For the Whole Unit
1. Select a topic from the OUSD Science Standards list
2. Review the concepts specified in the content standards.
3. Create a concept map, labeling relationships between concepts.
4. Create a sequential outline based on your concept map.

For Column 1, Standards
5. For each concept or objective, write a sentence stating what the standard s for column 1. Make sure these are attainable by use of the lessons to the right. These standards should flow in a logical sequence, reflecting the outline created above.

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For Column 3, Lesson Resources
6. Search the adopted textbook for readings and activities that address the standards. Determine which of these are of value and reference them in column 3 of your guide, in a thoughtful sequence.
7. Seek out additional readings at a range of reading levels. Indicate the point in the sequence where they are appropriate.
8. Identify opportunities for integration of math concepts. Refer to OUSD Math Standards to find appropriate grade level targets.
9. Where activities and instruction in the text are inadequate, seek out lessons, demonstrations and hands-on activities from other sources; published material such as GEMS or FOSS, web resources, or teacher-prepared material. Reference these in column 3.
10. Designate special activities that might be appropriate as District-wide coordinated efforts, such as a science fair or creek clean-up day.

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Material attached to Column 3, Lesson Resources
11. A suggested timeline for recommended lessons, indicating how many days each lesson is expected to require.
12. Identify appropriate community resources such as field trips and guest speakers. Prepare a separate list of these, including contact info and web addresses.
13. Make a separate list of the basic materials needed for the recommended activities, per class of 32 students.
14. Make a separate list of key vocabulary words.

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For Column 2, Key Questions
15. Identify questions that can be used to reveal student understanding of the concepts before, during and following instruction. Look for questions that reveal misconceptions, draw attention to key issues and provoke reflection.

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For Column 4, Assessment
16. How do we know a student achieved the standard? What could provide concrete evidence of achievement?
17. Review assessments provided with adopted text and identify those that are appropriate.
18. Recommend other assessment strategies as needed. Not all assessments should be in the logical/mathematical domains of intelligence. Performances drawing on other intelligences (artistic, kinesthetic and musical) should be identified.