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Unit Plan that Incorporates the Use of Thinking Tools

Author

First and Last Name=

Ca= rrie Kickhaefer

School Name

He= rington Elementary

School District

USD 487

= School City, State

Herington, KS=

Classroom Informati= on

Subject Area

Sc= ience

Grade Level(s)<= /p>

4<= o:p>

Unit Ov= erview

Unit Title

Life Science= =

Unit Summary

As a 4-5 week study, fourth graders will s= tudy the different functions in growth, survival and reproduction of animals. = They will show their understanding of animal behaviors influenced by internal = and external cues. This unit is also implemented in conjunction with MacMillan McGraw-Hill Science 4th Grade series.  As a culminating activity, stude= nts will complete a PowerPoint project on a selected animal.  In a final reflection, students = will answer the Essential and Unit questions.

Building the Founda= tion

Habits of Learning Taxonomy <= /span>

Knowledge: identify and assess prior knowledge<= /font>

Application: integrate concepts in new situations, compare/contra= st

Analysis: Create and design, make diagrams

Synthesis: Extend concepts, make generalizations

Standards

KS.3.

   

Life Science: As a result of the activitie= s in grade 4, all students will develop an understanding of biological concepts through direct experience with living things, their life cyc= les, and their habitats.

 

       &n= bsp;

 

3.1.

   

All students will develop knowledge of org= anisms in their environments. The study of organisms should include observat= ions and interactions within the natural world of the child.=

 

       &n= bsp;    

 

3.1.1.

   

The students will compare and contrast structural characteristics and functions of different organisms.

 

       &n= bsp;    

 

3.1.2.

   

The students will compare basic needs of different organisms in their environments.

 

       &n= bsp;    

 

3.1.3.

   

The students will discuss ways humans and = other organisms use their senses in their environments.

 

Learning Objectives

 

  • = The student will devel= op an understanding of biological concepts through direct experience wi= th living things, their life cycles, and their habitats

 

  • The student will observe organisms and compares and contrasts different structural characteristics and the distinct functions of t= hese structures.

 

  • The students know living organisms have distinct structures and body sys= tems that serve specific functions in growth, survival, and reproductions (e.g. various body structures for walking, flying, or swimming)=

 

 

  • The student will compares basic needs of different organisms in their environment. 

 

  • The student will discuss ways organisms use their senses to survive in t= heir environments.

 

 

 

Curriculum-Framing Questions

Essential Question

Ho= w is life forever changing?

Unit Questions

  • How would you describe an animal?
  • How are all animals alike and different?<= o:p>
  • What happens as you grow older?
  • Why would an animal need to play hide-and-seek?

Content Questions
  • What types of characteristics, or traits,= do all animals have in common?
  • How are fish and frogs alike and differen= t?
  • What are the stages of complete metamorphosis?
  • What allows a fish to survive in their environment?

 

= Student Assessment Plan

Assessment Summary

The unit begins with a discussion of the essential question to brainstorm thoughts.  The teacher will then describe t= he unit in detail. In this unit, students will complete a variety of activit= ies to compare the different life cycles and structural characteristics and f= unctions of different organisms in preparation of their final project. A journal of the student’s ideas and thought, using writings and drawings are us= ed to probe understanding throughout the course of the unit. The journal will become part of the final project. The teacher will introduce the final ru= bric which outlines criteria to be met throughout unit. In a final reflection, students will answer the Ess= ential and Unit questions.

Assessment Timeline

 

 

 

Before Project Work Begins

While Students Work on Projects=

After Project Work Ends

 

 

 

= ·     =      K-W-L chart

= ·     =      Brainstorming

= ·     =      Visual Ranking To= ol Activity to assess Prior knowledge

= ·     =      Questioning

<= font size=3D1 face=3DSymbol>·     =      Questioning<= /o:p>

<= font size=3D1 face=3DSymbol>·     =      Discussion

<= font size=3D1 face=3DSymbol>·     =      K-W-L chart<= /o:p>

<= font size=3D1 face=3DSymbol>·     =      Seeing Reason too= l

<= font size=3D1 face=3DSymbol>·     =      Graphic Organizer= s

<= font size=3D1 face=3DSymbol>·     =      Butterfly life cycle:  art project=

<= font size=3D1 face=3DSymbol>·     =      Posters: Life Cyc= le

<= font size=3D1 face=3DSymbol>·     =      Journal

 =

 =

 =

·=           Reflection

·=           PowerPoint Presentation

·=           Journal

·=           K-W-L chart<= /o:p>

·=           Formal Assessment=

·=           State Science Tes= t

 

 

 

=  

=  

=  

Visual Ranking Elements (Complete this section if this tool will be used in the unit)<= /font>

Visual Ranking Project Name (For the Visu= al Ranking workspace)<= /font>

How Long Do Animals Live?

Project Description (For the Visu= al Ranking workspace)

Introduction activit= y:

The average life span of humans is about 75 t= o 80 years.  Students will rank animal’s life span according what they think. 

Prompt (For the Visu= al Ranking workspace)<= /font>

Rank by placing what you thi= nk has the shortest life span.

Sorting List (For the Visu= al Ranking workspace)<= /font>



<= span style=3D'font-size:10.0pt;font-family:Arial;color:#0033FF;font-weight:b= old'>Project Name:

How Long Do Animals Live?

<= span style=3D'font-size:10.0pt;font-family:Arial;color:#0033FF;font-weight:b= old'>Project Description:

Introduction activity: The aver= age life span of humans is about 75 to 80 years. Students will rank animal’s life span according what they think and why. =

<= span style=3D'font-size:10.0pt;font-family:Arial;color:#0033FF;font-weight:b= old'>Prompt:

Rank by placing what you think has = the shortest life span.

 

<= /p>

 

 

Practice Ranking (For your future quick reference)<= /font>

Te= acher ID: ckick

Team ID: team01

Team ID: team02

Team ID: team03

Team ID: team04

Pa= ssword: taylor

Pa= ssword: team01

Pa= ssword: team02

Pa= ssword: team03

Pa= ssword: team04

 

 

Seeing Reason Elements (Complete this section if this tool will be used in the unit)

 

Seeing Reason Project Name (For the Seei= ng Reason workspace)<= /font>

 

Anim= al Survival