Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author

First and Last Name=

Ci= ndy Harris

School Name

He= rington Elementary

School District

USD 487

= School City, State

Herington, Ka= nsas

Classroom Informati= on

Subject Area

Sc= ience, Reading, Writing

Grade Level(s)<= /p>

1<= sup>st Grade

Unit Ov= erview

Unit Title

Us= ing Your Senses to Learn at School

Unit Summary

Using the five senses is a year long experienc= e for first graders. This unit wi= ll build on previous learning activities for a more concentrated study lasti= ng about four weeks. Students = will participate in a variety of learning experiences designed to emphasize us= e of one or more of the five senses and will reflect on how the sense(s) enabl= ed them to explore some part of their world at school. In a final reflection, students = will answer the Essential and Unit questions.

Building the Founda= tion

Habits of Learning Taxonomy <= /span>

Kn= owledge: List, define

Co= mprehension: Prior knowledge; identify key elements

Ap= plication: Integrate concepts in new situat= ions, compare/contrast

An= alysis: Discuss options; make tables and diagrams

Ev= aluation: Compare, explain, rank, support<= span style=3D'mso-spacerun:yes'>

Ev= aluation: Support a conjecture; rate<= /o:p>

Standards

STANDARD 1: SCIENCE AS INQUIRY= = = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; GRADES K-2

SCIENCE AS INQU= IRY – The student will experience science as full inquiry. In the elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry.

Benchmark 1: The student will be involved in activities that develop skills necessary to conduct scientific inquiries.

STANDARD 2: PHYSICAL SCIENCE = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; = ; &n= bsp; = ; GRADES K-2

= PHYSICAL SCIENC= E - The student will explore the world by obser= ving and manipulating common objects and materials in their environment.<= /o:p>

Benchmark 1: The student will develop skills = to describe objects.

Standard 1: Reading &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = ; &n= bsp; FIRST GRADE

= Reading: The student reads and comprehend= s text across the curriculum.

= Benchmark 3: The student expands vocabulary.<= o:p>

= Benchmark 4: The student comprehends a variet= y of text (narrative, expository, technical, and pe= rsuasive).

= <= /span>

Standard 1: Writing &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = ; &n= bsp; First Grade

<= font size=3D3 face=3DArial>=

<= b>Standard 1 - Writing: The student writes effectively for a variety of audiences, purposes, and contexts.<= /p>

<= b>

= Benchmark 1: <= /font>The stude= nt writes narrative text using the writing process.=

Standard 1: Writing &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = ; &n= bsp; First Grade

<= font size=3D2 face=3DArial>=

<= b>Standard 1 - Writing: The student writes effectively for a variety of audiences, purposes, and contexts.<= /p>

<= b>

= Benchmark 2: The stud= ent writes expository text using the writing process.

Learning Objectives

The students will develop a better understanding of how their five senses help them to explore and in our first grade classroom.

Curriculum-Framing Questions

Essential Question

Wh= ich is the most important sense for learning in first grade?

Unit Questions

How does your sense of sight help you learn about things in first grade?=

How have you used the sense of taste at school this year?

Do= you use all of your senses each day in this room?

If= you could not hear how would first grade be more difficult?=

Content Questions

What are the names of the five senses?

Which body part do you use for each of the five sens= es?

Which sense would you use to tell that the radio is = too loud?

Which sense would let you know that the flowers are pink?

Which sense should you never use in this room without special permission?

Which other sense is used along with the sense of ta= ste to enjoy pizza?

Which sense helps you know that the outside of a pineapple is rough?

What are five attributes that describe popcorn?=

= Student Assessment Plan

Assessment Summary

The unit will begin by stude= nts reviewing activities we have already done in the class this year involving the five senses. They will = work whole class to brainstorm a list of attribute words for each of the five = senses. Students will write in their journals to discuss how (if) they think their senses are important = at school. Students will parti= cipate in a numerous activities involving the five senses. During this time students will u= se Venn Diagrams and graphs, write in their journals and participate in Visu= al Ranking Tool and Seeing Reason Activities. At the end of the unit students = will create a power point presentation, write in their journals, participate i= n a Visual Ranking Tool activity, and participate in a Showing Evidence Tool Activity.

Assessment Timeline


Before Project Work Begins	While Students Work on Projects=	After Project Work Ends

= · = Brainstorming = · = Journal writing	<= font size=3D1 face=3DSymbol>· = Discussion= <= font size=3D1 face=3DSymbol>· = Visual Ranking Tool Activ= ities <= font size=3D1 face=3DSymbol>· = Venn Diagrams <= font size=3D1 face=3DSymbol>· = Seeing Reason Tool Activi= ty <= font size=3D1 face=3DSymbol>· = Journal writing <= /font> = = <= /font> <= /font> =	·= Showing Evidence Tool ·= Journal Writing ·= Visual Ranking Tool ·= Power Point Project

=	=	=

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>

Wh= ich of Your Senses is Most Important in your first grade classroom?

Project Description (For the Visu= al Ranking workspace)

We use each of our five senses every day of our life. Often we use the senses without realizing the important part they have in learning about our world. Students will first participate in a variety of activities to become more aware of their five senses and the importance of each sense. Students will then work in small groups to rank the five sens= es according to which they believe is the most to least important for learni= ng in our classroom.

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

Put the senses in order of t= heir importance in our classroom.

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

Feeling

Hearing

Seeing

Smelling

Tasting

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

Te= acher ID: charris

Practice Team ID 1: team01

Practice Team ID 2: team 02<= o:p>

Pa= ssword: senses<= /p>

Pa= ssword: team 01=

Pa= ssword: team 02=

<= o:p>

&nbs= p;

Seeing Reason Elements (Complete this section if this tool will be used in the unit)
Seeing Reason Project Name (For the Seeing Reason workspace)
Fi= ve Senses in the Classroom
Project Description (For the Seei= ng Reason workspace)
During the last work period= of the day students will brainstorm ways they have used the sense of hearing= in the classroom that day. They will use the Seeing Reason Tool to determine= how these factors have affected learning during the day.
Research Question (For the Seei= ng Reason workspace)<= /font>
How has your sense of hearing affected your learning today in this classroom?<= /p>
Practice Map (For your future quick reference)<= /font>
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