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It incorrect. It is a close-ended question and doesn't address the topic. It could be changed to : ''If you were to invent something, how would adjectives help you to sell it?''

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These are more like transfer goals. Here is an example: "Lorem ipsum dolor sit amet, consectetur adipiscing elit. Phasellus eu ante facilisis erat dictum congue sed id nunc." We think that it has to be revised.

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There are three U goals but we don't think they are connected. U1 (Vivamus fermentum convallis urna. Duis sagittis, sem sit amet volutpat rhoncus, tellus arcu volutpat odio, a mollis ante lorem a erat) is relatively better but it doesn't lead to a transfer goal, either.

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We can't see the sub skills of reading and writing.

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U2-Vague explanation

Students will understand that furniture can change how a home feels.

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We can't assess the transfer goal during the unit

Our suggestion for this: Ss will analyze how each room is utilized for various activities. We can assess this by matching furniture and rooms.

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In K5 feelings should be left out and the corresponding skill will be "can describe themselves by appearance to their friends. (tall, short, thin, fat, etc.)"

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It should be in the knowledge section.

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UNDERSTANDING
U1 is way too general: "poetry has different purposes"
It must be more specific.
i.e "Poetry can be used to express emotions, deliver abstract-tangible messages or spark creative thinking."

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Transfer goal is too specific and narrow. A student should be able to use the knowledge and skills in more situations and contexts and not only be limited to writing for a school magazine.

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Transfer goal is too specific and narrow. A student should be able to use the knowledge and skills in more situations and contexts and not only be limited to writing for a school magazine.

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EQ2 is a more elaborate form of the first one.
EQ1 only asks about "biological" aspect.
EQ2 brings another level of thinking because it links biological and environmental aspects.

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Missing U Goal(s) for environment/Biology

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Missing U Goal(s) for environment/Biology

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The 3 Understanding goals focus on EQ1 only ...
There aren't any U goals to address the "environmental" dimension raised in EQ2.
K1: knowledge on Environment
S1: Heredity and Environment

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There are no leading questions which can help the students to learn the definition of hormones or neurotransmitters.
NOTE: Augusta and I discussed this point and agreed that on the EQ it is already implicit the basic knowledge.

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S5 does not have a corresponding knowledge. We will add that "students will follow the classroom rules."

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All the questions cover a broad range of answers and not just one word answers.

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ıt doesn't seem as an essential question because it doesn't require  any form of discovery. It could have been asked as below;

How can it be explained that differing perspectives can lead to similar behaviours ?

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For understandings everything looks fine.

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This is a statement of observation rather than a long term understanding.

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The sentence is too vague. It needs to clarify the actual field of knowledge.

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It could be written with quotations

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It needs to be removed because it is unclear and not referred to in the ''Understanding'' and ''Essential Questions'' sections.