Southwestern College-Teacher Education

Unit Planning Guidelines and Template with Lesson Plan format embedded
Directions: Use the following template for unit and lesson planning.
Goals: In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math and NGSS
for Science
Full Standard (written out) Code
1.Structure, Function, and Information Processing
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring
survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring
make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding,
comforting, and protecting the offspring).]
1-LS1-2.

Growth and Development of Organisms
Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves
engage in behaviors that help the offspring to survive. (1-LS1-2)
LS1.B:
Speaking and Listening Standards K-5
Comprehension and Collaboration
Domain: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners
building on others ideas and expressing their own clearly and persuasively.
Cluster: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
CCSS 1

What will student know, understand, be able to do as a result of this unit?
Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Protect=to keep safe
Offspring-=children/babies
Survival=to endure/grow up
Compare and Contrast=decide if two or more things are the same or different.-
Cause and Effect=something that makes something else happens.
Adapting/adaptation=how an animal changes over time to survive where it lives.
Name: Kris Howard Course:EDUC437
Date: 06/01/14
Unit Title: Animal Families
Subject(s)/Grade level(s): 1
st
Grade
Science/ELA
Be Able to Do (Verbs) Level I Level II Level III Level IV
Level
V
List the verbs that are key learning targets, then
determine the cognitive demand level (Blooms) with
verbs in context by placing a checkmark in the
appropriate square:
Knowledge/
Remembering
Memorize facts,
definitions, &
formulas
Comprehension/
Understanding
Perform
Procedures
Application
Demonstrate
understanding of
math
Analysis
Conjecture,
Generalize,
Prove
Synth
esis/E
valuat
e/
Create
; Solve
non-
routin
e
proble
ms;
make
conne
ctions
Recognize patterns x X
Compare and contrast x x x x
Categorize/sort by given criteria x x x x
Comprehend x x x x
Collaborate x x x x
This standard means a student will know and be able to do(use your own student friendly words)
I can work with a group, listen to their reasoning and share my opinion.
I can investigate how some animals protect their young.
I can work collaboratively to create a final project/product.
Essential Questions: What big idea question(s) focus this unit? Broad overarching question that can bridge subject areas and units.-This unit
wont end the learning on this question.
Why do we need to learn about how animals protect their young? (Speaks to similarities in human evolution, adaptation and survival.)
Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.
In what ways do animals protect their offspring to ensure survival of the species?
Are there connections between their behavior and ours?
Summary: In the space below, write a brief summary for the unit. A concise overview of your unit explaining what is to be learned and how
students will attain the learning goals.
This is a broad and in depth unit. It focuses on how different animals reproduce, protect or abandon their offspring, and
ensure their species survival. Students will make connections between humans evolution, adaptation and survival and the
animals we are studying. They will collaborate, use graphic organizers, and use technology to synthesize their new knowledge.
Finally, they will conduct an awesome experiment that demonstrates exactly how an animals adaptation makes it more
suitable for its environment.
Data analysis: What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs?
When will these differences be addressed (small group differentiation during core, Tier II-supplemental intervention, Tier III-intensive
intervention)?
This is an NGSS standard dictating the need for this unit. MTSS indicates those students who fall into different tiers. If I dont
have a Para to help with tier III students, then I may reflect deeply on how the students are grouped. There is a lot of time
allotted for students to work independently, so I would hope to be able to move around the room to guide and assist. Teachers
do a lot of testing so that they can utilize data-driven instruction.
Assessment: Formative assessments will be conducted throughout the unit. For example, when students are moving animals
into the Venn Diagram, there will be a discussion about whether each student made the same choices. The summative
assessment will be the final paper that they write. They will create data for the final lesson.
Performance Task(s):
Through what authentic performance tasks will students demonstrate the desired understandings?
By what criteria will performances of understanding be judged?






Every day of this lesson has numerous formative opportunities to assess student understanding. A good teacher is always observing what her
students are learning. There is a graphic organizer or some type of written documentation for each day of this lesson. The criteria is based on the
days objectives. If there are a number of students that are missing the same point, then I could re-teach certain aspects. If its just one or two
students, I would address those issues in small groups.
Other Evidence:
Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired
results?
How will student reflect upon and self-assess their learning?






Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This
may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or
needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.
Materials and resources are listed on every lesson plan below and are inclusive.








Formative-
1. Students participation in groups as I circulate in the room.
2. Students participation in whole group discussions and activities.
3. Students follow directions for research on the internet.
Summative-Students turn in final paper and data collection from both the animal survival portion and the final experiment.

It is my hope that students will continue to reflect on the many similarities between humans and animals when they are going
forward through the following lessons/standards. It seems to me that self-assessment of their learning is inherent in this unit.
Name: Kris Howard Subject: 1st Grade Science/ELA DAY 1
Learning Target(s): I can work with a group, listen to their reasoning and share my opinion. I can investigate how some
animals protect their young. I can work collaboratively to create a final project/product.
Common Core Standard #: 1 Comprehension and Collaboration
Domain: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners
building on others ideas and expressing their own clearly and persuasively.
Cluster: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
Science Standard(s): 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that
help offspring survive.
Best Practices Lesson Component







APK(Activate Prior Knowledge)20% of instructional time(10 min)
Today, we will start a unit on animal families. Well learn how animals take care
of their babies. First, lets talk about how human parents take care of their
children. Usually, human parents take care of their children for 18 years. What
are some ways that our parents take care of us? (Answers will vary. Be prepared
for everything from changing diapers to foster care.)










Marzano
_x_Similarities & differences
x__Reinforcing effort & provide
recognition
_x_Summarizing/ note taking
__Homework & practice
_x_Nonlinguistic representations
_x_Cooperative Learning
__Setting obj. & providing feedback
TIP (Teacher Input) 20% of instructional time (10 min)
Vocabulary:
Protect=to keep safe.
Offspring=children/babies
Survival=to endure/grow up
Adapting/adaptation= how an animal changes over time to survive where it
lives.
Just like humans, animals have to decide the best way to teach their babies how
to survive; how to find food and avoid danger.
On the SmartBoard, show this webpage :
http://www.sheppardsoftware.com/content/animals/kidscorner/classification/k
c_classification_appearance.htm and then this one:
http://www.sheppardsoftware.com/content/animals/kidscorner/classification/k
c_classification_babies.htm
Baby mammals grow inside their mother. We humans all grew inside our
mothers tummy. That means we are mammals Animals all have different ways
to make sure that their babies survive. Remember, we want to look for patterns
to see which animal parents protect their babies the same way.
Heres a great video about mammals:
http://www.neok12.com/video/Mammals/zX6d6165767b617e5b075273.htm
Draw a picture of how we are alike.

x__Generating & testing hypothesis
__Cues, questions & adv. Organizers

Differentiated by:
___Choice
_x__Flexible Grouping
___Tiered
___Product/Outcome

SAP(Student Active Participation)45% of instructional time(23 min)
1. Students will have lots of trade books on animal babies at each
center.
2. As students finish with their set, they may pass them to the next
table and so on.
3. Working collaboratively, students decide which animals lay eggs, give
birth, or abandon their babies at birth. Recording their decisions in their
Venn diagrams. The circles will be labeled, born (left), hatched (right),
with the common area labeled protect. Meaning that the mothers
continue to raise their offspring rather than abandon them (turtles). If
students are truly unsure or cannot come to a consensus, they will write
that animal on the side of the paper. Preferably, on the side they think it
should go. This could part could be day 2. You may want to list all the
animals students can choose from when creating their own Venn
diagram. Another idea (more time consuming) is you type the names of
the animals and then students would just have to sort and glue them onto
the Venn.

Name: Kris Howard Subject: 1
st
Grade Science/ELA DAY 2
Learning Target(s): I can work with a group, listen to their reasoning and share my opinion. I can investigate how some
animals protect their young. I can work collaboratively to create a final project/product.
Common Core Standard #: 1 Comprehension and Collaboration
Domain: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners
building on others ideas and expressing their own clearly and persuasively.
Cluster: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
Science Standard(s): 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that
help offspring survive.
Best Practices Lesson Component

ISS (Identify Student Success) 15% of instructional time (7 min)
Each group will have studied several different animals. Calling on each group,
ask them to name one animal that hatched, was born, and was protected.
Record these on a Venn on the SmartBoard (drag these animal names from the
previously constructed list).

Next, students will share the animals they were unsure of. These will also be
discussed as a group. I hope that they will realize where some of them should go
after the group has shared out. They should highlight the ones that they put on
the wrong side, for further exploration.
Also using a different color crayon, students can underline animals that are
similar as we go, i.e., horses, gazelles, and bison.

Resources/Materials/Preparation (websites, handouts, books):
My flash drive with appropriate videos
SmartBoard, laptop
Books from the librarian
Venn diagrams printed for each group (perhaps one for each child to record their own opinion?)
List and Venn for SmartBoard
.Name: Kris Howard Subject: 1
st
Grade Science/ELA DAY 3
Learning Target(s): I can work with a group, listen to their reasoning and share my opinion. I can investigate how some
animals protect their young. I can work collaboratively to create a final project/product.
Common Core Standard #: 1 Comprehension and Collaboration
Domain: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners
building on others ideas and expressing their own clearly and persuasively.
Cluster: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
Science Standard(s): 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that
help offspring survive.
Best Practices Lesson Component






APK(Activate Prior Knowledge)20% of instructional time(10 min)
Yesterday, we started learning about how some animals protect their young.
We watched a couple of short videos and read some good books about a lot of
animals. What have we learned so far? (Write students answers on the
SmartBoard. Answers will vary.) Lets look for patterns of how babies are born.
Turtles and ducks both lay eggs, Do they treat their babies the same after they
hatch? (Students should know that turtles make their own way to the ocean,
while ducks raise their ducklings.)












Marzano
_x_Similarities & differences
x__Reinforcing effort & provide
recognition
_x_Summarizing/ note taking
__Homework & practice
_x_Nonlinguistic representations
_x_Cooperative Learning
TIP (Teacher Input) 20% of instructional time (10 min)
Vocabulary: Review:
Protect=to keep safe.
Offspring=children/babies
Survival=to endure/grow up
Adapting/adaptation =how an animal changes over time to survive where it
lives.
Today, we will be using the computer to find out more about how animals
protect their offspring. (On the SmartBoard, there will be a sentence that
students may copy into Google.) We will be focusing on fewer animals to help
us better find patterns. The starter sentence is: How do *blank+ protect their
offspring? Under that will be a short list that students may choose: lions, bison,
sea turtles, ducks, kangaroos, koalas, elephants, and chimps. Students should be
able to copy the starter and the animal they choose into Google.
SAP(Student Active Participation)45% of instructional time(23 min)
Once a student has found a good video, she should raise her hand so that I
may view it as well. Once its been established that it is a relevant video,
the student will leave it open. Then she will work on writing notes in
whatever fashion (words or pictures) is comfortable. And so on for each
student. At that point, they may watch each others videos like a science
fair.
ISS (Identify Student Success) 15% of instructional time (7 min)
As a whole group, ask students what they have learned from their research and
from other students videos. Continue to work on the class Venn diagram on the
SmartBoard.
__Setting obj. & providing feedback
x__Generating & testing hypothesis
_x_Cues, questions & adv. Organizers

Differentiated by:
___Choice
_x__Flexible Grouping
___Tiered
___Product/Outcome

Resources/Materials/Preparation (websites, handouts, books):
SmartBoard, laptop
Lined notebook paper
Venn diagrams from day 1
List and Venn for SmartBoard



.Name: Kris Howard Subject: 1
st
Grade Science/ELA DAY 4
Learning Target(s): I can work with a group, listen to their reasoning and share my opinion. I can investigate how some
animals protect their young. I can work collaboratively to create a final project/product.
Common Core Standard #: 1 Comprehension and Collaboration
Domain: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners
building on others ideas and expressing their own clearly and persuasively.
Cluster: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
Science Standard(s): 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that
help offspring survive.
Best Practices Lesson Component











APK(Activate Prior Knowledge)20% of instructional time(10 min)
We have learned so much about how animals protect their young. Yesterday,
we did our own science fair with the videos we found on the internet. Looking
for that information is called research. Scientists do research; and we are
scientists! What are three things we have learned from reading and
researching? (Write students answers on the SmartBoard. Answers will vary,
but should include key concepts of animals that abandon or protect their
young.)
TIP (Teacher Input) 20% of instructional time (10 min)
Vocabulary: Review:
Protect=to keep safe.
Offspring=children/babies
Survival=to endure/grow up







Marzano
_x_Similarities & differences
x__Reinforcing effort & provide
recognition
_x_Summarizing/ note taking
__Homework & practice
_x_Nonlinguistic representations
_x_Cooperative Learning
__Setting obj. & providing feedback
_Generating & testing hypothesis
_x_Cues, questions & adv. Organizers

Adapting/adaptation;
Today, we will be putting all of our research into a final paper, just like
scientists. Here are the questions we need to think about for our paper:
What do all the animals that stay with their babies have in common?
What do animals that come from eggs have in common?
What do animals that abandon their young have in common?
Give examples.

I have a handout here that has the questions on them for you with room to
write underneath each one. If you need more space, get another one and
number the page at the top. Make sure you put your name on every page. You
may use any tools (notes, sketches, organizers) you have in order to complete
this project. Before I let you get in your groups to start working, I want to
remind you to do your own work. Feel free to talk about your animals and ask
each other questions. If everyone in your group uses the exact same animal and
gives the exact same examples, how will I know what your scientist brain
knows? Ok, get your supplies and get in your groups.
SAP(Student Active Participation)45% of instructional time(23 min)
While students are working, I will be circulating to guide them. I will have the
books they used available, also. I want them to have enough time to finish this
project, so Im taking five minutes from TIP and two from ISS. Students that
finish early may read for pleasure.
ISS (Identify Student Success) 15% of instructional time (7 min)
As a whole group, ask students what they thought was their favorite part of the
unit, i.e. what helped them learn the most about how animals protect their
young.











Name: Kris Howard Subject: Kindergarten Science/ELA Day 5
Learning Target(s): I can work with a group, listen to their reasoning and share my opinion. I can investigate how
penguins stay warm. I can work collaborative to create a final project/product.
Common Core Standard #: 1 Comprehension and Collaboration
Domain: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners
building on others ideas and expressing their own clearly and persuasively.
Cluster: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
Science Standard(s): 1-PS4-1 Life Science. Students will gain an understanding of Life Science through the study of
Differentiated by:
___Choice
_x__Flexible Grouping
___Tiered
__Product/Outcome

Resources/Materials/Preparation (websites, handouts, books):
SmartBoard, laptop
Venn diagrams from day 1
List and Venn on SmartBoard for students to refer to
Hand out with questions provided
changes in organisms over time and the nature of living things..
Best Practices Lesson Component















APK(Activate Prior Knowledge)20% of instructional time(10 min)
Show the students pictures of penguins. What do we know about penguins?
(They live in a cold place.) How penguins stay warm in the ocean? (They have
fur/feathers.) What is a normal body temperature for humans? (Borrow an ear
thermometer from the school nurse and take a students temperature.)How
long would humans stay warm in the freezing water? How cold is freezing
water?
Vocabulary: Prior to APK, students understand that they should raise their
hands so we can stop and discuss new vocabulary. I will have the lesson with
visual cues already created on the SmartBoard. For example, I will have pictures
of penguins in the ocean.
TIP (Teacher Input) 20% of instructional time (10 min)
How does a penguin stay warm in the Antarctic waters? Penguins are warm-
blooded animals that need to keep their internal body temperature between 95
107 degrees Fahrenheit. Penguins have a fat layer called blubber that insulates
them and keeps them warm in the ocean. The feathers on the penguin with the
blubber keep it warm while on land. Penguins also stay in groups while on land
so that they can block the wind and use each others body heat to stay warm.
We can test if this blubber layer keeps a penguin warm by using shortening.
Again, on the SmartBoard, I will have a map to illustrate where Antarctica is.
Penguins and people have similar body temperatures.



Marzano
_x_Similarities & differences
x__Reinforcing effort & provide
recognition
__Summarizing/ note taking
__Homework & practice
_x_Nonlinguistic representations
_x_Cooperative Learning
__Setting obj. & providing feedback
x__Generating & testing hypothesis
__Cues, questions & adv. Organizers

Differentiated by:
___Choice
_x__Flexible Grouping
___Tiered
SAP(Student Active Participation)45% of instructional time(23 min)
4. Have students place their hands in the ice bucket for 20 seconds.
Some students will not be able to make the entire time. Discuss
how that feels and how long they think they could survive in
Antarctic waters.
5. Place a thermometer into the ice water mixture. Leave it for one
minute and then read the temperature. Go over how to read a
thermometer with the students. Place this temperature reading in a
data table.
6. Have students place their hand in the inner bag of the blubber bag. Have
them take turns putting the bag with their hand into the ice water.
Discuss how this feels and how long they think they could survive in
Antarctic waters if they had a layer of blubber around them.
7. Have students predict the temperature reading inside the blubber bag.
8. Place a thermometer into the inner bag of the blubber bag. Be sure the
thermometer is encased fully by blubber. Place it into the ice bucket.
Leave it for one minute and then read and record the temperature. This is
a really neat experiment!
ISS (Identify Student Success) 15% of instructional time (7 min)
Assign each group a different question. Each group can decide what to write and
then help the students take turns writing the different words on a sheet of
paper. Typically, they will use a paper that has space to draw a picture, then
write a sentence underneath. Why we did the project --Write the purpose of the
experiment. For example, we want to find out how penguins stay warm in the
Antarctic.
1. What we think will happen -- We will do this as a group before we do the
experiment. For example, we think that blubber will keep a penguin
warm in the cold ocean. If they predict a different outcome then use their
hypothesis.
2. How we did our project -- Simplify the experiment. Put it in number
___Product/Outcome

format of no more than 3 steps.
3. Title make a title that is catchy and describes the experiment
4. What we saw Students can draw multiple pictures to explain their
results, then write a sentence.
5. What we learned -- Explain whether our prediction was correct. Explain
what that tells us about penguins blubber.
Resources/Materials/Preparation (websites, handouts, books):
gallon Ziploc bags (2 per group)
large bowl filled with ice water (one per group)
one large container of shortening (one can will work for 4 or 5 groups of students
one thermometer per group
several sheets of paper per group