Subject Area Science

Grade Level 7
ED 3604 – Evaluation of Student Learning
Topic Structures and Forces
Unit Assessment Plan Length of Unit 20
(days)

Stage 1: Desired Results

General Outcomes (in full):
 K1. Describe and interpret different types of structures encountered in everyday objects, buildings,
plants and animals; and identify materials from which they are made
 K2. Investigate and analyze forces within structures, and forces applied to them
 K3. Investigate and analyze the properties of materials used in structures
 K4. Demonstrate and describe processes used in developing, evaluating and improving structures that
will meet human needs with a margin of safety
 S1. Ask questions about the relationships between and among observable variables, and plan
investigations to address those questions
 S2. Conduct investigations into the relationships between and among observations, and gather and
record qualitative and quantitative data
 S3. Analyze qualitative and quantitative data, and develop and assess possible explanations
 S4. Work collaboratively on problems; and use appropriate language and formats to communicate ideas,
procedures and results
 A1. Interest in Science
 A2. Mutual Respect
 A3. Scientific Inquiry
 A4. Collaboration
 A5. Stewardship
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
 How do structures stand up under load?  See in Timeline
 What forces act on structures, and what
materials and design characteristics
contribute to structural strength and
stability?

Specific Outcomes (in full): Prior understandings…

Students will be able to…
Knowledge
K1.1- recognize and classify structural forms
and materials used in construction (e.g., identify
examples of frame structures, such as goal
posts and girder bridges, examples of shell
structures, such as canoes and car roofs, and
examples of frame-and-shell structures, such as
houses and apartment buildings)
K1.2- interpret examples of variation in the
EDUC 3604 – Unit Assessment Plan Template
Adapted from Marynowski and Understanding by Design (2005) by Wiggins and McTighe
Grade 1:
 Topic C- Building Things
o 1C.8.2. Identify component parts of
personally constructed objects, and
describe the purpose of each part.
o 1C.8.3. Compare two objects that have
been constructed for the same purpose,
identify parts in one object that
correspond to parts in another, and
identify similarities and differences

ED 3604 – Evaluation of Student Learning
Unit Assessment Plan
design of structures that share a common
function, and evaluate the effectiveness of the
designs (e.g., compare and evaluate different
forms of roofed structures, or different designs
for communication towers)
K1.3- describe and compare example structures
developed by different cultures and at different
times; and interpret differences in functions,
materials and aesthetics (e.g., describe
traditional designs of indigenous people and
peoples of other cultures; compare classical
and current designs; investigate the role of
symmetry in design)
K1.4- describe and interpret natural structures,
including the structure of living things and
structures created by animals (e.g., skeletons,
exoskeletons, trees, birds’ nests)
K1.5- identify points of failure and modes of
failure in natural and built structures (e.g.,
potential failure of a tree under snow load,
potential failure of an overloaded bridge)
K2.1- recognize and use units of force and
mass, and identify and measure forces and loads
K2.2- identify examples of frictional forces and
their use in structures (e.g., friction of a nail
driven into wood, friction of pilings or footings
in soil, friction of stone laid on stone)
K2.3- identify tension, compression, shearing
and bending forces within a structure; and
describe how these forces can cause the
structure to fail (e.g., identify tensile forces that
cause lengthening and possible snapping of a
member; identify bending forces that could lead
to breakage)
K2.4- analyze a design, and identify properties
of materials that are important to individual
parts of the structure (e.g., recognize that cables
can be used as a component of structures where
only tensile forces are involved; recognize that
beams are subject to tension on one side and
compression on the other; recognize that
flexibility is important in some structures)
K2.5- infer how the stability of a model
structure will be affected by changes in the
EDUC 3604 – Unit Assessment Plan Template
Adapted from Marynowski and Understanding by Design (2005) by Wiggins and McTighe
Subject Area Science
Grade Level 7
Topic Structures and Forces
Length of Unit 20
(days)
between these parts.
o 1C.8.4. Recognize that products are often
developed for specific purposes, and
identify the overall purpose for each
model and artifact constructed.
Grade 3:
 Topic B- Building with a Variety of Materials,
o 3B.7.1. Using a variety of materials and
techniques, design, and construct
o 3B.7.4. Understand and use a variety of
methods to join or fasten materials.
o 3B.7.5. Identify the intended purpose and
use of structures to be built, and explain
how knowing the intended purpose and
use helps guide decisions regarding
materials and design.
o 3B.7.6. Understand that simple designs
are often as effective as more complex
ones, as well as being easier and cheaper
to build, and illustrate this understanding
with a practical example.
 Topic C- Testing Materials and Designs
o 3C.8.1. Recognize that functional
structures must be sufficiently strong and
stable and that unstable or weak structures
are often unsafe to use.
o 3C.8.2. Compare and evaluate the strength
and stability of different models or objects
constructed.
o 3C.8.3. Describe the distinctive properties
of some common solids, such as wood,
paper or plastic, that make them suitable
for use as building materials.
o 3C.8.4. Apply procedures to test the
strength of construction materials
o 3C.8.5. Apply procedures to test different
designs.
o 3C.8.6. Apply procedures to test the
strength of different methods of joining.
o 3C.8.7. Identify and apply methods for
making a structure stronger and more
stable

ED 3604 – Evaluation of Student Learning
Unit Assessment Plan
distribution of mass within the structure and by
changes in the design of its foundation (e.g.,
infer how the stability of a structure will be
affected by increasing the width of its
foundation)
K3.1- devise and use methods of testing the
strength and flexibility of materials used in a
structure (e.g., measure deformation under
load)
K3.2- identify points in a structure where
flexible or fixed joints are required, and
evaluate the appropriateness of different types
of joints for the particular application (e.g.,
fixed jointing by welding, gluing or nailing;
hinged jointing by use of pins or flexible
materials)
K3.3- compare structural properties of different
materials, including natural materials and
synthetics
K3.4- investigate and describe the role of
different materials found in plant and animal
structures (e.g., recognize the role of bone,
cartilage and ligaments in vertebrate animals,
and the role of different layers of materials in
plants)
K4.1- demonstrate and describe methods to
increase the strength of materials through
changes in design (e.g., corrugation of surfaces,
lamination of adjacent members, changing the
shape of components, changing the method of
fastening)
K4.2- identify environmental factors that may
affect the stability and safety of a structure, and
describe how these factors are taken into
account (e.g., recognize that snow load, wind
load and soil characteristics need to be taken
into account in building designs; describe
example design adaptations used in
earthquake-prone regions)
K4.3- analyze and evaluate a technological
design or process on the basis of identified
criteria, such as costs, benefits, safety and
potential impact on the environment
EDUC 3604 – Unit Assessment Plan Template
Adapted from Marynowski and Understanding by Design (2005) by Wiggins and McTighe
Subject Area Science
Grade Level 7
Topic Structures and Forces
Length of Unit 20
(days)
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
Grade 8:
 Unit D- Mechanical Systems
o 8D.1.2. Illustrate how a common need has
been met in different ways over time
Science 10:
 Unit B- Energy Flow in Technological Systems
o 10B.2.7. Explain that, in the absence of
resistive forces, motion at constant speed
requires no energy input
o 10B.2.8. Recall, from previous studies,
the operational definition for force as a
push or a pull, and for work as energy
expended when the speed of an object is
increased, or when an object is moved
against the influence of an opposing force
Physics 20:
 Unit A- Kinematics,
o PHYS20–A1.1k define, qualitatively and
quantitatively, displacement, velocity and
acceleration
o PHYS20–A1.2k define, operationally,
and compare and contrast scalar and
vector quantities
o PHYS20–A1.3k explain, qualitatively
and quantitatively, uniform and uniformly
accelerated motion when provided with
written descriptions and numerical and
graphical data
o PHYS20–A1.4k interpret, quantitatively,
the motion of one object relative to
another, using displacement and velocity
vectors
o PHYS20–A1.5k explain, quantitatively,
two-dimensional motion in a horizontal
or vertical plane, using vector
components.
 Unit B- Change and Systems
o PHYS20–B1.1k explain that a nonzero
 Subject Area
Grade Level
ED 3604 – Evaluation of Student Learning
Topic
Unit Assessment Plan Length of Unit
(days)
Skills
S1.1. Identify practical problems (e.g., identify
a problem related to the stability of a structure)
S1.2. Propose alternative solutions to a practical
problem, select one, and develop a plan (e.g.,
propose an approach to increasing the stability
of a structure)
S1.3. Select appropriate methods and tools for
collecting data to solve problems (e.g., use or
develop an appropriate method for determining
if the mass of a structure is well distributed
over its foundation)
S1.4. Formulate operational definitions of major
variables and other aspects of their
investigations (e.g., define flexibility of a
component as the amount of deformation for a
given load)
S2.1. Research information relevant to a given
problem • organize data, using a format that is
appropriate to the task or experiment (e.g., use
a database or spreadsheet for recording the
deformation of components under different
loads)
S2.2. Carry out procedures, controlling the
major variables (e.g., ensure that tests to
determine the effect of any one variable are
based on changes to that variable only)
S2.3. Use tools and apparatus safely (e.g., select
appropriate tools, and safely apply methods for
joining materials; use saws and other cutting
tools safely)
S3.1 Compile and display data, by hand or
computer, in a variety of formats, including
diagrams, flow charts, tables, bar graphs, line
graphs and scatterplots (e.g., plot a graph,
showing the deflection of different materials
tested under load)
S3.2. Identify and evaluate potential
applications of findings (e.g., identify possible
applications of materials for which they have
studied the properties)
S3.3. Test the design of a constructed device or
system (e.g., test and evaluate a prototype
design of a foundation for a model building to
EDUC 3604 – Unit Assessment Plan Template
Adapted from Marynowski and Understanding by Design (2005) by Wiggins and McTighe
Science
7
Structures and Forces
20
net force causes a change in velocity
o PHYS20–B1.2k apply Newton’s first law
of motion to explain, qualitatively, an
object’s state of rest or uniform motion
o PHYS20–B1.3k apply Newton’s second
law of motion to explain, qualitatively,
the relationships among net force, mass
and acceleration
o PHYS20–B1.4k apply Newton’s third
law of motion to explain, qualitatively,
the interaction between two objects,
recognizing that the two forces, equal in
magnitude and opposite in direction, do
not act on the same object
o PHYS20–B1.5k explain, qualitatively
and quantitatively, static and kinetic
forces of friction acting on an object 20–
B1.6k calculate the resultant
o PHYS20–B1.7k apply Newton’s laws of
motion to solve, algebraically, linear
motion problems in horizontal, vertical
and inclined planes near the surface of
Earth, ignoring air resistance.
o PHYS20–B2.1k identify the gravitational
force as one of the fundamental forces in
nature
o PHYS20–B2.2k describe, qualitatively
and quantitatively, Newton’s law of
universal gravitation
o PHYS20–B2.3k explain, qualitatively,
the principles pertinent to the Cavendish
experiment used to determine the
universal gravitational constant, G
o PHYS20–B2.5k relate, qualitatively and
quantitatively, using Newton’s law of
universal gravitation, the gravitational
constant to the local value of the
acceleration due to gravity
o PHYS20–B2.6k predict, quantitatively,
differences in the weight of objects on
different planets.
 Subject Area Science
Grade Level 7
ED 3604 – Evaluation of Student Learning
Topic Structures and Forces
Unit Assessment Plan Length of Unit 20
(days)

be constructed on sand)
S3.4. Evaluate designs and prototypes in terms
of function, reliability, safety, efficiency, use of
materials and impact on the environment
S3.5. Identify and correct practical problems in
the way a prototype or constructed device
functions
S4.1. Communicate questions, ideas, intentions,
plans and results, using lists, notes in point
form, sentences, data tables, graphs, drawings,
oral language and other means (e.g., produce a
work plan, in cooperation with other team
members, that identifies criteria for selecting
materials and evaluating designs)
S4.2. Work cooperatively with team members
to develop and carry out a plan, and
troubleshoot problems as they arise

Attitudes
A1. Show interest in science-related questions
and issues, and pursue personal interests and
career possibilities within science-related fields
(e.g., apply knowledge of structures in
interpreting a variety of structures within their
home community; ask questions about
techniques and materials used, and show an
interest in construction and engineering)
A2. Appreciate that scientific understanding
evolves from the interaction of ideas involving
people with different views and backgrounds
(e.g., recognize that a variety of structural
forms have emerged from different cultures at
different times in history)
A3. Seek and apply evidence when evaluating
alternative approaches to investigations,
problems and issues (e.g., report the limitations
of their designs; continue working on a problem
or research project until the best possible
solutions or answers are uncovered)
A4. Work collaboratively in carrying out
investigations and in generating and evaluating
ideas (e.g., accept various roles within a group,
including that of leadership; remain interested
and involved in decision making that requires

EDUC 3604 – Unit Assessment Plan Template

Adapted from Marynowski and Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Science
Grade Level 7
ED 3604 – Evaluation of Student Learning
Topic Structures and Forces
Unit Assessment Plan Length of Unit 20
(days)

full-group participation; understand that they

may disagree with others but still work in a
collaborative manner)
A5. Demonstrate sensitivity and responsibility
in pursuing a balance between the needs of
humans and a sustainable environment (e.g.,
consider the cause-and-effect relationships of
personal actions and decisions)
A6. Show concern for safety in planning,
carrying out and reviewing activities (e.g.,
readily alter a procedure to ensure the safety of
members of the group; carefully manipulate
materials, using skills learned in class or
elsewhere; listen attentively to safety
procedures given by the teacher)

EDUC 3604 – Unit Assessment Plan Template

Adapted from Marynowski and Understanding by Design (2005) by Wiggins and McTighe
 Stage 2: Assessments
Quizzes
Checklist 5 Lab
Exit quizzes Analysis/Guided Reverse Performance Unit
Title Worksheet
Slip worth Activity Jeopardy Task Test(s)
Learning ~3% Questions
Outcomes each
Type
F S F/S F/S S F F/S S
(Formative/Summative)
Weighting 0% 5% 10% 15% 20% 0% 20% 30%
KNOWLEDGE
K1.1- recognize and classify structural
forms and materials used in X X X X X
construction
K1.2- interpret examples of variation
in the design of structures that share a
X X
common function, and evaluate the
effectiveness of the designs
K1.3- describe and compare example
structures developed by different
cultures and at different times; and X X (4)
interpret differences in functions,
materials and aesthetics
K1.4- describe and interpret natural
structures, including the structure of
X X
living things and structures created by
animals
K1.5- identify points of failure and
modes of failure in natural and built X X X X X
structures
K2.1- recognize and use units of force
and mass, and identify and measure X X (1) X X X
forces and loads
K2.2- identify examples of frictional
X X (4) X X X
forces and their use in structures
K2.3- identify tension, compression,
shearing and bending forces within a
X X X (2,3) X X X
structure; and describe how these
forces can cause the structure to fail
K2.4- analyze a design, and identify
properties of materials that are
X X (4,5) X X X X
important to individual parts of the
structure
K2.5- infer how the stability of a
model structure will be affected by
changes in the distribution of mass X X X (5) X X X
within the structure and by changes in
the design of its foundation
K3.1- devise and use methods of
testing the strength and flexibility of X X (4) X
materials used in a structure
K3.2- identify points in a structure
where flexible or fixed joints are
required, and evaluate the X X X
appropriateness of different types of
joints for the particular application
K3.3- compare structural properties of
different materials, including natural X X X X
materials and synthetics
K3.4- investigate and describe the role
of different materials found in plant X X
and animal structures
K4.1- demonstrate and describe
methods to increase the strength of X X X
materials through changes in design
K4.2- identify environmental factors
X X X X X
that may affect the stability and safety
of a structure, and describe how these
factors are taken into account
K4.3- analyze and evaluate a
technological design or process on the
basis of identified criteria, such as X X
costs, benefits, safety and potential
impact on the environment
SKILLS
S1. Initiating and Planning X
X
S2. Performing and Recording X
X
S3. Analyzing and Interpreting X
X X
S4. Communication and Teamwork X
X X X X
ATTITUDES
A1. Interest in Science
X X X X

A2. Mutual Respect

X X X

A3. Scientific Inquiry

X X X

A4. Collaboration
X X X X

A5. Stewardship
X X
A6. Safety
X X
 Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
Exit Slips will be done daily during the last 1-5
minutes of class (dependent on the activity). The
exit slips will vary in response type, and
anonymity.
Ex.
 3-2-1 Response (multiple variations).
Please provide 3 things you learned, 2
things you found interesting during today’s
Exit Slips X
class, and 1 question you have about the
material covered today.
 2 Stars and a Suggestion (multiple
variates). What are two things you enjoyed
about the class and want to see again, what
is one thing you did not like OR would
prefer to see in future classes.

This will be a skill and attitude-based checklist,

where the students will be assessed on their skill
Checklist knowledge, and attitude and application during X
labs, activities, and during group tasks. 1-3 will be
evaluated at a time.
This will be used as a review activity either prior
to quizzes or prior to the unit test. Students will be
in teams (3-5 students, possibly selected by the
teacher). This will be run jeopardy style will the
categories being relevant to the review that is
being conducted. The options that fall under each
category will be an answer that fits a range of
Reverse Jeopardy possible answers. The teams must then come up X
with a question that is satisfied by the answer that
had been selected.
Ex. A: Shell Structure.
Q: What structure spreads the forces equally
across the whole structure OR What structure
makes for good containers and uses little building
material.
Quizzes There will be 5 short quizzes that will be written X X
at the beginning of the class to assess the small
subtopics within the unit. The quizzes will be
range in question type depending on the topic
being evaluated. These quizzes will be worth ~3%
each. The student responses will be marked by the
teacher, then handed back to the student. The next
day students will have the ability to make the
appropriate corrections if needed to deepen their
 understanding and knowledge base of what was
tested (but this will not change their grade). Once
the corrections have been made, students can then
check with the teacher to ensure they have
properly answered the question.
Will help ensure the development of relevant lab
skills and knowledge of the scientific process. The
Lab prelab or planning questions will help guide and
Report/Response scaffold knowledge and skills needed in the lab or
X
and activity future labs, and the observation/analysis questions
guides will allow the students the space in which they can
provide evidence of learning, and explain the
thought process guiding their analysis.
Various worksheets will be used throughout the
topics to provide extra practice of concepts in
order to better solidify the concepts learned. These
worksheets will range in length and purpose. The
teacher will notify which pages they would like
Worksheets X X
students to complete to turn in for marks and
feedback, and which pages will be discussed and
answered as a class or for extra practice (if the
students wants to use it, or if the teacher instructs
the need for extra practice).
This will be a cumulative piece constructed
towards the end of the unit prior to the unit test (or
the topic 4-7 test) where students will demonstrate
their understanding of the concepts covered in the
various units by presenting a research project to
the class. Students will be required to choose a
structure they would like to research, present on
general facts about the structure and why they
chose it, educate the students on the design and
function of the structure, and discuss the process
Performance Task X X
and scientific knowledge needed to build the
researched structure. This project will be assessed
on completeness, knowledge demonstrated about
the chosen structure, and the presentation and its’
delivery. Prior to presenting to the class the
students will have one class period to give and
gain peer feedback, and make the necessary
changes based on the feedback given. A checklist
will be provided to the students to guide this
process.
This unit test will be a multiple-choice test. This
will be a final summative assessment to see if
Unit Test X
students have understood the learning outcomes
for the unit.