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Understanding By Design: Backward Planning Template Unit Topic: What is a Scientist?

Grade level: Kindergarten

Avery Finch

Stage 1 – Desired Results Content Standard/Established Goals(s): PA Common Core Standards in Reading  CC.1.2.K.I: With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic.  CC.1.2.K.J: Use words and phrases acquired through conversations, reading, and being read to, and responding to texts. PA Common Core Standards in Writing  CC.1.4.K.E: With prompting and support, illustrate using details and dictate/write using descriptive words.  CC.1.4.K.W: With guidance and support, recall information from experiences or gather information from provided sources to answer a question. PA Standards in Reading, Writing, Speaking, and Listening  1.5.K.D: Write using illustrations and descriptive words.  1.8.K.A: Ask appropriate questions on a variety of topics. PA Common Core Standards in Math  CC.2.1.K.A.3: Apply the concept of magnitude to compare numbers and quantities.  CC.2.4.K.A.1: Describe and compare attributes of length, area, weight, and capacity of everyday objects.  CC.2.4.1.A.4: Represent and interpret data using tables/charts. PA State Standards in Math  2.6.K.A: Gather data in response to questions posed to learners.  2.6.K.E: Draw conclusions about information shown on a graph or chart.  2.8.K.F: Describe data from classroom graphs and charts. Next Generation Science Standards  K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive. Disciplinary Core Ideas  LS1.C: Organization for Matter and Energy Flow in Organisms  ESS3.A: Natural Resources Science and Engineering Practices 1. Asking questions 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Crosscutting Concepts 1. Patterns 2. Cause and effect

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Understanding By Design: Backward Planning Template

Avery Finch

4. Systems and system models 6. Structure and function PA State Standards in Environment and Ecology 4.1.K.F: • Distinguish between scientific fact and opinion. • Ask questions about objects, organisms and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists. Understanding(s): Essential Question(s): Students will understand that:  Who is Jane Goodall and why is she important?  A scientist is someone who passionately pursues, in depth, an area  How did Jane Goodall study of interest in order to learn more and chimpanzees? share their findings with the public.  How do scientists study living  Scientists use certain strategies to things? learn about topics that interest them:  How can we learn about a live animal question, predict, observe, record, that interests us? communicate, question again.  What does it mean to observe  Careful observation involves asking something carefully? good questions, using our senses, and  How can we best record and paying attention to details. communicate what we find?  It is important to communicate information clearly so we can share our findings with others. Student Objectives (outcomes): Students will know: Students will be able to:  key facts about Jane Goodall’s life  identify important methods of Jane and work, including her methods. Goodall’s work as a primatologist.  necessary science vocabulary,  use their understanding of scientific including subject-specific vocab about methods (i.e. questioning, observing, hermit crabs, and general vocab about etc.) to perform a study of a living tools and methodology. animal (hermit crabs).  that scientists ask questions, make  observe and record information about predictions, observe, record notes, the animal, and communicate their communicate data, and ask more findings in a clear and detailed way. questions in order to learn.  that hermit crabs need food, water, and protection, and that their shell is a

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Understanding By Design: Backward Planning Template form of protection.

Avery Finch

Stage 2 – Assessment Evidence Performance Task(s): Other Evidence:  record questions, predictions, and  class-generated list of strategies that observations in Science Journals scientists use to study animals  illustrate and describe/define two  class-generated chart about hermit methods of scientific study crab care  conduct a class survey about  ongoing hermit crab KWL chart predictions for what the hermit crabs  informal observations of student talk will most like to eat; graph the results during read-alouds, group discussions, and animal observations  use a graphic organizer to record and compare crabs’ food preferences  ongoing care of the hermit crabs  write several pieces that highlight the  “Our Hermit Crab Study” book, in features of a good hermit crab house, which students explain and cite and that explain why hermit crabs examples of the scientific methods have and change shells used during the hermit crab study  summarize what they have learned about hermit crabs using a “Can/Have/Are” graphic organizer Stage 3 – Learning Plan Learning Activity Objectives/Goals Formative Assessment Science: Introduction of Hermit Crab Unit Read-aloud: What Has Ten Legs and Eats Corn Flakes? by Ron Roy View pictures and videos of hermit crabs Create class KWL chart Create Hermit Crab Care chart Science: Observations Model writing in observation page in Science Journal Using magnifying glasses, students observe hermit crabs and record their findings through illustration and notes SWBAT - Draw on prior knowledge to ask questions and share information about hermit crabs - Identify hermit crabs’ basic needs, including habitat, equipment, and handling Observation of discussion during and after readaloud, videos, and pictures Class-generated KWL chart Hermit Crab Care chart

Beginning  Culminating

SWBAT - Explain what it means to observe carefully, including looking closely; using our senses; noticing details; drawing what we see; and describing what we see - Observe and record information about hermit crabs in a clear and

Observation of discussion during observation Observations recorded in Science Journals

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Understanding By Design: Backward Planning Template detailed way in order to learn more about a living thing SWBAT Science: Questions and - Ask questions in order to Predictions Students record questions define parameters of future and predictions in Science inquiry Journals - Predict outcomes of investigations in order to think critically about their observations SWBAT Science: What Our - Observe hermit crabs Hermit Crabs Like to eating and record their Eat Students observe hermit findings in order to answer crabs eating an inquiry question - Use a graphic organizer Students use graphic in order to represent data organizers to record how in a clear and efficient way many crabs are eating each - Analyze the graphic type of food organizer in order to interpret the results of their Students write a sentence inquiry about their data SWBAT Literacy: What is a - Identify and define Scientist? Read-aloud: What is a strategies that scientists Scientist? by Barbara Lehn use to learn about something Record, define scientists’ strategies on a chart Literacy: What Scientists SWBAT - Identify, define, and Do Review class-generated provide examples of list of scientists’ methods methods that scientists use to learn about something Students choose one method to illustrate and describe SWBAT Literacy: Informational - Identify the form and Text Features Read-aloud: Hermit Crabs function of diagrams as by Tristan Boyer Binns informational text features - Glean and synthesize Add to KWL chart information from an informational text in order

Avery Finch

Questions and predictions written in Science Journals

Observations of discussion Graphic organizers Evaluative sentences

Observation of discussion during and after readaloud Student-generated list of scientists’ methods and their meanings Observation of discussion Student illustrations of a scientific strategy and their accompanying caption/definition

Observation of discussion during and after readaloud Additions to KWL chart Students’ labeled hermit

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Understanding By Design: Backward Planning Template Discuss function of diagrams and other informational text features Students label hermit crab diagrams in Science Journals Literacy: Reading and Responding to Is This a House for Hermit Crab? Read-aloud: Is This a House for Hermit Crab? by Megan McDonald Add to KWL chart Create a class-generated list of the homes the crab found, and discuss why each did or did not work Students draw and write about one thing that is not a good house for a hermit crab, and one that is Literacy: Outgrowing Review KWL chart, with a focus on why hermit crabs change shells Discuss the concept of “outgrowing something” As a class, brainstorm and chart examples from our own lives of outgrowing something Students write about a time they outgrew something Math: Predicting and Graphing Review KWL chart and What Has Ten Legs…? to learn more about hermit crabs - Label their own hermit crab diagram in order to record and communicate information clearly SWBAT - Identify the features of a hermit crab “house” in order to better understand its importance and function - Draw on the text to provide examples of objects that do not work as hermit crab houses in order to think critically about what hermit crabs need

Avery Finch crab diagrams

Observation of discussion during and after readaloud Additions to KWL chart Class-generated list of potential hermit crab homes and assessments of their suitability Writing about objects that can and cannot house hermit crabs

SWBAT - Make text-to-self connections in order to better understand a hermit crab’s needs

Observation of discussion Class brainstorm of things we have outgrown Student writing about something they have outgrown

SWBAT Observation of discussion - Draw on prior knowledge in order to make an Completed histograms informed prediction about a scientific question Interpretation of data in

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Understanding By Design: Backward Planning Template Students survey the class: What do you think our hermit crabs will most like to eat? Students graph results and write an evaluative sentence about their data - Conduct a survey of their peers and represent their findings in a histogram in order to record and communicate data in a clear and efficient way - Write an evaluative sentence about their data in order to analyze and explain their findings SWBAT - Cite evidence from the text and draw on prior knowledge in order to explain how a shell is like a hermit crab’s house, and why hermit crabs change shells - Design and describe a hermit crab shell in order to demonstrate understanding of a hermit crab shell’s function

Avery Finch the form of an evaluative sentence

Literacy: Reading and Responding to A House for Hermit Crab by Eric Carle Read-aloud: A House for Hermit Crab Discuss why hermit crabs have shells Students decorate their own shells Students write about the shells they decorated, including both description and function Literacy: The Hermit Crab by Carter Goodrich Read-aloud: The Hermit Crab As a class, make a Venn diagram to compare and contrast The Hermit Crab and A House for Hermit Crab (Carle) Literacy: “We Are Scientists” Each student writes a caption for a photo of him/herself engaging in the hermit crab study Read resulting book aloud

Observation of discussion during and after readaloud Student writing about hermit crab shells

SWBAT - Compare and contrast two books about hermit crabs in order to identify basic similarities and differences between two texts (read or read aloud) on the same topic

Observation of discussion during and after readaloud Contributions to classgenerated Venn diagram

SWBAT - Identify examples of scientific strategies used during the hermit crab study in order to reflect on the scientific process - Reflect on what they learned through certain strategies in order to

Written captions Observation of discussion during writing and readaloud

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Understanding By Design: Backward Planning Template determine their effectiveness SWBAT - Write key facts about hermit crabs in order to consolidate information learned from the hermit crab study

Avery Finch

Literacy: Hermit Crabs Can/Have/Are Review all we have learned about hermit crabs Students write 1-3 things each that hermit crabs can do, have, and are

Observation of discussion Student writing

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