Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Mi= randa Christner
School Name	= Herington Elementary School
School District	USD 487
= School City, State	Herington, Ka= nsas
Classroom Informati= on
Subject Area
Sc= ience
Grade Level(s)<= /p>
Fo= urth
Unit Ov= erview
Unit Title
Li= fe Science: Plants
Unit Summary
Students will complete a 4 week exploration wi= th plants and animals, in conjunction with the 4^th grade science textbook. They will explore= plant and animal cells and life cycles. They will complete activities that allow them to explore the conte= nt and answer questions. The students will also have the opportunity to complete explorations that foc= uses on plant growth and plant identification of parts. At the end of the unit students = will complete a plant webquest in order to review and assess students learning= .
Building the Founda= tion
Habits of Learning Taxonomy <= /span>
Knowledge: identify part of plant. Comprehension : recall parts of plants Application: interpret the life cycle of plants= Analysis: compare and contrast plants and animals Synthesis: create diagrams and illustration
Standards
STANDARD 3:= LIFE SCIENCE &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = ; &n= bsp; GRADES 3-4 LIFE SCIENCE – The student will develop<= span style=3D'font-style:italic;mso-bidi-font-style:normal'> an understanding of biological concepts through direct experience with living things, their life cycles, and their habitats. Benchmark 1: The student will develop knowled= ge of organisms in their environment. The student… 1.&nb= sp; ▲ observes organisms and compares and contrasts different structural characteristics and the distinct functions of these structures= .<= o:p> ▲ compares basic needs of different organisms in their environment. Benchmark 2: The student will<= /font> observe and illust= rate the life cycles of various organisms. ▲ compares, contrasts, and asks questions about life cycles of various organisms
Learning Objectives
ü &nbs= p; Students will observe plants= and animals and compare and contrast characteristics, life cycles, and structures. ü &nbs= p; Students will identify parts= of a plant and list their functions. ü &nbs= p; The student will identify ba= sic needs of plant in order for it to survive.
Curriculum-Framing Questions	Essential Question
Ha= ve you ever wondered about living things?
Unit Questions
How are animals and plants different? Wh= at happens as plants grow? Ho= w do plants survive?
Content Question
What is the life cycle of plants? How are animals and plants different? What do plants need to grow? What are the different parts of a plant?=

= Student Assessment Plan
Assessment Summary
The plant unit will begin by asking the students the basic questions.= Students will recall the five basic functions of living things that was taught in the lesson prior. Students will complete KWL chart, and a visual ranking to assess student’s prior knowledge. The teacher will introduce the n= ew unit. Students will complet= e a variety of activities that allows them to explore plants. Students will explore the functi= on of plants, parts of plants, life cycle of plants, and will compare and contr= ast plants and animals using a Venn Diagram on Kidspiration. Students will be assessed on these concepts by using graphic organizers, creating models, experiments, and the final project. The final project will consist of completing a Webquest.
Assessment Timeline
= &nb= sp; = &nb= sp; = <= span style=3D'mso-tab-count:1'> = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; Before Project Work Begins = ; While Students Work on Projects After Project Work Ends = &nb= sp; = &nb= sp; = <= span style=3D'mso-tab-count:1'> = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; · KWL chart = · Visual Ranking= = &nbs= p; &= nbsp; &nbs= p; Venn Diagram &nbs= p; &= nbsp; &nbs= p; Sho= wing Evidence Tool = · Discussion &nbs= p; &= nbsp; &nbs= p; &= nbsp; Showing Evidence Tool = · Experiments = · Life Cycle: plants ve= rsus animals · Seeing Reasoning Tool= &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; · Formal Assessment · State Assessment= &midd= ot; &nb= sp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; KWL chart = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &nbs= p; &n= bsp;
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 does a plant grow?
Project Description (For the Visu= al Ranking workspace)
This is an introduction activity to plants. Students will identify parts of plants and how they develop.
Prompt (For the Visu= al Ranking workspace)<= /font>
Put the plant parts in order from which they develop first.
=

Practice Ranking (For your future quick reference)<= /font>
Te= acher ID: mchristn@teen.k12.ks.us Practice Team ID 1:Team01 Practice Team ID 2: Team02 Practice Team ID 3: Team03	Pa= ssword: demo79 Pa= ssword: Team01 Pa= ssword: Team02 Pa= ssword: Team03

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>
Wh= at do plants need to survive?
Project Description (For the Seei= ng Reason workspace)
Students will identify what resources a plant needs = to grow and develop.
Research Question (For the Seei= ng Reason workspace)<= /font>
What do plants need in order= to grow and develop into a healthy adult plant?
Practice Map (For your future quick reference)<= /font>
Practice Team ID: Team 01 Pr= actice Team ID: Team 02	&nbs= p;
= =
Showing Evidence Elements (Complete this section if this too= l will be used in the unit)
Showing Evidence Project Name (For the Show= ing Evidence workspace)<= /font>
Co= mparing and Contrasting plants and animals
Project Description (For the Show= ing Evidence workspace)
St= udents will find evidence to support the claim that plants and animals are alike= . St= udents will find the evidence to support the claim that plants and animals are different.
Prompt (For the Show= ing Evidence workspace)<= /font>
How are plants and animals a= like and different?
Practice Case (For your future quick reference)<= /font>
Practice Team ID: Team01 Re= viewing Team ID: Team02	Pa= ssword: Team01 Pa= ssword: Team02
Claims
Plants and animals are alike= . Plants and animals are different.
Evidence <= /span>
=