UbD - Grade: Kdg. Strand: Life Science. Topic: Living Things: Animals, Butterflies, Plants. Stage 1: Desired Results:

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1 UbD - Grade: Kdg. Strand: Life Science Topic: Living Things: Animals, Butterflies, Plants Stage 1: Desired Results: Enduring Understanding: Living things make up life on earth and depend on each other for survival. An animal is a living system made up of parts that work together to supply its needs. Animals can meet their basic needs for food, water, shelter, and air in their natural habitats. Animals go through various stages of growth and development. Offspring are similar to their parents and other offspring. Essential Questions: 1. How can you tell that an animal is alive? 2. How are animals different from plants? 3. How are animals different from humans? How are they the same? 4. What things do animals need to live? 5. How are animals the same? How are they different? 6. Where do animals live? 7. How can you tell which animal is the parent and which is the offspring? 8. How does a caterpillar become a butterfly? New Jersey Core Curriculum Standards 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.1.P.A.1, 5.1.P.B.1, 5.1.P.B.2, 5.1.P.B Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. 5.3.P.A.1, 5.3.P.A.2, 5.3.P.B.1, 5.3.P.C.1, 5.3.P.D.1, D.2, E.1, D.1 Knowledge and Skills: Understand that animals live in different environments Understand that animals have different needs such as food, shelter, and weather Understand how animals and humans are similar and different Order the stages in a butterfly s life cycle and a plant life cycle Understand that life cycles repeat. 1

2 Stage 2: Evidence of Understanding: Millstone Township Benchmarks: Benchmark Performance Assessments Quizzes, Tests, Prompts: Teacher-Created Assessments Mid-Year Assessments End-of-Year Assessments Unit Test Other Evidence and Student Self-Assessment: Identify inferences from pictures and oral and written scenarios. Pre-assess knowledge of process skills by using Brainpop video quizzes Do Unit Projects Provide Performance Assessment: Investigating How Plants Grow Provide Portfolio Assessment: Life Cycle of Animals Observe animal models and draw conclusions as to how it survives Compare animals to plants in Venn diagram Make a poster book / flip book of living things/nonliving things Draw a picture/diagram of living things Turn and talk about plant needs Make predictions Analyze experiments Stage 3 Learning Plan W: Students will know expectations of this unit through: Write objective on board and tell students Model/demonstrate Give information Discuss essential questions H: This unit will hook and hold students attention by: KWL chart Read a story about animal life Discuss fun facts Watch animal video Show/discuss photographs Discuss animal posters Observe animal behavior Relate topic to personal experiences Relate to current events Make farm animal sounds Sing songs about living things Role play butterfly and plant life cycles 2

3 E. The following learning experiences will help students explore the big ideas and essential questions: Make a large cut out of animal and label parts. Make a life cycle book project. Read trade books: - The Salamander Room - Forest Life - The Wonderful Woods - Crinkleroot s Guide to Walking in Wild Places - Cubs and Colts and Calves and Kittens - Sunflower House - The Very Hungry Caterpillar - Curious George: The Trouble with Tadpoles Bring in toy animals and classify them. Draw a picture of animal and its environment; label. Make an animal collage. Make an animal poster book. Observe penguin pictures. Make a paper plate or bottle penguin. List penguin facts. Draw a parent animal and its offspring. Create a butterfly tissue paper art project. Observe the life cycle of butterflies by keeping live butterflies in classroom. Discuss and observe various seeds and their life cycles. Plant seeds in egg cartons, water, and observe growth. Draw and label plant needs ( soil, sun, water, air). Collect scientific data and display in a graph. Write and illustrate stories/poems about living things. R: Students will reflect, rethink, revise, and refine by: Journal writing Drawing pictures/diagrams Write a summary Pair/Share Provide Do Now animal activities Questions/Answers Exit Slips E: Students will exhibit understanding through: Checklists Benchmark assessments Homework Class work/activity book Projects Teacher observations Lesson Assessments T: Differentiation opportunities will include: Tiered assignments for writing, drawing Graphic organizers Disseminate information in parts 3

4 Color Code information Lessen amount of assignment Use visual and auditory clues Provide manipulatives Use extension activities Center Activities Hands-On Activities O: Organization and sequencing considerations include: Classification of non-living things, then living things Experiments/Activities should be in sequential order Prepare and begin experiments and activities prior to lesson Predict and analyze conclusions Order butterfly kit and plants prior to start of unit Time Allotment: Approximately 3-4 weeks Resources: Student Materials: Discovery Works textbooks and activity books Unit project pages Weekly Reader Technology: Audiotape: Kindergarten Science Songs CDs Videotape: Reading Rainbow Collection Calculators Magnifiers ELMO/ overhead projector Websites: o o o Teaching Materials: Poster books Teacher Resource Book Activity Cards Materials: seeds, cartons, soil, water, goggles, living/nonliving materials, plants, caterpillars, Equipment kit Teacher-created materials Various resource books 4

5 Teaching Resources: Trade Books o The Salamander Room o Forest Life o The Wonderful Woods o Crinkleroot s Guide to Walking in Wild Places o Cubs and Colts and Calves and Kittens o Sunflower House o The Very Hungry Caterpillar New Jersey Core Curriculum Content Standards Millstone Township Science Curriculum Guide 5

6 UbD - Grade: Kdg. Strands: Earth Science Topic: Seasons, Sky, Weather Stage 1: Desired Results: Enduring Understanding: The sun provides light and heat to the earth. The sun appears to move across the sky and be in different positions at various times, causing seasons. The moon has observable features. The sky contains countless stars. Groups of stars are constellations and form patterns in the sky. Essential Questions: 1. What is the sun? Why is it important? 2. How many stars are in the sky? Why do they twinkle? 3. What are clouds / moon made of? 4. What is your favorite season? Why? 5. Can anyone live on the moon? 6. What happens to the sun at night? 7. Why do we only see stars at night? New Jersey Core Curriculum Standards: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.1.P.A.1, 5.1.P.B.1, 5.1.P.B.2, 5.1.P.B Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. 5.4.P.C.1, 5.4.P.E.1, 5.4.P.F.1, 5.4.P.G.1 Knowledge and Skills: Recall that there are four seasons in a cycle. Recall characteristics of each season. Learn that the sun provides light and heat to Earth. Learn the physical characteristics of the moon. Discuss how light is important to plants and animals. 1

7 Stage 2: Evidence of Understanding: Millstone Township Benchmarks: Benchmark Performance Assessments Quizzes, Tests, Prompts: Teacher-Created Assessments Mid-Year Assessments End-of-Year Assessments Unit Test Other Evidence and Student Self-Assessment: Sort pictures into correct season using a four part chart (picture of a snowman winter). Identify inferences from pictures Make a poster /flip book of seasons; sun, earth, moon, stars; weather conditions Provide Portfolio Assessment: Venn Diagram of the Sky Provide Performance Assessment: Phases of the Moon activity Do unit projects Make predictions Draw pictures/ diagrams of the day and night sky; weather conditions Analyze experiments Use Brainpop video quizzes Stage 3 Learning Plan W: Students will know expectations of this unit through: Write objective on board and tell students Model/demonstrate Give information Discuss essential questions H: This unit will hook and hold students attention by: KWL chart Discuss the day s weather Discuss fun facts Watch videotape Discuss pictures, posters of the sky, weather, seasons Observe the sky Relate topic to personal experiences Relate to current events Sing weather songs: What Will the Weather Be Today? E. The following experiences will help students explore the big ideas and essential questions: Make a Star Maker. Investigate the moon s surface using cornstarch. Provide Weekly Reader discussions 2

8 Sorting activities: sort pictures of the snow, flowers growing, etc., into seasons Read Trade Books: o Stargazers o Light and Dark o Sun Up, Sun Down o Colors of the Day Record the changing shape of the moon. Investigate a variety of stars in the sky and the patterns they form. Observe the daytime and nighttime sky. Draw pictures to compare. Cut out, paste, and label the phases of the moon. Make cloud pictures. Make a model that depicts the differences in the day and night sky. Identify sources of light at home. Tally stars that have been glued onto black paper as a nighttime scene. Make a star pattern. R: Students will reflect, rethink, revise, and refine by: Journal writing Drawing pictures/diagrams Write a summary Pair/Share Questions/Answers Exit Slips E: Students will exhibit understanding through: Checklists Various assessments Homework Class work Projects Teacher observations Lesson Assessments T: Differentiation opportunities will include: Tiered assignments Graphic organizers Disseminate information in parts Color Code information Lessen amount of assignment Use visual and auditory clues Provide manipulatives Use extension activities Center Activities Hands-On Activities 3

9 O: Organization and sequencing considerations include: Identify what is in the sky Identify the words weather and seasons Prepare and begin experiments and activities prior to the lesson Predict / Analyze conclusions Time Allotment: Approximately 3-4 weeks Resources: Student Materials: Discovery Works textbooks/activity sheets Weekly Reader Unit project pages Technology: Audiotape: Kindergarten Science Songs Videotape: Reading Rainbow Collection CDs ELMO/ overhead projector Websites: o o o Teaching Materials: Poster book Picture cards Activity cards Teacher Resource Book Materials: binoculars, paper plates, black paper, cornstarch, flashlight, cylinder Various resource books Teacher-created materials Teaching Resources: Trade books o Stargazers o Light and Dark o Sun Up, Sun Down o Colors of the Day New Jersey Core Curriculum Content Standards Millstone Township Science Curriculum Guide 4

10 UbD - Grade: Kdg. Strands: Human Body Topic: Body Parts Stage 1: Desired Results: Enduring Understanding: Students will develop an understanding of how the human body works and the effect the organs have in keeping one healthy. The human body has various internal and external parts. Bones support and give shape to the body. Muscles help move bones. The heart is a muscle that pumps blood throughout the body. The stomach is a muscle that helps to digest food. Sense organs provide different kinds of sensory information. Essential Questions: 1. What body parts are needed to do homework? 2. How do you take care of your body? 3. Why do you need to take care of your body? 4. What are the jobs of the body parts? 5. How are people s bodies the same? How are they different? New Jersey Core Curriculum Standards: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.1.P.A.1, 5.1.P.B.1, 5.1.P.B.2, 5.1.P.B.3 Knowledge and Skills: Develop an awareness of external body parts. Develop an awareness of internal body parts. Develop an awareness of the functions of external and internal body parts. Understand that muscles and bones work together to enable us to move. (Focus mainly on the heart, brain, lungs, and stomach). Stage 2: Evidence of Understanding: Millstone Township Benchmarks: Benchmark Performance Assessments Quizzes, Tests, Prompts: Teacher-Created Assessments Mid-Year Assessments End-of-Year Assessments Unit Test

11 Other Evidence and Student Self-Assessment: Play Simon Says and specify the brain, stomach, lungs, heart, etc. Partner share about the job of each organ. Color, cut, and place organs appropriately on a cut out of a human body. Identify inferences from pictures about the human body Pre-assess knowledge of skills by using Brainpop video quizzes Do unit projects Portfolio assessment: Using Your Senses Performance Assessment: Taking the Pulse Make a poster/ flip book of body parts Draw a picture / diagram of the human body Turn and talk about body parts Make predictions Analyze experiments Stage 3 Learning Plan W: Students will know expectations of this unit through: Write objective on board and tell students Model/demonstrate Give information Discuss essential questions H: This unit will hook and hold students attention by: KWL chart Read stories about the human body Discuss fun facts Watch video on human body Discuss posters Find and feel pulse count the beats for a minute Play Simon Says Move body parts in fun ways Dance the Hokey Pokey or other body movement dances Relate topic to personal experiences Relate topic to current events E. The following experiences will help students explore the big ideas and essential questions: Use a large model of the body to examine where organs and muscles are located. Label the organs on a life size cut out of the body. Draw and label body parts. Use modeling clay to make body parts. Identify the use of the body part. Draw pictures of self using a specific body part. Write a sentence to describe. Make a lung out of a balloon and a soda bottle: Demonstrate how our lungs work. Make a model of a backbone. Listen to the heart using a cardboard tube. Make a graph of left-handed and right-handed people.

12 Art project; Color the outside of the body (hair, eyes, etc.) Color in and label the internal organs on a second body cutout. Read trade books: o My Hands o Inside Your Busy boy o The Magic School Bus: Inside the Human body o Your Insides o Here Are My Hands R: Students will reflect, rethink, revise, and refine by: Journal writing Drawing pictures/diagrams Write a summary Pair/Share Questions/Answers Exit Slips E: Students will exhibit understanding through: Checklists Benchmark assessments Homework Class work Projects Teacher observations Lesson Assessments T: Differentiation opportunities will include: Tiered assignments Graphic organizers Disseminate information in parts Color Code information Lessen amount of assignment Use visual and auditory clues Provide manipulatives Extension activities Center Activities Hands-On Activities O: Organization and sequencing considerations include: Prepare and begin experiments and activities prior to lesson Experiments/activities should be in sequential order Familiarize students with words: stomach, lungs, brain, heart, muscles, bones, Predict and analyze conclusions

13 Time Allotment: Approximately 3-4 weeks Resources: Student Materials: Discovery Works textbooks and activity sheets Unit project pages Weekly Reader Technology: Audiotape: Kindergarten Science Songs Videotape: Our Wonderful Body CDs ELMO/ overhead projector Websites: o o o Teaching Materials: Poster books Teacher Resource Book Activity Cards Materials: straws, objects to pick up, objects of various sizes and textures, pictures of body parts, cardboard tube Various resource books Teacher-created materials Teaching Resources: Trade Books: o My Hands o Inside Your Busy boy o The Magic School Bus: Inside the Human body o Your Insides o Here Are My Hands New Jersey Core Curriculum Content Standards Millstone Township Science Curriculum Guide

14 UbD - Grade: Kdg. Strands: Physical Science Topic: Five Senses; Pushes and Pulls Stage 1: Desired Results: Enduring Understanding: Students use their senses to tell about themselves and the environment. Physical characteristics of objects are grouped according to scent, sound, size, shape, weight, texture, and flexibility. Different kinds of movement are affected by pushes and pull. Living things move in many different ways. The direction of an object s motion can change. Essential Questions: 1. Why do we need our senses? 2. How do we use our senses? 3. What happens when you throw an object in the air? 4. What makes things move? 5. How can you tell if an object is in motion? 6. How can an object move without contact? New Jersey Core Curriculum Standards: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.1.P.A.1, 5.1.P.B.1, 5.1.P.B.2, 5.1.P.B Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. 5.2.P.A.1, 5.2.P.B.1, 5.2.P.E.1, E.1, E.2, E.3 Knowledge and Skills: Use their senses of sight, touch, smell, and hearing to identify objects Become familiar with their sense of sight and smell Identify loud and soft sounds Sort objects by size, likeness, and category Identify objects that are in motion Understand that surfaces can be flat, bumpy, have inclines, and slopes and that these surfaces affect movement Identify and sort items that are pushes and pulls Identify that objects move in different ways and movement occurs in different ways. 1

15 Stage 2: Evidence of Understanding: Millstone Township Benchmarks: Benchmark Performance Assessments Quizzes, Tests, Prompts: Teacher-Created Assessments Mid-Year Assessments End-of-Year Assessments Unit Test Other Evidence and Student Self-Assessment: Work with partners to use different senses. Determine what objects are using senses: o Hearing Station coins drop in a coffee can, hands clap. Explain how senses were used. o Touch Station sort different items into boxes labeled round, soft, heavy, and light. Draw a picture of an item (each one) you can smell, touch, see, hear, and taste. Draw three things that are moving in our classroom. Play Simon Says using clues: Ex. Push your hands up, jump up and down, etc. Portfolio Assessment: Analyze Mystery Objects; Bounce Balls Performance Assessment: Using Your Senses to Find Objects; Compare Moving Washers Make or change predictions Stage 3 Learning Plan W: Students will know expectations of this unit through: Write objective on board and tell students Model/demonstrate Give information Discuss essential questions H: This unit will hook and hold students attention by: KWL chart Read books about the five senses Discuss fun facts Relate topic to personal experiences Relate topic to current events Show photographs/pictures and discuss Sing songs Identify secret smells and touches Outdoor walk to use senses What Am I? game Examine floating bubbles Push/pull chair Use an outdoor swing Show how a Yo Yo works 2

16 E. The following experiences will help students explore the big ideas and essential questions: Create a feely box guess an item by touching it. Repeat the process with sound, smell, taste, and sight. Pop a bag of popcorn. Use senses to guess what it is. Make a Senses picture sort activity. Sort teddy bears determine how to sort by using senses. Feel surfaces and predict which surface would make an object move faster. Use a swing outside to demonstrate pushes and pulls. Use a hula hoop to discuss pushes and pulls. Sing Row, Row, Row You Boat to discuss movements. Decide the best way to move an object. Draw a picture of something that moves and describe how it moves. Predict what will happen when you put a paperclip next to a magnet and draw results. Use of trade books o My Five Senses o Can t Sit Still o The Listening Walk o Crinkleroot s Guide to Knowing the Birds o Me and My Body o Wheel Away o Taxi, Taxi R: Students will reflect, rethink, revise, and refine by: Journal writing Drawing pictures/diagrams Write a summary Pair/Share Questions/Answers Exit Slips E: Students will exhibit understanding through: Checklists Benchmark assessments Homework Class work Projects Teacher observations Lesson assessments T: Differentiation opportunities will include: Tiered assignments Graphic organizers Disseminate information in parts Color Code information Lessen amount of assignment 3

17 Visual and auditory clues Provide manipulatives Extension activities Center Activities Hands-On Activities O: Organization and sequencing considerations include: Identify the five senses Prepare and begin experiments and activities prior to the lesson Predict and analyze conclusions Time Allotment: approximately 3-4 weeks Resources: Student Materials: Discovery Works textbooks and workbooks/activity sheets Weekly Reader Unit project pages Technology: Audiotapes: Kindergarten Science Songs CDs Videotapes: You and Your Five Senses; Bicycle Man Magnifiers Flashlight ELMO/ overhead projector Websites: Teaching Materials: Poster books Teacher Resource Book Activity cards Materials: yo-yo, mirrors, goggles, newspaper, bouncy balls, chairs, ramps, textured surfaces Various resource books Teacher-created materials Teaching Resources: Trade Books: o My Five Senses o Can t Sit Still o The Listening Walk o Me and My Body o Wheel Away o Taxi, Taxi New Jersey Core Curriculum Content Standards Millstone Township Science Curriculum Guide 4