WEEK 1A

identify frameworks

Unit Plan Introduction and MA Frameworks

(1) Complete Part I of the Unit Plan

Complete Part I of the Unit Plan for your unit, in which you identify the MA Framework standards being addressed for your subject and grade, especially the Science, Technology, and Engineering standards being addressed, but also ELA and mathematics.

See Student Work Examples

The Unit plan will be posted and shared with your classmates through Google Classroom.

Frameworks to be included:

Science and Technology/Engineering
ELA
Math, and
Digital Literacy Frameworks- See http://www.doe.mass.edu/frameworks/current.html

Submit to Google Classroom with this assignment,

Save in your Google Drive STEM unit folder

Attach to the beginning of your Classroom as per the example Classroom

These documents may be revised during the course as your unit develops.

Form:

Unit Plan Part I Rev 8-20-25.docx

Download Unit Plan Part I Rev 8-20-25.docx

1) Read and Review the Massachusetts STEM Frameworks for your grade- see links at:

https://sites.google.com/aceraschool.org/k5scienceplanning/science-frameworks/ma-ste-frameworks

Copy and paste the relevant frameworks into the form. This document, with the STE, Math, and ELA frameworks can be used as an attachment to upload if you want to explore using AI in unit planning.

2) Review past examples- see student work under "Student Work Examples" under Modules

Sample: UnitPlan Part I Example.docx

Download UnitPlan Part I Example.docx

3) Choose theme for unit, identify relevant Massachusetts STEM Frameworks and related ELA and math skills.

4) Complete Unit Plan Part I Rev 8-20-25.docx

Download Unit Plan Part I Rev 8-20-25.docx and submit on Canvas.

If you choose, you may collaborate on your unit plan with another teacher who teaches the same grade.

Problems to avoid: Units vs activities: Remember you are designing a project-based unit, based on Frameworks concepts or societal needs, not a one-day activity.

For another example, a Grade 4 project on transformations of energy could be titled "Playground Physics" and could investigate energy and motion as experienced in the schoolyard:

For another example, a Grade 3 unit on weather could include creating weather maps, looking at climate change, building weather instruments, graphing temperature and rainfall, learning cloud types, etc.- each of these would be an activity as part of answering a larger question about weather and climate.

Form Instructions: Delete/replace all items in red; complete all items

Part I- Project-Based Learning Unit Plan Template Revised 7-30-2020 Replace this with your title. All items in red are explanatory and should be deleted from final document

Your Unit plan document should be saved with the following title:

yourname Unit Plan

Teacher-Candidate: James Bond Email Address: James.bond@

Course Name: Grade(s): Grade 5

Primary Subject Area and Grade: English Language Arts Grade 10

Part I- General Expectations

- Project Title: Pollution in the Charles River

- Project Summary:
- Length of Unit/Time Frame:
- Overall Driving Question or Design Goal: What are the sources of pollution in the lower Charles River Basin? How can we decrease these sources?
- Academic Vocabulary:

- Voice and Choice: Projects need to be both meaningful AND manageable. How can each end product be made unique, while using a common set of technical skills?

- Student Learning Outcomes-Technology/Engineering Skills

“I want students to know how to shoot and edit a 3-minute video using WeVideo”

- - - Student Work Products/ Deliverables:
    - Journal or Storyboard
    - Report or Physical Products( for design challenges)
    - Media Arttifact of their research or design journey( Adobe Spark/Video/Prezi etc.)

- Targeted Massachusetts Science and Engineering Frameworks:

- Targeted Massachusetts ELA Frameworks: (Include at least one Critical Thinking statement from Frameworks), including communication and literacy skills
- Targeted Mathematics Frameworks and Skills:
- Technical and Media Skills:
- Give specific examples from your unit how students will collaborate and communicate, use critical thinking and express creativity.
- Assessment(s): Using your Driving Question or Design Goal, what sort of baseline, formative, and summative assessments are you going to use to both reinforce and measure student learning?
- Addressing the needs of Moderately Disabled, Gifted, and English Language Learners: How will you make sure that the content, materials and instruction will be differentiated to meet the needs of the aforementioned population of students? Make sure you address this in regards to delivery, tasks, and work products
- Public Products(Individual and Team):

Project Ideas:

PBS Design Squad. https://pbskids.org/designsquad/

KidWind. https://www.kidwind.org/

Teach Engineering https://www.teachengineering.org/

Exploratorium. https://www.exploratorium.edu/education/teaching-resources

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Literature-Based Prompts:

A Long Walk to Water

https://www.amazon.com/dp/B07BT9HDPF/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

The Boy Who Harnessed the Wind

https://www.amazon.com/dp/B00KWG9N1Y/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

October Sky(Rocket Boys)