Planning

A unit plan that holds together from day 1 to the test.

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What you'll get

A coherent unit plan

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Inputs the user provides

[[Subject and Grade Level]]
[[Duration (weeks or number of lessons)]]
[[Key Standards or Learning Goals]]
[[Student Context (prior knowledge, diversity, time constraints)]]

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Deliverable

[[Subject]] Unit Plan — [[Grade]]
Duration: [[4 weeks / 18 lessons]]
Designed by: [[Name]]
Date: [[2026-06-29]]

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Stage 1 — Desired Results (Backward Design)

Enduring Understandings (students will understand that...):

1. [[Big idea — e.g., "Energy is neither created nor destroyed; it changes form and can be tracked through systems."]]

1. [[Big idea 2]]

Essential Questions (students will grapple with):

[[EQ1 — e.g., "How can we tell if energy was transferred or transformed in a system?"]]

[[EQ2]]

Transfer Goals: Students will be able to independently use their learning to [[real-world application — e.g., "evaluate claims about energy efficiency in home appliances and design a simple investigation to test one variable"]].

Standards Alignment:

Standard Code	Standard Text	Unit Connection
[[CCSS.ELA-LITERACY.RST.6-8.3]]	Follow precisely a multistep procedure...	Lab procedures and data tables
[[NGSS MS-PS3-5]]	...construct and present arguments...	Culminating claim-evidence-reasoning
[[ ]]	[[ ]]	[[ ]]

Measurable Unit Objectives (students will be able to...):

1. [[ ]]

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Stage 2 — Assessment Evidence

Performance Task (Culminating):

[[Describe authentic task — e.g., "Design, conduct, and present a controlled experiment investigating the effect of one variable on the rate of energy transfer in a simple system. Deliverable: lab report + 3-minute presentation + peer feedback."]]

Success Criteria / Rubric Dimensions:

Scientific accuracy and use of evidence

Experimental design (controls, trials, measurement)

Communication (claim-evidence-reasoning, visuals)

Collaboration and revision

Other Assessments:

Type	Timing	Purpose	Format
Pre-assessment	Day 1	Baseline	10-item quiz + 1 open response
Formative checks	Daily/every lesson	Adjust instruction	Exit tickets, whiteboards, lab notebook checks
Mid-unit quiz	End of week 2	Monitor progress	Mixed item types
Summative	End of unit	Grade unit objectives	Performance task + written test

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Stage 3 — Learning Plan & Pacing

Week 1 — Activation & Foundations (5 lessons)

Lesson 1: Phenomenon hook + pre-assessment + "What is energy?" concept sort
Lesson 2: Forms of energy stations + evidence collection
Lesson 3: Energy transfer vs. transformation (mini-lab)
Lesson 4: Reading & annotating scientific text on conservation
Lesson 5: Formative lab notebook review + introduce performance task

Week 2 — Deepening & Practice (5 lessons)

Lesson 6-8: Guided investigations (3 different systems) with gradual release of design
Lesson 9: Data analysis workshop (graphing, identifying patterns)
Lesson 10: Mid-unit check + targeted reteach groups

Week 3 — Application & Differentiation (4 lessons)

Lesson 11-12: Student-designed experiments (inquiry cycle)
Lesson 13: Revision based on peer feedback + additional data collection if needed
Lesson 14: CER paragraph drafting workshop

Week 4 — Synthesis & Public Product (4 lessons)

Lesson 15: Presentations (gallery or live) + feedback protocol
Lesson 16: Written test (if used) + reflection on enduring understandings
Lesson 17: Revisions to final products based on feedback
Lesson 18: Unit closure, celebration, self-assessment against objectives, next steps

Pacing Notes: Build in 1-2 buffer lessons for snow days, deep dives, or reteaching. Adjust based on pre-assessment data.

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Differentiation & Supports

For students needing more support:

Sentence starters and graphic organizers for CER

Pre-labeled data tables

Partner roles with sentence frames

Reduced number of trials or simplified systems

For students ready for more challenge:

Multiple variables or systems comparison

Research extension on real-world energy policy or engineering solutions

Student-created teaching video for a peer

Language Supports:

Key vocabulary with visuals and student-generated definitions

Partner talk before whole-group share

Option to respond in home language then translate for final product

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Materials, Resources, and Logistics

Core Materials:

[[List lab supplies, texts, digital tools]]

Texts / Media:

[[Anchor phenomenon video or article]]

[[Informational texts at multiple levels]]

Technology:

[[Data collection apps, graphing tools, presentation platforms]]

Prep Checklist:

[ ] Materials kits assembled per group

[ ] Rubrics printed or shared digitally

[ ] Safety review completed

[ ] Guest expert or video scheduled if applicable

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Reflection & Iteration Space (for teacher use)

After unit: What worked? What misconceptions persisted? What will I change next time?

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This unit plan follows Understanding by Design principles: start from the end (desired results and assessments), then plan experiences that lead students to deep, transferable understanding. Customize standards, timing, and tasks to your context.

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Unit plan: EQ, standards, lesson sequence with objectives, assessments, vocab, resources, differentiation.

Format & standard

What good looks like.

What it must include

Criteria

01Big idea or essential question that ties the unit together and matters beyond the classroom — the unit is not a list of standards.
02Learning goals and standards mapped across the weeks with a logical sequence — the progression is visible.
03Key assessments (formative and summative) aligned to the goals and placed at the right points — the unit is designed backward from what students must show.
04Daily or weekly learning experiences with materials, differentiation, and timing — the plan is usable by a sub or team member.
05Resources, texts, and technology listed with access notes — the teacher can gather everything before the unit starts.
06Accommodations and extensions for the range of learners in the actual class — the plan is written for real students.
07Reflection and adjustment points built in — the unit can change based on what the data shows mid-stream.

Signals of expertise

Quality

✦Opens with a real essential question or big idea that drives the sequence — the unit has a purpose students can feel.
✦Aligns assessments to goals and sequences content so each day builds on the last — the plan is coherent, not a calendar of activities.
✦Plans differentiation and reflection points — the unit is written for humans, not a perfect class.

Common mistakes

Pitfalls

×Topic list with no essential question or through-line — the unit feels like a march through chapters.
×Assessments added at the end with no alignment — the unit teaches one thing and tests another.
×No differentiation or mid-unit check — the plan works for the imaginary average student and fails everyone else.

A unit plan that holds together from day 1 to the test.

How it works.

Build my unit plan

What good looks like.

What it must include

Signals of expertise

Common mistakes

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