Allison Baker

FRIT8530, Fall 2011

UbD Stage 1 Template

Title of Unit Curriculum Area
Characteristics and Basic Needs of Animals Science

Grade Level Time Frame

1st grade 3 weeks

Stage 1 Identify Desired Results

Content Standards: S1L1. Students will investigate the characteristic and basic needs of plants and animals. b. Identify the basic needs of an animal. 1. air 2. water 3. food 4. shelter d. Compare and describe various animals - appearance, motion, growth, basic needs. S1CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out. S1CS7. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other. b. In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus. c. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.

Understandings
Students will understand that: 1. Animals need air, water, food, and shelter to survive. 2. There are many kinds of animals. 3. Animals have different appearances. 4. Animals move in certain ways. 5. Animals can be classified into groups based on how their physical characteristics

Allison Baker

FRIT8530, Fall 2011

(body coverings: hair, fur, feather, scales, and shells; body shape; movement: walking, crawling, flying, swimming). Related Misconceptions: 1. People are not animals. 2. All animals have the same characteristics (i.e. All birds can fly). 3. People are producers because they cook their own food. 4. All animals don't need shelter because some of them live outside. 5. There are no wild animals in the city.

Essential Questions
Overarching Questions: 1. What do we know about animals and their needs? 2. How are classes of animals different from each other? 3. How do animals communicate? 4. How do animals grow? 5. How are life cycles alike and different? 6. How do animals need plants? Help plants? 7. Why can't animals all live in the same place? 8. Why are animals important to people? Topical Questions: 1. What classifications are there for animals? 2. What are animals covered with? 3. How do animals move? 4. What do animals eat? 5. What are characteristics of animal groups?

Knowledge and Skills Knowledge

Students will know: 1. basic needs of animals in order to survive. 2. how animal characteristics are alike and different. 3. how animals' appearances are alike and different. 4. how to classify objects into living and nonliving. 5. how plants and animals need one another. 6. different ways that animals can move. 7. how to define and explain scientific vocabulary related to animals. 9. how to describe the life cycle of animals and plants. 10. how to record data in a science journal. Skills Students will be able to: 1. illustrate and compare various animals. 2. list basic needs of various animals. 3. list appearance differences of each animal. 4. make a diagram with an animal and its basic needs. 5. match pictures of animals with their necessary shelters and food. 6. compare and contrast the growth of two animals. 7. predict what will happen if certain needs are not met. 8. illustrate the differences in growth stages of each animal while comparing and contrasting them (one big to one big, one small to one small, one big to one medium).

Allison Baker

FRIT8530, Fall 2011

Stage 2 - Evidence Performance Task(s) - completed in groups of 2-3 students

Goal: Your job is to research and prepare two pages for our class book on animals. Role: You are an author and illustrator. Your will create two pages for our class big book. You will choose two animals to develop pages about. Audience: Kindergarten class; you will be teaching class about different animals. Situation: You need to research your animals and find or illustrate pictures. You will write (or type and print) the information for you book pages and include pictures. You are working to make your pages that include the information needed for a nonfiction book on animals. You want a publisher to decide to print and sell your book. Product Performance and Purpose: You will design one page for each animal, for a total of two pages. Each page should have all the required elements in a legible and eye-pleasing way. Be sure your research is done so that your information is correct. Standards and Criteria for Success: Each book page should include: - name of animal - illustration of animal - class of animal - environment it lives in - what it eats - description of its body (include body coverings, body shape, movement) - first stage of life cycle (egg, live birth, etc) - any natural predators of the animal Content Standards Covered: S1L1. Students will investigate the characteristics and basic needs of plants and animals.

Allison Baker

FRIT8530, Fall 2011

b. Identify the basic needs of an animal. 1. air 2. water 3. food 4. shelter d. Compare and describe various animals - appearance, motion, growth, basic needs. S1CS7. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other. b. In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus. Facets of Understanding: Explain, Interpret

Performance Task(s) Rubric(s)

Allison Baker

FRIT8530, Fall 2011

Performance Task-Student Self-Check Rubric

Does my project have... Name of my animal?
(easy to see on the page)

Yes, I included it!

No, I did not include it!

(3 points) Environment of my animal? (2 points) How many legs? (2 points) Type of body covering? (2 points) Type of movement? (2 points) Diet? (2 points) Lay eggs or have live babies? (2 points) Animal group: amphibian, bird, fish, mammal, reptile, or insect? (2 points) Natural predators? (2 points) Illustration of animal? Colorful? (5 points) Score: /24 *Students presentation of the book page will not reflect his/her score. Only the contents indicated in the rubric will count for a grade. Performance Task Rubric-Grade Equivalent Total Rubric Points Grade Equivalent 21-24 points E (excellent) 16-20 points S (satisfactory) 11-15 points N (needs improvement) 0-10 points U (unsatisfactory)

Allison Baker

FRIT8530, Fall 2011

Animal Habitat Rubric 3 2

Prize winning Author/Illustrator Author - or illustrator not both Name is on page, but hard to find or misspelled Has specific habitat named for animal Tells how many legs animal has Names type of body covering Names type of movement Names at least two specific foods that animal eats Tells if babies are hatched from eggs or born live Names animal group Names at least one predator of animal Has a picture but is messy, no color, or cartoon (not realistic) (worth 3)

1
Still a work in progress No name present No mention made animal's habitat (or incorrect) Does not tell how many legs animal has Does not name type of body covering Does not name type of movement Does not name foods that animal eats - or only 1 Does not tell how babies are born Does not name animal group Does not name any predators of animal No illustration given (worth 0)

Animal Name (3 points) Environme nt Legs Body covering Type of Movement Diet

Name is easy to find, spelled correctly

X X X X X X X X
Has carefully drawn, colorful, accurate picture of animal (worth 5)

Babies Animal group Predators Illustration (5 points)

Total points for column

Total score: _________/24 =

Allison Baker

FRIT8530, Fall 2011

Grade Equivalent E (excellent) S (satisfactory) N (needs improvement) U (unsatisfactory)

Total Rubric Points 21-24 points 16-20 points 11-15 points 0-10 points

Other Evidence
(e.g. tests, quizzes, work samples, observations)
1. Sort animal pictures by motion in small groups. Write about it in journal. Apply, Explain; S1L1d 2. Compare/contrast baby animals and adults. Use Venn Diagram to show responses. Explain, Have perspective; S1L1d 3. List basic needs of all animals. Write one sentence to give an example of each. Explain, Interpret; S1L1a, S1CS7a 4. Using a website or book, research an animal habitat and record in journal (facts and illustration). Apply, Explain; S1L1b4 5. "Animal Riddles" - Interpret, Apply, Have perspective, Empathize; S1L1b, d; S1CS7b 6. Charades - types of animal movement. Empathize, Have perspective, Apply, Interpret; S1L1d 7. "A platypus lays eggs, yet is classified a mammal. With what you know about mammal characteristics, why do you think it is classified as a mammal?" journal entry - Have self-knowledge, Apply, Interpret, Explain; S1L1d, S1CS7b 8. Sort animal pictures by habitat information. In journal, chart and write about this sorting activity. Explain, Interpret; S1L1b 9. Sort animal pictures by body covering. In journal, illustrate sort and write about it. Apply, Explain; S1L1d 10. Weekly Quizzes - Explain, Interpret, Apply, Have perspective, Empathize, Have self-knowledge; S1L1b, d; S1CS7a

Student Self-Assessment and Reflection

Allison Baker

FRIT8530, Fall 2011

1. Self-assess the book pages, Animal Book - explain, interpret; S1L1b,d; S1CS7a, b 2. Reflect on how you could use your knowledge of what an animal needs to take care of your pet (or help someone else) - apply; S1L1b, d 3. Journal reflections: 1. sorting animals by motion, 2. platypus, 3. sorting animals by habitat, 4. sorting animals by body covering - apply, explain, have self-knowledge, interpret; S1L1b,d; S1CS7b

Stage 3: Plan Learning Experiences

Week 1: This week specifically covers Understandings 3, 4, 5; Overarching Questions 2, 3, 4; Topical Questions 2, 3, and 4. Day One: 1. Hook activity animal on the back guessing game. Have perspective; S1L1b, d: S1CS7a; H 2. Pretest over animal needs and characteristics short, quick written formative assessment to check student prior knowledge. Explain, apply; S1L1b, d; W 3. Know and Want to know portions of Animal KWL on chart paper or ACTIVboard. Explain;S1L1b, d; S1CS7a, b; W Day Two: 4. View video podcast about body coverings on ACTIVboard. Explain, Apply; S1L1d; E 5. Sort animal pictures by body covering. Apply; S1L1d; E; Rethink 6. In journal, illustrate sort (body covering) and write about it. Apply, Explain; S1L1d; R, E2; Reflect Day Three: 7. View http://teacher.scholastic.com/commclub/animal_moves_activity/index.htm on ACTIVboard to discuss types of animal movement. Lead students to try each type of movement (ie. slither across floor, hop to a chair). Explain, Apply; S1L1d; E 8. Sort animal pictures by motion in small groups. Apply; S1L1d; E; Rethink 9. "Animal Riddles" Interpret, Apply, Have perspective, Empathize; S1L1b, d; S1CS7b H, W, T, O 10. Journal reflections: sorting animals by motion. Apply, Explain, Have self-knowledge, Interpret; S1L1b,d; S1CS7b; R, E2; Reflect 11. Charades - types of animal movement. After game, discuss which types of movement would be faster/slower, easier to hide if you used, etc. Empathize, Have perspective, Apply, Interpret; S1L1dB; H, T

Allison Baker

FRIT8530, Fall 2011

Day Four: 12. Compare/contrast baby and adult animal pictures. Interpret, Apply; S1L1d; E 13. Journal: how can we compare and contrast classes of animals? Apply, Explain, Have self-knowledge, Interpret; S1L1b, d; S1CS7a; R, E2; Reflect 14. "A platypus lays eggs, yet is classified a mammal. With what you know about mammal characteristics, why do you think it is classified as a mammal?" journal entry. Have self-knowledge, Apply, Interpret, Explain; S1L1d, S1CS7b R, E2 Day Five: 11. Weekly assessment - Explain, Interpret, Apply, Have perspective, Empathize, Have selfknowledge; S1L1b, d; S1CS7a E2, O; Reflect

Week 2: This week specifically covers Understandings 1, 5; Overarching Questions 1, 3, 4, 5; Topical Questions 1, 4, 5. Day Six: 1. Hook activity: investigate various animal habitats using ACTIVboard/websites. Explain;S1L1b; H 2. Formative assessment for weeks material to check for student prior knowledge. Teacher will prepare 10-question quiz on ACTIVboard and use ACTIVotes, allowing for immediate feedback (5 questions to check habitat and growth/life cycles and 5 questions to check student understanding of last week). Explain, apply; S1L1b, d; W [Teacher will use the data for last weeks material to pull small groups to revisit topics as needed; students that already have knowledge/understanding for this weeks topics will be placed into small groups to work on independent projects such as researching a specific habitat online to prepare a PowerPoint slide to share with the class.] Explain, apply; S1L1b, d; W, T 3. Students will select individual animal and describe its habitat in their journal. Explain, Interpret, Apply; S1L1b, d; S1CS7a; T, O Day Seven: 4. Students participate in share-time of habitat information from journal. Have perspective, Empathize;S1L1b; S1CS7a; R, E2; Reflect 5. Read aloud Animals Everywhere. Explain; S1L1d; S1CS7a; H, E, O 6. Sort pictures according to habitat. Apply; S1L1b, d; E; Rethink Day Eight: 7. Chart animal habitats. Explain, Interpret, Apply; S1L1b, d; W, E

Allison Baker

FRIT8530, Fall 2011

8. Sort animal pictures by habitat information. Apply; S1L1b; E; Rethink 9. In journal, chart and write about this sorting activity. Explain, Interpret; S1L1b R, E2; Reflect Day Nine: 10. Compare/contrast growth cycles of different animals. Use Venn Diagram (on ACTIVboard) to show responses. Explain, Have perspective; S1L1d; E 11. Illustrate the growth stage/cycle of one type of animal (bird, butterfly, frog, or dog). Explain, Interpret, Apply; S1L1d, S1CS7a; R, E2, T; Rethink Day Ten: 12. Weekly assessment- Explain, Interpret, Apply, Have perspective, Empathize, Have selfknowledge; S1L1b, d; S1CS7a; E2, O; Reflect

Week 3: This week specifically covers Understandings 1, 2, 3, 4, 5; Overarching Questions 1, 2, 3, 4, 5, 6; Topical Questions 1, 2, 3, 4, 5. Day Eleven: 1. Formative assessment for weeks material to check for student prior knowledge. Teacher will prepare 10-question quiz on ACTIVboard and use ACTIVotes, allowing for immediate feedback (5 questions to check basic needs knowledge and 5 questions to check student understanding of last two weeks). Explain, apply; S1L1b, d; W [Teacher will use the data for prior weeks material to pull small groups to revisit topics as needed; students that already have knowledge/understanding for this weeks topics will accelerate by selecting to complete an additional animal and complete additional pages for class book OR find additional, more detailed information on their animal for class book.] Explain, apply; S1L1b, d; W, T 2. Teacher-led group discussion using the video podcast of Animal Needs. Explain, Interpret; S1L1b; W, E 3. List basic needs of all animals. Write one sentence to give an example of each. Explain, Interpret; S1L1a, S1CS7a R, E2; Rethink Day Twelve: 4. "Animal Riddles" (repeat from week one activity; students should be able to easily determine answers now). Interpret, Apply, Have

Allison Baker

FRIT8530, Fall 2011

perspective, Empathize; S1L1b, d; S1CS7b; H, R, E2; Revise 5. Your job is to research (use both nonfiction books AND websites we've used in class)and prepare two pages for our class book on animals. [Students completing the information quickly will use the computer to type their information and copy/paste online pictures to their pages.] Explain, Interpret; S1L1b,d; S1CS7a, b; E, R, E2, O 6. Sort animals by need. Apply; S1L1b; E; Rethink 7. Chart/write about sorting animals by needs. Explain, Interpret, Apply, Have perspective; S1L1b, d; S1CS7b; W, E; Reflect Day Thirteen: 8. Magic School bus: In the City on ACTIVboard (can be downloaded from unitedstreaming.com) brainstorm animal needs by habitat. Interpret, Apply, Have self-knowledge; S1L1b, d; H, E 9. Make a diagram of an animal and its basic needs. Apply; Have perspective; S1L1b, d; R, O; Rethink 10. Continue working on class book on animals. [Students completing the information quickly will use the computer to type their information and copy/paste online pictures to their pages.] Explain, Interpret; S1L1b,d; S1CS7a, b; E, R, E2, O; Revise Day Fourteen: 11. Read aloud All About Animals. Students illustrate animal needs. Explain, Empathize; S1L1b, d; H, E 12. Reflect on how you could use your knowledge of what an animal needs to take care of your pet (or help someone else). Apply; S1L1b, d R, E2; Reflect 13. Continue working on class book on animals. [Students completing the information quickly will use the computer to type their information and copy/paste online pictures to their pages.] Explain, Interpret; S1L1b,d; S1CS7a, b; E, R, E2, O Day Fifteen: 14. Complete Learned portion of Animal KWL. Interpret, Apply, Have perspective, Have self-knowledge; S1L1b, d; R, E2, O; Reflect 15. Self-assess the book pages, Animal Book. Explain, Interpret; S1L1b,d; S1CS7a, b E; Revise 16. Students will turn in completed book pages for teacher assessment. Explain, Interpret; S1L1b,d; S1CS7a, b; E, R, E2, O 17. After teacher puts together class book, there will be a read-aloud time in class. Accelerated students who are able to read well and have confidence will be allowed to share the class book with Kindergarten classes. Have perspective, Have self-knowledge; S1L1b, d; S1CS7a, b; E2, T, O; Reflect

Allison Baker

FRIT8530, Fall 2011

Notes to the Instructor

Dr. Clark, I have attached the pdf that includes my pretest - I save most of these as pdf's in order to preserve the font that has the "tablet" writing lines. Without these lines, my first graders have a very difficult time writing. I couldn't figure out how to "embed" pdf material in this document so I hope that it's okay that I added these as additional documents. I also shared the "sort" handout for movement. The ones for covering, habitats, and baby/adult animals are similar - just have some different pictures habitats instead of animals. These activities (including the podcast) are very simple; they are for first graders. I made them in a way that I could use them with my own class.

ACTIVinspire flipcharts: -Habitats: this flipchart goes through basic habitats (ocean, freshwater, forest, desert, grasslands) by describing each, giving examples of animals that live there, and show pictures of each. This flipchart ends with a game where students "drag" animals out of box and move them to the correct habitat. -Life cycles: this flipchart shows the life cycle of a butterfly, frog, and a dog. It highlights that these life cycles are different, reflecting the characteristics of different animal classes (dog is born living because it is a mammal). It was simpler to code some by activity, some by week, some with abbreviations, etc. So...I thought it might be good to make sure you know where each piece of coding is and what it means! In the "Week" box at the top of each week, I listed the understandings, overarching questions, and topical questions that are covered within that week. After each task, there is a series of coding and terms. The first italicized set is the facets of understanding for that specific task. Following that are the GPS codes for the standards met with that specific activity. Following the GPS, is a bold faced letter/s that indicate the part of WHERETO met within that task. Rethink, Revise, and Reflect activities are listed in blue font. Within tasks, some coloring coding appears: Green words within the weekly tasks indicate technology used for that portion. Formative and Summative assessments, including pretests are in a red font. Finally, Gardner's Entry Points for differentiation are included as follows:

Allison Baker

FRIT8530, Fall 2011

Entry Point: Narrational

Descriptor: read or tell a story or narrative

Logicalquantitative

provide data, use deductive reasoning, examine numbers, statistics musical rhythm, logic, narrative plot structure, cause and effect relationships

Activity (listed as Day#, Activity #) Day 2, A6 Day 3, A10 Day 4, A13 Day 7, A5 Day 8, A 9 Day 12, A5 Day 12, A7 Day 13, A 10 Day 14, A 11 Day 14, A13 Day 15, A 17 Day 2, A 5 Day 3, A 8 Day 4, A 14 Day 7, A 6 Day 8, A 8 Day 12, A 4 Day 13, A 9 Day 14, A 12 Day 4, A 14 Day 14, A 12 Day Day Day Day Day Day Day Day 1, A 1 3, A 11 9, A 11 12, A 5 13, A 8 9, A 11 13, A 13 14, A 12

Foundational Big questions about life, death and our place in the world, philosophy, meaning Esthetic emphasize sensory and/or surface features, activate aesthetic sensitivities a hands-on-approach, dealing directly with materials (physically or virtually), simulations, personal explanation

Experimenta l