NAME: Amy Holland

Unit topic: Pond Life

Grade level: Prekindergarten
Blooms Taxonomy

Knowledge

Comprehension

Application

Analysis

Evaluation

Synthesis

tell, list, define, label,

recite, memorize,
repeat, find, name,
record, fill in, recall,
relate

locate, explain,
summarize, identify,
describe, report,
discuss, review,
paraphrase, restate,
retell, show, outline,
rewrite

demonstrate, construct,
record, use, diagram, revise,
reformat, illustrate, interpret,
dramatize, practice,
organize, translate,
manipulate, convert, adapt,
research, calculate, operate,
model, order, display,
implement, sequence,
integrate, incorporate

compare, contrast, classify,

critique, categorize, solve,
deduce, examine,
differentiate, appraise,
distinguish, investigate,
categorize, infer

judge, predict, verify,

assess, justify, rate,
prioritize, determine,
select, decide, value,
choose, forecast, estimate

compose, design,
hypothesize,
formulate, create,
invent, develop,
refine, produce,
transform

Verbal/linguistic
poetry, debate, storytelling, essay, checklist,
journal

Students will tell

a story about
visiting a pond.

Discuss animals
that may live
around a pond
using a
checklist.

Read a story to the

class and have them
infer why animals
might live in a pond.

Before visiting a
pond, have students
predict what
animals they may
see in a journal.

Students will
formulate a
checklist of
their goals for
the pond life
unit.

Visual/spatial
drawing, model, poster,
photograph, storyboard,
illustration, board game

Have students
look at a photo
of a pond, have
students record
whether the
animal is in or
around the pond.

Read a story
about pond life,
then have
students do a
retell of the
story.

Demonstrate
knowledge of pond
life by going on a
scavenger hunt at a
pond (field trip), then
use a checklist of
which animals you
use.
Students will
demonstrate their
knowledge of plants
that can be found in a
pond by constructing
a side view picture of
a pond.

Investigate sensory
bins containing fresh
and pond water. Then
have students create
an illustration of what
they see.

Predict what
animals you may
see when you visit
a pond, create a
drawing of your
predictions.

Students will
design a model
of a pond using
supplies
provided.

Logical/mathematical
diagram, outline,
timeline, chart, critique,
graph

Students list
what their
favorite pond
animal is and
graph the results.

Identify an
animal you
could see near a
pond and draw
a diagram of
that animal.

Students will
construct a chart on
plants and animals
that belong in a pond
and live near a pond.

Students will create a

Venn diagram to
compare pond water
vs. fresh water.

Out of three chosen

animals, predict
which one youll
see the most and
graph the results.

Design and
create lily pads
using coffee
filters.

Naturalist
classification, collection,
display, observation,
forecast, investigation,

Students will add

different
substances to

Discuss your
favorite pond
animal as a

Discuss this
collection of data
with a group.

Visit a pond and

observe and examine
the plants that live

Identify plants in
Produce a
and near a pond and picture based
justify why they
on

Gardners Multiple
Intelligences

simulation, exhibit,
identification

fresh water and

record their
observations.
Recite a song
about pond life.

class and then

tally the results.
Students will
retell
components of
a melody about
fresh water
animals.

Bodily/Kinesthetic
role play, skit,
pantomime, dance,
invention, lab,
improvisation, prototype

Students will fill

in a worksheets
with jokes
(pantomime)
about plants near
a pond.

Intrapersonal
journal, log, goal
statement, belief
statement, selfassessment, editorial

Interpersonal
discussion, roundtable,
service learning,
conversation, group
activity, position
statement, interview

Musical
song, rap, lyrics,
composition, jingle,
slogan, melody

around and near a

pond.

might live there.

observations of
a real pond.

Students will practice

a song to help them
identify
characteristics of a
pond.

The teacher will sing

two songs to the
students, then they
will compare/contrast
both song.

Students will
determine the
animals they heard
in a song about
pond life.

Students will
paraphrase the
lab that they
completed
about fresh
water.

Demonstrate how a
frog might catch its
food in a pond.

Students will assess

the clues that
helped them
identify each
animal, this will be
done as a group.

Students will
pretend they are
an animal that
lives around a
pond and record
what they might
hear in a journal.

Students will
describe what
they find in the
fresh water
activity and log
their findings.

Record observations
on fresh water
activity in a journal.

Students will act out

an animal that they
might find around or
in a pond while the
rest of the class will
classify where they
might find that animal.
Students will create a
goal for themselves
based on what they are
going to investigate
when they visit a
pond.

As a class,
students will
compose a
song based on
their
experiences at
the pond.
Students will
create their
own skit about
a frog living at
a pond using
illustrations.

Class discussion
what they might
see if they visit a
pond and then
create a class list.

Have a class
discussion on
fresh water and
pond water to
summarize what
they know.

Construct a mural as
a group (group
activity) on what a
pond looks like.

During centers, have

students examine a
cattail. Students will
then have a discussion
on why a cattail might
be found near a pond.

Students will create

a gallery walk with
their pond
illustrations, they
will then assess the
differences they see
in each picture and
writing their
responses in a
journal. (one word
responses)
Predict what kinds
of animals you
might find in fresh
water and then
discuss the ideas as
a class.

Compose a
picture of fresh
water
observations
each day and
then log the
results.

Students will
produce a play
in a group of
pond life.