Unit Title: Nutrition Teacher: Adkins

Subject: College Readiness Duration: 5 weeks

Grade: 12
Summary of unit:
Over the course of the unit, students will learn strategies for reading and understanding multiple
types of scientific texts. They will learn multiple methods for writing about scientific concepts and
methods for presenting these new leanings to the public.
Stage 1 Desired Results
Objectives/Standards: Essential Questions:
CCSS.ELA-LITERACY.RST.11-12.1: Cite specific textual 1. What does it mean to think
evidence to support analysis of science and technical texts, like a scientist?
attending to important distinctions the author makes and to
any gaps or inconsistencies in the account. 2. How do scientists
communicate their ideas with
CCSS.ELA-LITERACY.RST.11-12.2: Determine the central ideas each other and to the public?
or conclusions of a text; summarize complex concepts,
processes, or information presented in a text by paraphrasing
them in simpler but still accurate terms.

CCSS.ELA-LITERACY.RST.11-12.3: Follow precisely a complex

multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the
specific results based on explanations in the text.

CCSS.ELA-LITERACY.RST.11-12.4: Determine the meaning of

symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical
context relevant to grades 11-12 texts and topics.

CCSS.ELA-LITERACY.RST.11-12.9
Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a
process, phenomenon, or concept, resolving conflicting
information when possible.

CCSS.ELA-LITERACY.WHST.11-12.2
Write informative/explanatory texts, including the narration
of historical events, scientific procedures/experiments, or
technical processes.
 Factual Knowledge Procedural Conceptual Knowledge
Students will know: Knowledge Students will understand:
Domain specific vocabulary Students will be able How scientific
o Hypothesis to: interpretation
o Theory Paraphrase, effects/ impacts
o Model summarize and results
o Process critically The processes
o Evidence analyze involved in
o Annotation scientific claims evaluating
o Specificity Integrate ideas scientific claims
o Corroboration from multiple
o Predisposition sources
o Annotated bibliography Write
o Gray literature informational
o Skepticism texts citing
o Scientific method evidence to
Scientific vocabulary support their
o Digestive system claims
o Nutrients Reflect on the
o Enzyme learning
o Double-blind study strategies and
o Osmosis processes
o Diffusion
o Transport (active and passive)
Text structures and organization
Cornell Notes Method of note taking
Stage 2 Assessment Evidence
Summative Tasks: Formative Assessment:
Research Project
Informational Pamphlet Identifying Science Claims Mini-
Project
Reading a Science Text Quiz
Writing in Science Quiz

Differentiation Considerations for Summative:

-Reading material determined by reading level

-Offer students a list of topics to narrow their search
 Stage 3 Learning Plan
Lesson Descriptions
Lesson 1: Evaluating Scientific Claims
Lesson 2: Close Reading in the Sciences: Nutrition
Lesson 3: Transforming Science Information
Lesson 4: Synthesizing Knowledge Gained from Text
Lesson 5: Taking Science Quizzes
Lesson 6:Introduction to Science Research
Lesson 7: Research and Writing in Science
Lesson 8: Final Project Presentations