Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Do= ry Olsen
School Name	= Herington Elementary School
School District	USD #487
= School City, State	Herington, Ka= nsas
Classroom Informati= on
Subject Area
Reading, science, writing
Grade Level(s)
1<= sup>st grade
Unit Ov= erview
Unit Title
Ch= anges
Unit Summary
As a 5-6 week study, first graders will study changes that occur in their everyday life. They will observe changes in the weather, their neighborhood, and how it relates to them. We will concentrate on understan= ding how they change as they grow, how they learn, observing changes in nature, and the reasons why changes are exciting. This unit is also implemented in conjunction with the Scott Foresman 1^st grade series.
Building the Founda= tion
Habits of Learning Taxonomy <= /span>
Knowledge – Identifying and recalling information Comprehension – Understanding of provided information; stat= ing a problem in one’s own words Application – Using concepts in new situations Analysis – Breaking information down into related parts Synthesis – Putting information together to create a new wh= ole Evaluation – Judging value based on criteria
Standards
Standard 1: Reading &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; FIRST GRADE = Reading: The student reads and comprehend= s text across the curriculum. = *Benchmark 4: The student comprehends a variet= y of text (narrative, expository, technical, and pe= rsuasive).* Standard 1: Reading &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; FIRST GRADE = Reading: The student reads and comprehend= s text across the curriculum. = Benchmark 3: The student expands vocabulary.<= /span> Standard 1: Reading &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; FIRST GRADE = Reading: The student reads and comprehend= s text across the curriculum. = Benchmark 3: The student expands vocabulary.<= /span> Standard 1: Writing &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = ; 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: The student writes narrat= ive text using the writing process STANDARD 4: EARTH AND SPACE SCIENCE<= span style=3D'mso-tab-count:8'> = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; = ; &n= bsp; GRADES K-2 EARTH AND SPACE SCIENCE – The student will<= span style=3D'font-style:italic;mso-bidi-font-style:normal'> observe closely the objects and materials in their environment.= Benchmark 3: The student will describe changes in weather.
Learning Objectives
Set purpose for listening. Bu= ild background. Co= mpare and contrast. Ma= ke predictions. Wr= ite a response. Bu= ild oral vocabulary. Re= tell a story. Id= entify the plot in a story. Id= entify the title page. Di= scuss meanings of synonyms. Pr= actice fluency with oral rereading. Id= entify the theme in a story Co= unt syllables. Ask and answer questions during discussion. Di= scuss characteristics of nonfiction. Id= entify fiction/nonfiction. Use graphic organizers. Re= cognize chronological/sequential structure. Id= entify the sequence of events. Wr= ite a journal entry. De= velop an understanding of descriptive writing.
Curriculum-Framing Questions	Essential Question
Wh= at is changing in our world
Unit Questions
How do we change as we grow? Wh= at do we learn as we grow and change? Why are changes exciting? Wh= at changes can we observe in nature? How does nature change during the year?
Content Questions
1. How did the egg change?<= /font> 1. What stays the same and never changes? 2. Who are the characters in this story so far? 2. What happened first, next, and last as the eggs hatched? 3. What does Jan take with her when she moves? How do you know? 3. Where are Jan and her family? 4. What is Toad doing to try to make his seeds grow? 4. How is Frog different than Toad? 5. What animals have you seen or read about that are similar to the caterpillar? 5. What does the butterfly do after it starts to fly? 6. What is changing in the forest? 6. How is Caterpillar different?

= Student Assessment Plan
Assessment Summary
Diagnose and differentiate &= #8211; identify student’s needs Monitor progress – tell what students know and don’t know during instruction Assess and regroup – assess target skills Summative assessment –= end of unit benchmark test
Assessment Timeline
= &nb= sp; = &nb= sp; = &nb= sp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; Before Project Work Begins = ; · &nbs= p; Begin the year with t= he Baseline Group Test to make initial grouping decisions.= While Students Work on Projects &= nbsp; · &nbs= p; Monitor progress duri= ng instruction and identify students’ along the way.= · &nbs= p; Check phonics, fluenc= y, high frequency words, vocabulary/concept development and text comprehensi= on. After Project Work En= ds · &nbs= p; Use the Unit Benchmark Test to measure performance and to regroup.<= /p> = ; &midd= ot; &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; . &midd= ot; &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; &midd= ot; &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = <= o:p> = ; &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>
Se= asons
Project Description (For the Visu= al Ranking workspace)
The students will rank the seasons from the m= ost favorite to the least favorite. This will be a whole class activity.<= /p>
Prompt (For the Visu= al Ranking workspace)<= /font>
Which season is your favorite season, which is your second, which is your third, and which is your four= th favorite season.
Sorting List (For the Visu= al Ranking workspace)<= /font>
Winter Spring Summer Fall
Practice Ranking (For your future quick reference)<= /font>
Te= acher ID: doryolsen Practice Team ID 1:team01 Practice Team ID 2:team02	Pa= ssword: bigreddog Pa= ssword: team01 Pa= ssword: team02

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>
Gr= owing and Changing
Project Description (For the Seei= ng Reason workspace)
As= a class we will use the Seeing Reason Tool to examine cause and effect relationships that answer the question: What effects Jan’s feelings about her move.
Research Question (For the Seei= ng Reason workspace)<= /font>
What effects Jan’s feelings about her move.
Practice Map (For your future quick reference)<= /font>
Practice Team ID:	Pa= ssword:

Showing Evidence Elements (Complete this section if this too= l will be used in the unit)
Showing Evidence Project Name Planting a Garden
Ch= anges
Project Description
Changes occur in nature. The students will tell what= a garden needs to grow.
Prompt