O)
• Research square foot gardening (W, E, T)
• Research the growing requirements for various vegetables (E, T)
• Collaborate with classmates to decide which vegetables they will plant (E, R, T)
• Collaborate with classmates to build a square foot garden that includes the appropriate specifications (E, R, T)
• Plant vegetable seeds (E, T)
• Take photos and write daily observations of plant growth in field notes (E, T, O)
• Maintain a sun and water log (E, T, O)
• Troubleshoot plant growth problems (E, R, E2, T)
• Analyze the relationship between energy sources and plant growth (E, R, E2, T)
• Research various forms of renewable and non-renewable energy sources (E, T)
• Create an Energy Transformations PowerPoint presentation (E, E2, T)
• Research and compare the pros and cons of various renewable and non-renewable energy transformations (E, T)
• Create renewable and non-renewable energy pros/cons chart (E, E2, T, O)
• Review the Energy and Square Foot Gardening project and submissions (R, E2, T, O)

2
 • Create a list of bookmarked websites, YouTube Channels, and other useful resources used (E, T)
• All assignments can and will be tailored to meet the individual needs and abilities of the students (T)
• This unit will be organized in a manner that allows students to see the logical sequence of events (O)

Wiggins and McTighe’s (2005) WHERETO is an acronym that highlights the key elements and considerations for
instructional planning (p. 197).
• W = Help the students know Where the unit is going and What is expected? Help the teacher know Where
thestudents are coming from (prior knowledge, interests)?
• H = Hook all students and Hold their interest?
• E = Equip students, help them Experience the key ideas and Explore the issues?
• R = Provide opportunities to Rethink and Revise their understandings and work?
• E = Allow students to Evaluate their work and its implications?
• T = Be Tailored (personalized) to the different needs, interests, and abilities of learners?
• O = Be Organized to maximize initial and sustained engagement as well as effective learning?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)