Unit Plan Template

Note: Type in the gray areas. Click on any descriptive text, then type your own.

Author Information
First and Last Name: George Andasan,
Berlyndes Galangey, Jolina Rose M.
Velasquez, Joy Wacdagan
Email Address:
Name of School: Saint Louis University
Division: CAR
Municipality/City, Province, Region: Baguio
City
Country: Philippines

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 Unit Overview
Unit Plan Title: My Universe!
Curriculum-Framing Questions
1. How do you determine what is truly “real” and what is
truly “apparent”?
Essential Question 2. How peculiar are you?
3. Why are you the way you are?

1. Why is it important to determine the factors that

affect our universe?
2. What are the forces that had shaped your peculiar
characteristics?
3. How do real motions affect apparent motions?
Unit Questions 4. What can I do to save my life/self?
5. Why is the universe the way it is?

1. How does gravity of an object affect other objects in

the solar system?
2. What is the role of plate tectonic in relation to the
formation of volcanoes?
3. How does earth interior work and how does it affect
the surface?
4. What is the difference between rotation and
Content Questions
revolution?
5. What are the things you need to do before during
and after an earthquake?
6. What are the peculiar characteristics of each planet
in the solar system?
7. How do rotation and revolution of the earth affect the
seasons?
Unit Summary:
This unit plan will discuss about earth and space particularly the forces that affect changes on
the earth’s surface, weather patterns in the Philippines, motion of the earth and the solar
system. Students and teacher produce a class book through a group writing activity focusing
on a basic before-during- after precautionary measures on earthquakes and volcanic eruptions.
And will construct a model of each planet and show case it by mean of classroom exhibit and
the class will also held a pageant that will discuss the seasons in the Philippines and the
appropriate activities to do during each seasons. The teacher will present a video and a power
point presentation to summarize the activities and to further elaborate on the topics.

Subject Area(s): Click box(es) of the subject(s) that your Unit targets

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 Business Education Drama Other: English
Engineering Foreign Language Other: Filipino
Home Economics Industrial Technology Other: Makabayan
Language Arts Mathematics
Music Physical Education
School to Career Science
Social Studies Technology
Grade Level: Click box(es) of the grade level(s) that your Unit targets
Kindergarten 2nd Year High School Gifted and Talented
Grade 1 -3 3rd Year High School Resource
Grade 4 - 6 4th Year High School Other
1st Year High School English as a Second
Language
Targeted Philippine Basic Education Curriculum Competencies
1. Describe the changes on the Earth’s surface as a result of earthquakes and volcanic
eruptions.
2. Enumerate what to do before, during and after earthquake and volcanic eruptions.
3. Describe the different seasons in the Philippines.
4. Discuss appropriate activities for specific seasons of the Philippines.
5. Demonstrate rotation and revolution of the Earth using a globe to explain day and
night and the sequence of seasons.
6. Compare the planets of the solar system.
7. Construct a model of the solar system showing the relative sizes of the planets and
their relative distances from the Sun.

Student Objectives/Learning Outcomes:

 Describe the changes on the Earth’s surface as a result of Earthquakes and
volcanic eruptions.
 List what to do before, during and after earthquakes and volcanic eruptions.
 Compare the characteristics of the planets of the solar system.
 Demonstrate rotation and revolution of the Earth.
 Design an emergency and preparedness plan and kit.
 Listen to others with respect and will follow the authority when calamity
happens.
 Participate in class discussion, give new concepts and ideas about the
changes that happen in the solar system.

Procedures:
Day 1
 Motivation: The learner will conduct an experiment entitled “Gelatin volcano” to see
on how is the movement of magma inside the volcano.
 The teacher will write the key words on the board regarding the activity “Gelatin
Volcano”.

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 gelatin volcano
instruction.pdf

 The teacher will give instruction about the experiment.

 After the experiment, the teacher will discuss about the key words written on the board
basing it from the experiment.
Day 2
 The teacher will have a recap on the experiment they have done the other day.
 The teacher will give slip to the pupils. This slip will serve as their exit slip after the
class.
 The teacher will give instruction on what the pupils will do with the slip.
 The teacher will then present a video about plate tectonics and earthquakes to
emphasize what really happens underneath the earth and how does it affect the
surface of the earth.
 After watching the video the student will answer the exit slip and the exit slip will serve
as their pass to go out the classroom after class.
Day 3
 The teacher will ask questions to the pupils regarding the video they have watched in
their day 2.
 The teacher will now discuss the forces that affect the changes on surface of the earth
and the relationship of earthquakes and the formation of volcanoes relating it from
their previous activity.
 The teacher will again ask question while discussing and give example.
Day 4
 The teacher will assess the student by having a quiz for 45 minutes.
 After 45 minutes the class will check their quiz.
Day 5
 Motivation: the class will have a simulation about earthquake and what happen
during earthquake.
 The teacher will ask student on what they have learned in the simulation activity.
 The teacher will discuss what is earthquake and volcanic eruptions.
 The will ask the pupils to list down things to do before an earthquake.
 The teacher will paste pictures that shows things to do before an earthquake and ask
the pupil if they have listed some precautionary measures that they have seen on the
board.
 The teacher will discuss and enumerate the things to do before an earthquake.

Approximate Time Needed:

Example: Eight 80-minute (for science) class periods
Five 60-minute (for mathematics) class periods
6 weeks

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 3 months
Prerequisite Skills:

Materials and Resources Required For Unit

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Technology – Hardware: (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing
DVD Player Scanner Equipment.
Internet Connection Television Other:      

Technology – Software: (Click boxes of all software needed.)

Database/Spreadsheet Multimedia Web Browser
Web Page Development E-mail Software Desktop Publishing
Image Processing Word Processing Other:      
Encyclopedia on CD-ROM

Printed Materials:

Supplies:

Internet Resources:

Others:
Accommodations for Differentiated Instruction

Resource Student:

Gifted Student:

Student Assessment:

Key Word Search:

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