Kindergarten Life Science Unit (K.L.1) · PDF fileKindergarten Life Science Unit (K.L.1) ......

Kindergarten Life Science Unit (K.L.1)

Decision 1 – What will students learn in this unit?

Decision 1: What will students learn in this unit?

Standards Addressed:

1. Science: K.L.1

2. Reading Informational Text

3. Math

4. Writing

5. Technology

6. Other

What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this

unit?

Know Understand Do

K.L.1.1

Students know that animals of the

same type have individual

differences.

K.L.1.2

Students know the characteristics

of living and nonliving things.

Students will understand that two

animals have likenesses and

differences.

Students will understand the

characteristics of living and

nonliving things.

Students will sort, describe,

classify and label various animals.

Students will distinguish what

things are living and what things

are nonliving.

Decision 2 – Assessment

Decision 2: Assessment

Plan for how students will indicate learning and understanding of the concepts in the unit.

How will you assess learning?

Possibilities/options:

Pre-assessment: Show picture of an animal. Ask, “What do you know?” Have

students write in journals or orally share answers (use the rubric).

Short answer tests or quizzes

Student logs, journals and informal writing

Lab activities: Hands-on Centers

Formal writing assignments: Informational Writing for Formal Assessment

Informal or formal student Interviews, conferences, observations etc.

Informational texts

_____________________________________________________________________________

_____________________________________________________________________________

Describe the performance, product, or project that will be the culminating activity

for the unit.

The student’s assignment for the Culminating Activity includes:

Unit essential question or “I Can” statement for the culminating activity.

A thorough description of the activity including steps or task analysis in

completing the culminating activity.

A copy(ies) of the rubric(s) you will use to assess the culminating activity or any

other aspects of the unit.

_____________________________________________________________________________

Decision 2 – Assessment: Rubric Reminders

Decision 2: Assessments – Rubric Reminders:

Scale

Criteria 1 2 3

(Proficient) 4

Ind

icato

rs

Wh

at d

oes

eac

h n

um

ber

or

adje

ctiv

e in

you

r sc

ale

mea

n?

R.I.K.2

Identify main

topic; retell key

details. (Pre- and

post-assessment)

Cannot name a

detail or topic of

the texts.

Can name topic

OR key detail.

Can name topic

AND key details

(at least two) with

either pictures,

written expression,

or verbal

expression.

Topic and key

details (at least

two) within

written

expression.

Decision 3 – Student Learning Map

Decision 3: Student Learning Map

Key Learning Targets:

K.L.1 Compare characteristics of animals that make them alike and different from other animals and non-

living things.

Concept:

Identify ways animals of the

same type have individual

differences.

Concept:

Identify ways people can name

the parts of a whole object, plant,

or animal.

Concept:

Explain how the parts of living

and non-living things work best

as a whole.

Lesson EQ(s):

I can identify ways that

animals of the same type have

individual differences.

Lesson EQ(s):

I can identify ways people can

name the parts of a whole

object, plant, or animal.

Lesson EQ(s):

I can explain how the parts of

living and non-living things

work best as a whole.

Vocabulary:

animal structure

growth characteristic

non-living things living things

basic needs sun

hibernate food

shelter nocturnal

changes water

human

Vocabulary:

animal structure



basic needs sun

hibernate food

shelter nocturnal

changes water

human

Vocabulary:

animal structure



basic needs sun

hibernate food

shelter nocturnal

changes water

human


Concept:

Compare living and non-living

things by using some of the

characteristics all animals share.

Concept:

Explain the basic structure that

all animals of the same kind,

including humans, have.

Concept:

Compare the way organisms

grow and change.

Lesson EQ(s):

I can compare living and non-

living things by using some of the

characteristics all animals share.

Lesson EQ(s):

I can explain the basic structure

that all animals of the same kind,

including humans, have.

Lesson EQ(s):

I can compare the way organisms

grow and change.

Vocabulary:

animal structure



basic needs sun

hibernate food

shelter nocturnal

changes water

human

Vocabulary:

animal structure



basic needs sun

hibernate food

shelter nocturnal

changes water

human

Vocabulary:

animal structure



basic needs sun

hibernate food

shelter nocturnal

changes water

human


Concept:

Explain the stages of the life

cycle.

Concept:

Describe ways different animals

move.

Concept:

Identify the basic needs living

things need to survive.

Lesson EQ(s):

I can explain the stages of the life

cycle.

Lesson EQ(s):

I can describe ways different

animals move.

Lesson EQ(s):

I can identify the basic needs

living things need to survive.

Vocabulary:

animal structure



basic needs sun

hibernate food

shelter nocturnal

changes water

human

Vocabulary:

animal structure



basic needs sun

hibernate food

shelter nocturnal

changes water

human

Vocabulary:

animal structure



basic needs sun

hibernate food

shelter nocturnal

changes water

human

Decision 4 – Launch Activities

Decision 4: Launch Activities

Hooks and Links

Develops student interest and links prior knowledge. Provides the Student Learning

Map and the key vocabulary to students.

Guiding Questions:

1. How are you going to get students engaged?

2. How are you going to develop student interest and link their prior knowledge?

3. How are you going to start the Student Learning Map of the unit with students?

4. How are you going to preview key vocabulary with students?

Decision 5 – Acquisition Lesson Planning

Decision 5: Acquisition Lesson One

Language Objective(s), where appropriate:

Identify ways that animals of the same type have different attributes (1.1).

Lesson Essential Question(s) or “I Can” Statement(s):

I can identify ways that animals of the same type have different attributes (1.1).

Activating Strategies: (Learners Mentally Active)

Acceleration/Previewing: (key vocabulary)

Topic Overview of the Animal Kingdom.

Content Plant Kingdom and Animal Kingdom as basic categories of living things. Basic

differences between plants and animals. Sorting of kingdom members into the correct

category. Some students will use a list of words, some will use pictures.

Goals

Students will describe the differences between plants and animals. If unable to talk,

students will use pictures to finish sentences begun by the instructors. Students will

correctly categorize animal and plant words or pictures into the appropriate categories:

plant or animal.

Materials Worksheets with a number (i.e., 20) animal and plant words. Pictures of those animal

and plant words. A large number of pictures of plants and animals from nursery books

or library books.

Introduction

Show one picture at a time of a plant or an animal. Briefly talk about each as to what it

needs to STAY ALIVE, and what will happen if it doesn’t get what it needs. (IT WILL

DIE.) Introduce the statement that both plants and animals are LIVING THINGS. Do a

pet poll and graph the results.

Development Use two poster boards: one labeled PLANT and one labeled ANIMAL. As a class, sort

several pictures and words into one category or the other.

Practice Students return to desks and complete a sorting activity using pictures or words for

plants and animals. Staff members monitor. Repeat this activity for three consecutive

days.

Accommodations

Pictures or words for sorting. If pictures, then glue them to two different sheets of

paper labeled with PLANT and ANIMAL (pictures). If using words, student places a P

or an A in the blank next to each word in the list. (Or, each word may be preceded by a

P and an A, which students may circle, as appropriate.)

Checking for

Understanding

During circle time in the following week, two or three times during the week, ask

students to correctly categorize a plant or an animal word or picture. Give each student

two or three trials in the circle time, as time allows.

Closure Repeat initial session concerning LIVING THINGS and the differences between

PLANTS and ANIMALS. Tell students that in coming weeks, we will be studying

animals. Complete a bulletin board concerning the study of different kinds of animals.

Evaluation Some students may need more time than one week to categorize PLANTS and

ANIMALS. If so, that can be a continuing activity for that student. Students may be

given a test, but staff will not use the word “TEST.”


Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided

Practice; Distributed Summarizing; Graphic Organizers)

Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize and Answer Essential Questions

Lesson Resources

Pictures of plants and animals.

Two poster boards (one labeled “Plant” and the other “Animal”).

Pictures or words for sorting.


Decision 5: Acquisition Lesson Two


Students will be able to familiarize themselves with different types of animals.


I can identify ways that animals of the same type have different attributes (1.1).



mammal

animal

characteristics

Topic Welcome students (scientists) to the world of animals. Define what mammals are and

identify their characteristics.

Content Vocabulary: mammal, animal, characteristics.

Goals Students will be able to understand that mammals have distinctive features which help

us identify them. Students will be able to familiarize themselves with different types of

animals.

Materials Given pictorial images, students will compare and contrast mammals, define

mammals, and identify the unique characteristics of mammals.

Introduction Welcome students to the World of Animals. Define what animal, mammals and

characteristics are. Students will be in groups of four. Provide four work stations. At

each of the four work stations, have a picture of an animal.

Development Students will talk and share ideas about the characteristics of the animal illustration in

the work station.

Practice Each student will have an animal chart worksheet. Students will draw animal features

that will identify the animal and its characteristics. Students will rotate around the

room until all stations have been completed.

Accommodations Students will be placed in groups of varying abilities to allow each student to find

benefit in the group. Teacher will assist with groups having difficulty.

Checking for

Understanding

Class will gather in a circle and each student will share his/her work and present to the

class what characteristics they found as they went around the work stations. This will

demonstrate student understanding of pictorial images and the distinguishing of

different mammals.

Closure Teacher will collect all of their work and give positive reinforcement. Later, the class

will create an animal book with the animals of their choice.

Evaluation

As students give their presentations; the teacher will measure their progress by

observing how they initially started out with their visualization skills and presentation

of their animal chart worksheet; and assess their progress throughout the creation of

our animal book.

Teacher Reflection Did the work stations prove successful? Did the students work well in groups? What

did the students like about this lesson? What can be changed?






Lesson Resources


Decision 5: Acquisition Lesson Three


Students will label the parts of a whole object, plant, or animal on a picture.


I can identify the way people name the parts of living and non-living things.



nocturnal compound eyes spiracles abdomen

omnivores fore wings simple eyes head

jumping legs hind wing antennae thorax

Topic The Very Quiet Cricket Labeling Activity

Content

Nocturnal Most active at night.

Omnivores Eat plants and animals.

Jumping Legs Propels cricket into air.

Antennae Helps cricket sense touch and detect odors

Simple Eyes See in different directions and tell between light and dark.

Compound Eyes Two larger, angled eyes, hexagonal lenses.

Fore Wings Hard leathery parts on thorax.

Hind Wing Pair of wings farthest from head “flying wings.”

Spiracles Small holes in abdomen, help breathe.

Abdomen Tail area of cricket

Thorax Middle area of cricket.

Head Front of cricket’s body.

Goals Students should be able to label and identify the main parts of a cricket. Know insects

have three body parts: head, thorax, and abdomen.

Materials The book, Worksheets.

Introduction Ask: “What are some sounds you hear during the summer? What about at night time?

Did you ever wonder what bugs were making noises? Or, how they were making those

noises? Well, we will find out later on what they are and how they do it.”

Development Also see THE OUTLINE. Read the book. Ask what they know about crickets when

and where you see them, how they move, what they eat, what they look like.

Complete the labeling activity. Study 5 – 10 minutes. Mini quiz 10 minutes.

Practice Students study by themselves. Study with a neighbor.

Accommodations Give them a sheet with the cricket labeled. Verbally quiz them on different parts.

Checking for

Understanding Mini Quiz on functions of parts on the Cricket.

Closure Know that insects have three main body parts: Head, thorax, and abdomen. Listen for

crickets when it is warmer outside. Imagine yourself as the cricket.






Lesson Resources

The book, Worksheets.


Decision 5: Acquisition Lesson Four


I will describe the life cycle as the stages of growth and change.


I can explain the stages of the life cycle.



Objective Students will work together to illustrate the life cycle of a frog.

Connection Students will be aware of change over time. (Kentucky Learning Goal 2.2. Students

identify, analyze, and use patterns such as cycles and trends to understand past and

present events and predict possible future events.)

Context

Prior to this lesson, students explored the life cycle of apples and pumpkins. They have

worked in groups to illustrate the sequence of events that occur in these cycles.

Therefore, they are familiar with working in groups to perform this sort of task. Last

week, the children also worked with sequencing as they showed Clifford growing from

a puppy to a full-grown dog. Furthermore, this lesson is being taught in an integrated

mathematics and science unit on frogs.

Materials

Dry-erase board and marker

Four pieces of white paper

Crayons

Pencils

“What Comes Next?” worksheet

The book, From Tadpole to Frog, by Wendy Pfeffer

Procedures

1. Review the sequence of my dog Jake’s life along with my own life. Show the

pictures, and have the children put them in the correct order. Have them explain

why they go in this particular order.

2. Ask the children to recall what they learned about frogs yesterday. Tell the

children that today we are going to discuss the life cycle of a frog.

3. Read, From Tadpole to Frog, by Wendy Pfeffer.

4. After reading the story, discuss the sequence of events that must occur before a

frog develops.

5. Tell students that first there are tiny eggs that cling together in the water. Begin to

make a list on the dry-erase board. (1. Tiny eggs are in the pond.)

6. Ask students what happens next. Prompt students when necessary, and continue to

write the sequence of events on the dry-erase board. (2. Tadpoles come out of the

eggs and they swim in the pond.) (3. The tadpole grows legs and lungs.) (4. The

tadpole changes into a frog.)

7. After making the list of events that must occur before a frog develops, explain to

the children that they are going to work in groups to illustrate one part of the cycle

just as they did for the apple and pumpkin in a previous lesson.

8. Give each group a piece of white paper that is labeled with their particular part in

the sequence/cycle.


9. Have children spread out in the room and use pencils and crayons to complete

their pictures.

10. After the children have illustrated their part of the cycle, have the children return

to their seats. Ask one member of each group to come to the front of the room.

Have volunteers tell the order they should come in. Hang and display the finished

sequence in the room.

11. Students will then complete the worksheet, “What Comes Next?” They will cut

and paste the four pictures of the life cycle of a frog into the correct order.

Student Assessment

Students will be assessed on their participation in the group activity based on teacher

observation. They will also be assessed on the correctness of the worksheet they

complete. If they have placed the pictures in the correct order, they will receive a plus

for skilled, and if they are not in the correct order, they will receive a minus for need

improvement.

Refinement-Lesson

Extension/Follow-up

Students will continue to learn about frogs. They will explore the eating habits of

frogs, how they catch their food, and what they eat.





Lesson Resources


Decision 5: Acquisition Lesson Five


I will explain how animals have structures that serve the same purpose as humans.


I can explain the basic structure that all animals of the same kind, including humans, have.



Goals 1. The learner will make observations and build an understanding of similarities and

differences in animals.

Specific Objectives

Observe the similarities of humans to other animals including:

Basic needs

Growth and change

Movement

Required Materials Flash cards with pictures of regional animals on them.

Anticipatory Set

(Lead-in)

There are many different regional animals that we have been learning about for some

time.

Step-by-Step

Procedures

Begin this guessing game by naming something about a particular animal. For

example: “This animal is often big, furry, and it hibernates during winter.” Answer:

“Bear.”

If students are having difficulty, the teacher will have them look briefly at the

flashcard of the unknown animal. Then ask, “What is the animal’s name?”

This game can be played in teams or one-on-one, whatever the teacher and students

want.

Plan for Independent

Practice

Whenever we begin our year, students work with teams. By the end of the year,

students are asking for flashcards to play with a partner, usually. If there is a student

who is very successful, the teacher can pair that student with a less proficient student

or a shy student who does not like to offer answers in a large group.

Closure (Reflect

Anticipatory Set)

We all celebrate the fact that we have so very many different animals living so close to

us. We count how many animals were named from.

Assessment Based on

Objectives

Teacher observes who is having difficulties, and have others assist during the game.

Then, as a one-on-one reinforcement, the teacher will call the students over and ask

them one at a time if they know the animals.

Adaptations (for

students with

learning disabilities)

For hearing-impaired students, offer the names of animals in sign language.

For sight-impaired students, use larger pictures of animals, and/or different seating

arrangements. If the sight-impaired student is still having difficulty, the Braille system

could be used as an alternative, or audio taped sounds that the animals make.

Extensions (for gifted

students)

For gifted students, they should try to write the names of the animals or write a short

story about their favorite animal. As another extension, teachers could have students

do research about an animal of their choice and tell peers about the animal. If students

wish, they could not offer the name; just facts that were learned through research, and

have others guess what animal it is.


Possible Connects to

Other Subjects

Social Studies: Teacher could use animals from different regions of the world and

using a map to show where their habitat is located.

Mathematics: Students could measure how big the animals are compared to

themselves. Or, how many animals of a certain kind live near them.

Language Arts: Having students write about animals is a great activity. Have them

write about what they would do if they were a certain animal if they

were that animal is always a fun project.





Lesson Resources


Decision 5: Acquisition Lesson Six


I will compare animals by their characteristics.


I can compare living and non-living things by using some of the attributes all animals share.



Science Organisms can be described and sorted by their physical characteristics.

Writing Pictures, labels, and familiar words are used to communicate information and ideas.

Objectives Students will read Animal Coverings and create an interactive writing piece that

demonstrates their knowledge of the reading material.

Resources and

Materials

Animal Coverings found on www.Reading A-Z.com

Chart Paper

Markers

Differentiation Students will be called up to write letters and or words as needed.

Preparing Students

for the Lesson

Transitions

Expected Behaviors

Students will be in a small group based on their guided reading level. Other students

should be participating in literacy activities that are on their level.

Teaching the Lesson

(Lesson

Sequence/Activities)

Motivation/Anticipatory Set

Pre-Assessment/Activity Background Knowledge

Teacher Input, Modeling, and Checking for Understanding

Guided Practice

Independent Practice

Closure

1. Ask students: “What is something you wear to keep yourself warm? What do you

think an animal has to keep it warm?”

2. Share the title and cover of the book with the students. Then ask: “What do you

think this book will be about? What is your prediction?”

3. Picture-walk through the text. Introduce unfamiliar words: scales, armor, shells

and any other words that might be tricky. Allow students to read the book. Help

students use reading strategies to figure out new words.

4. After reading the text, ask students what are some animal coverings.

5. Use the interactive writing format to create the following chart with the students:

a. Scales

b. Fur/skin

c. Armor

d. Feathers

e. Shells

f. Spines

6. Depending on their abilities and attention spans, add animal names or pictures to

the chart.


7. For independent practice provide students with pictures of animals not mentioned

in the book. Allow them to place them onto the poster.

Assessment Use the pictures the students put on the poster to serve as the assessment for being able

to sort animals by their coverings.

Notes and Reflections Learning about living and non-living things is an important science topic for young

learners. Try these activities to help your students gain a strong understanding of this

concept.

Slide 1 of 4.





Lesson Resources


Decision 5: Acquisition Lesson Seven


I will compare living and non-living things.


I can compare living and non-living things by using some of the attributes all living things share.



Topic

To introduce the topic to your students, bring a picture of a potted flower, an animal,

like a dog or a turtle, and a rock. Show the pictures to the class and ask them to think

about which ones are living and which are not living. Tape the three pictures across the

top of a large piece of bulletin board paper. Tell the students that living things have

certain needs. Along the side of the paper, write:

Living things eat.

Living things grow and change.

Living things move.

Living things reproduce.

Discuss each one and what it means. Then look at your three pictures and put an “X”

under the ones that meet each requirement. You’ll have four X’s under the flower and

the animal and none under the rock. You may need to talk about how flowers can turn

to face the sun and how they reproduce by making seeds. Explain that the flower and

the animal are living things, but the rock is no living.

Have students think of a few more examples and check them with your chart.

Assessment For a quick assessment, have each student draw a picture of something that is living.

Slide 2 of 4.

Make a Living and

Non-Living Big Book

Another fun activity is to take your students on a walk around your school grounds

looking for living and non-living things. Before you go, review the characteristics of

living things. As you walk, have students tell you the things that they see. You might

want to bring a notebook or clipboard so that you can write them down.

When you return from your walk, look at your list with the students. Talk about each

item and whether it is living or non-living. Then write “A _______ is _______ (living

or non-living)” on a sentence strip for each item that you saw. Assign pairs of students

to each sentence and have them glue their sentence strip on a piece of paper and

illustrate. When all of the sentence strips are illustrated, you can bind them together

into a living and non-living big book.

Slide 3 of 4.

Center Ideas You can make a few easy center activities to go along with your study of living things.

First, provide eight or ten pictures of different things, both living and non-living. Make

a sort mat labeled Living and Non-living. The students can practice sorting the pictures

onto the mat and then checking them with a friend.

For another activity, provide old magazines for the students to cut pictures out of.

They can glue the pictures onto two pieces of construction paper to make a living


things collage and non-living things collage.

Slide 4 of 4.





Lesson Resources

Books

There are a few great books to help your students understand living and non-living things.

What’s Alive? (Let’s-Read-and-Find-Out Science 1), by Kathleen Weidner Zoehfeld. This book

uses simple language in a question and answer format and many examples to help young students

understand this sometimes tricky concept.

Are You Living: A Song About Living and Non-living Things, by Laura Purdie Salas. This book

introduces living things using a song. Kindergarteners will learn that living things move and eat

in this catchy science song to the tune of “Are You Sleeping?”

Living and Non-living (Nature Basics), by Carol K. Lindeen. This book explains living and non-

living things to young children using simple text and bright photographs.


Decision 5: Acquisition Lesson Eight





Get your Kindergarteners learning the differences between a living and non-living thing through literature

connections and hands on experience.

Is It Living?

Teaching about living and non-living things in Kindergarten lends itself to many kinds

of lesson plans and activities. It’s fun to see the light in a student’s eyes as he or she

understands that living things move, breathe, have the capacity to grow, and eat and

drink and that non-living things do not.

Lesson Plan

This lesson plan will be flexible largely due to teacher choice and availability of

materials; however, the procedure will be the same regardless of the materials chosen.

For example, this teacher prefers not to work with live worms, but other teachers may

not mind. Some samples of animals that can be safely brought into the classroom are

listed below, but definitely get permission from an administrator before doing so. Most

administrators understand because teaching living and non-living things is a part of the

Kindergarten science curriculum.

If bringing a live creature into the classroom is impossible, then be sure to take

students to visit one. This can be accomplished through a visit to the pet store, the

zoon, or the farm as a field trip.

Materials

Live worms and stuffed toy worms; or

Live rabbit and stuffed toy rabbit; or

Live hermit crab and stuffed toy hermit crab; or

Butterflies and a stuffed toy butterfly.

Chart paper

All the materials necessary to house the live animal (depending upon choice)

Science journals or notebooks

Literature to Use

The best literature for this lesson plan will be a nonfiction book about the animal

chosen and a fiction book about the animal chosen. For example, a perfect selection

would be a Rabbit Handbook and the Velveteen Rabbit (pictures shown below). In the

tale of the Velveteen Rabbit, the toy rabbit longs to be real, making it an excellent

choice. The rabbit handbook can be read to the class in parts and steps on how to care

for a rabbit can be charted. Regardless of the animal study to be undertaken, the

literature must support the study. Also have science pictures displayed for the students

to observe. Teaching about living and non-living things in Kindergarten lends itself

nicely to a nonfiction reading unit.

Procedure to Follow

Show the students the living and non-living thing. Discuss the meaning of living and

the meaning of non-living.

Place the nonliving stuffed toy in a safe place, like a cardboard box with some food

and water. Have the students observe if it moves, eats or drinks. Have them draw a

picture in their science journals and indicate their findings. *Note: you may have to


refill the water only due to evaporation.

Follow the same procedure for the living thing.

After one week, have the students review their journals and lead a guided discussion

about the differences between the live animal and the stuffed animal. Point out that

you would expect that the non-living thing did not move, eat, or drink because it is not

alive. Chart the differences and post in the science center.

Take a walk around the school or playground and have students name living and non-

living things. Beforehand, have a conversation or lesson plan about plans and trees.

Living and non-living instruction should be a Kindergarten unit.

As an extension, have the students find living and non-living pictures in magazines

and glue/label them in their science journals, or have them draw and label pictures of

what happened in this discovery lesson.

Assess the Learning

Have students to a worksheet about living and non-living things (see below). A clearer

image of this assessment can also be downloaded in the K-12 Media Gallery. Feel free

to modify it or advance it as necessary to differentiate for ability level.

Add this online picture to assess the skill of sorting living and non-living things to

your computer center time. This one will require supervision, because the system at

first marked a butterfly and a snail as incorrectly placed into the living category.

An online quiz for living and non-living things to do with an older or more advanced

group can be found online at The Open Door website.

References

Information here is provided by Laurie Patsalides’ classroom experience.





Lesson Resources

http://images.brighthub.com/media/B38E4E_living-and-nonliving-worksheet.docx

http://www.firstschoolyears.com/science/resources/games/ourselves/living/living.htm

http://www.saburchill.com/questions/lanlt001.html


Decision 5: Acquisition Lesson Nine


I will sequence the life cycle of living things from birth to death.





Topic This is the introductory lesson to a unit on butterflies.

Content Science Needs of living things butterfly, caterpillar, chrysalis, eggs

Goals Investigate the needs of a variety of different animals: air, water, food, shelter, and space.

Objectives

NCSCS Objective: 1.02 TLWD analysis of animals by investigating the needs of a

variety of different animals: air, water, food, shelter, and space with 90 percent accuracy.

CCS Task Analysis: TLW identify the needs of animals. TLW classify animals

according to their needs. TLW construct a habitat and explain how it supports the needs

of animals.

Materials

KWL Chart of SmartBoard Theme 8 Week 2 Houghton Mifflin Anthology Butterfly

pattern Pasta: Spiral (caterpillar), shell (chrysalis), bow tie (butterfly) small pasta-

couscous or orzo (eggs). Glue Scissors pictures of Painted Lady Butterflies. (A slide

show on the SmartBoard works well.)

Introduction

Complete the KWL on Butterflies using the following guiding questions:

What do you know about butterflies?

Have you ever seen one?

Have you ever touched one?

What did it look like?

What was it before it was a butterfly?

What do caterpillars look like?

What do caterpillars feel like?

How did they get to be caterpillars?

Development Read aloud Butterflies from the Houghton Mifflin Theme 8 Week 2 Anthology.

Practice

Have students speak to a shoulder buddy about what they would like to know about

butterflies for approximately one minute. Complete the KWL chart based on student

feedback. (Before the read aloud.) Have students describe what the different stages of a

butterfly looks like and what they might need to grow through the stages of development.

(After the read aloud.)

Accommodations

Below grade level: Prepare butterfly pattern and provide a model of a completed

butterfly.

On grade level: Ask students to label the stages of development.

Above grade level: Write one sentence for each stage of development.

Checking for

Understanding

Circulate to monitor progress after the “closure.” Students write in their science journals

about the upcoming project.


Closure Show a picture of a Painted Lady butterfly and explain to students that we will be raising

Painted Lady butterflies as part of our life science unit. Allow students to discuss this.





Lesson Resources


Decision 5: Acquisition Lesson Ten





Topic Students will learn what happens to a caterpillar later in life.

Content Chrysalis, Metamorphosis, Cocoon, Butterfly, Caterpillar

Goals Students will actively listen to story by acting out and making sound effects. Students

will be able to participate in the song by dancing and acting. Students will be able to

order the story correctly using sequence cards.

Objectives Given a set of sequencing cards, students will be able to put the story in the correct

order.

Materials Story book, The Very Hungry Caterpillar, sequencing cards, a real caterpillar, paper,

glue, scissors.

Introduction Talk to students about caterpillars, asking if they have ever seen one or touched one. If

you can, bring one in to show the class.

Development Read to students The Very Hungry Caterpillar. Have them act out the story using

sound effects and movements, and ask them questions.

Practice

Have students sing and act out the song:

I’m a very hungry caterpillar crawling around.

Eating everything in sight that can be found.

I’m weaving a cocoon on a good size twig and I’m starting to get real big.

I’m eating so much you can hear me chew.

Chomp, chomp, chomp’s all I want to do.

So much that I just can’t stop.

I’m afraid that I might pop!

POP I’m a butterfly flying about.

I’m beautiful, I want to twist and shout.

HEY! A butterfly, it’s a brand new day and I still hear my little friends say:

I’m a very hungry caterpillar crawling around.




Chomp, chomp, chomp’s all I want to do .







I’m a very hungry caterpillar crawling around




Chomp, chomp, chomp’s all I want to do






I’m a very hungry caterpillar crawling around,

I’m a butterfly.

I’m a very hungry caterpillar crawling around,

I’m a butterfly . . .

Accommodations Students with special needs could have a special set of cards with puff paint on them

for texture, or shapes cut out of felt. They could have larger pictures and not have to

worry about cutting them out.

Checking for

Understanding

Ask students if they know what happens in a caterpillar’s life. Ask about words such

as “chrysalis” and “metamorphosis.”

Closure Sing song again, allowing students to lead if possible.





Lesson Resources


Decision 5: Acquisition Lesson Eleven

Language Objective(s), where appropriate: I will explain that animals change as they grow.

I will act out different ways animals move.

Lesson Essential Question(s) or “I Can” Statement(s): I can compare the way living things grow and change.

I can describe ways different animals move.



Topic Hook Lesson for Farm Unit

Content Science

Goals The learner will orally state at least one thing they already know about the farm, farm

animals, or a farmer. The learner will orally state at least one thing they would like to

learn about the farm.

Objectives

Competency Goal 1: The learner will make observations and build an understanding

of similarities and differences in animals.

Objectives: Observe and describe the similarities and differences among animals

including: Structure, Growth, Changes, and Movement.

1.02 Observe how animals interact with their surroundings

1.03 Observe the behaviors of several common animals.

1.04 Demonstrate how to care for a variety of animals.

1.05 Observe the similarities of humans to other animals including: Basic needs,

growth and change, and movement.

Materials

Chart paper

Markers

Old McDonald book

Live animal (pig, chicks, dog)

Farmer Costume including: overalls, plaid shirt, straw hat, work boots, plastic pitch

fork, handkerchief

Introduction

Introduce the hook lesson by coming into the classroom dressed as a farmer. Have live

animal to get the students excited. Explain that we are going to start our farm unit

today, say something like: “Today we will begin our farm unit. Our goal for this unit is

to learn all about farms, farmers, and all the animals that live on a farm. Your role in

this unit is to learn all you can about what animals on a farm look like, what they do

each day, what they eat and what their babies are called. Your role will also be to learn

about a farmer’s daily responsibilities; in other words to walk in a farmer’s shoes for a

day.

At the end of this unit, you are going to pick an animal that lives on the farm or the

farmer. You are going to use art supplies to create whoever you pick. Then, some

friends from the North Carolina Farm Bureau are going to come into our class and

each animal/farmer is going to explain who they are and what their life is like to these

North Carolina farmers. Your challenge will be to think of yourself as an animal or

farmer instead of a kid.


Your knowledge and art product will be graded through a rubric. As long as you

follow all the steps and know lots of information about your animal you will do well.

As a class we will create the rubric used to grade your work.”

Practice

After introducing the lesson, ask the students what they already know about farms. Use

chart paper and markers to record this information. Try and obtain one piece of

information from each student. Next ask the students something they would like to

learn about the farm, farmers, or farm animals. Tell the students that it is okay if they

do not yet know anything about farms because they will definitely learn something

over the next three weeks.

Closure Close the lesson by reading the book, Old McDonald Had a Farm.

Evaluation The students will be evaluated through observation and the data collected on the chart

paper. This data will allow for further planning for the unit. It will also allow for the

teacher to know who has some background knowledge about farms and who does not.





Lesson Resources


Decision 5: Acquisition Lesson Twelve


I will identify how food, air, water, and shelter are all things that animals need to survive.


I can identify the basic needs living things need to survive.



Topic Observation and research of animals on a virtual field trip.

Content Animal, structure, growth/change, movement, surroundings, behavior, observe, care,

similarities.

Goals

TLW observe animals on live web cam and discuss similar and different features among

animals. TLW observe adult and baby animals on live web cam and compare similarities

and differences. TLW observe and common behaviors of animals on web cam. TLW

observe animals on live web cam and tell about how to care for animals. TLW identify

basic needs of animals observed on live web cam. TLW identify how an animal moves

(i.e., hop, run, crawl, etc.).

Objectives

1.01 Observe and describe the similarities and differences among animals, including

Structure, Growth, Change, and Movement.

1.02 Observe how animals interact with their surroundings.

1.03 Observe the behaviors of several common animals.

1.04 1.04 Demonstrate how to care for a variety of animals.

1.05 Observe the similarities of humans to other animals including: basic needs,

growth/change, and movement.

Materials SmartBoard computers with internet connection (10-12 computers if possible), Wiki

created for Kindergarten at T.C. Berrien, ELMO Projector, journals, pens, paper,

markers, and pencils.

Introduction We are going to begin our two week “virtual field trip” to the National Zoo in

Washington, D.C. Turn and talk to a partner and describe what you hope you will get to

see on our trip.

Development

Today, we will look at the list of animals that have live web cameras at the National Zoo

in Washington, D.C. We will choose one of the animals to study today. We will begin

recording information in our Wiki. We will include what we know about the animal,

want to know about the animal, and at the end of the lesson, we will record what we have

learned about the animal on our Wiki.

Practice

You will have the opportunity observe the animals on the web cam during literacy

centers in the morning and math and science centers in the afternoon. You will then

record your observations in your animal journal. We will share our animal journals at the

end of the day and record our new information on our Wiki.

Accommodations Students will draw and write according to own development/ability in journals using a

combination of pictures, letters, and words. Students may work with a peer/partner to

complete the assignment.

Checking for Teacher questioning, teacher observation, journal reflection records of each student,


Understanding evidence of K-W-L input by students, group discussion. Anecdotal records of teacher.

Closure

Today we learned about one of our animals on our list we have chosen to study in our

animals unit. We will record our information about what we have learned about the

animal in the “Learned part of our K-W-L chart in our Wiki. (Complete chart on Wiki at

this time.) today and every day, we work in our animals unit, we will research, and

record our findings. We will invite others in our school as well as your parents to share

in our Wiki and they can learn from your work.

Evaluation Students will help to create a rubric to help evaluate their performance during this unit.





Lesson Resources

Decision 6 - Extended Thinking Activities

Decision 6: Extending Thinking Activities

Include extending activities for several lessons in the essential units.

Cause/Effect Compare/Contrast Deduction

Justification Induction Analyzing Perspective

Error Analysis Abstracting Evaluation

Classifying Constructing Support Writing Prompt

*See lesson plans.

Decision 7 – Differentiating the Unit

Decision 7: Differentiating the Unit

What accommodations will you make in order to meet the varied interests, learning styles, and

ability levels of all students?

choice menus compacting grouping

seating visual, auditory, kinesthetic activities scaffolding

real world meaning interests

*See lesson plans.

Decision 8 – Unit Calendar

Decision 8: Unit Calendar

Determine the most viable sequence for the experiences, activities, and lesson and create a

timeline.

Six Week Unit

I can identify ways that animals of the same type have different attributes.

I can identify the way people name the parts of living and non-living things.

I can explain the basic structure that all animals of the same kind, including humans.

I can compare living and non-living things by using some of the attributes all animals share.

I can compare living and non-living things by using some of the attributes all living things share.


I can compare the way living things grow and change.

I can describe ways different animals move.

I can describe the basic needs living things need to survive.

Decision 9 – Resources

Decision 9: Resources and Research

Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this

unit.

Classroom Centers: Zoo, Pet Shop, Animal Counting, Living Science, Bug Counting

iPad Apps

National Geographic for Kids

Playrific

Zoo Sounds

Photo Touch Farm Animals

Possible Websites:

http://fossweb.com/CA/modulesK-2/AnimalsTwobyTwo/index.tml

http://colaborativelearning.pbworks.com/w/page/32112575/Kindergarten%20Science

http://animal.discovery.com/pets/mutt-maker.htm

http://animal.discovery.com/breed-selector/dog-breeds.html

smartexchange.com - lessons for Smartboard

bookflix.org

Possible Field Trip Ideas:

In-School Field Trips

Greenville Zoo

Team Echo

www.harrysbigadventure.com

Hands On

Nature Center

Off-site Field Trips

Bullington Center (Nature Classroom)

Carl Sandburg

Hands On

http://fossweb.com/CA/modulesK-2/AnimalsTwobyTwo/index.tml

http://colaborativelearning.pbworks.com/w/page/32112575/Kindergarten%20Science

http://animal.discovery.com/pets/mutt-maker.htm

http://animal.discovery.com/breed-selector/dog-breeds.html

http://smartexchange.com/

http://bookflix.org/

http://www.harrysbigadventure.com/

Decision 9 – Resources

Provide ideas about how to integrate Big 6 or Super 3 research framework.

Task: Decide groups of students and where to find resources to guide the students learning. They

will be able to compare characteristics that make animals alike and different from other animals

and non-living things using computers, video, slide shows, and informational texts.

Solve: Students will work in groups, pairs or by themselves and choose two animals to compare

likenesses and differences with prompting and support from teacher/assistants. Students will

choose the medium to present to class their findings.

Evaluate: Were the students able to accurately determine the likenesses and differences between

two animals?

Unit Designers

Unit Designers:

Date: 02-22-13

Name School

Andrea Burleson EDN

Kim Smith ATK

Nardi Nunez-Rundell Dana ESL

Deidre Redden MRS

Jean Mooney CCS

Mary Baldwin CCS

Kelly Jones FES

Ashley Newcomer UPW

Robin Rice HIL

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