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Finland Inspired Unit
Finland Inspired Unit
Finland Inspired Unit
Lesson #1
Lesson Title: The Layers of the Soil
Tell a story about digging in your yard to put in sprinklers and the different things
you dug through. You can talk about where you found worms and how as you got deeper
you had to dig the more rocks you hit.
think pair share1 Ask the kids if they think they know why that is? If they have
noticed this before?
Have the kids get out their science journals and explain that they will be drawing
labeled pictures, writing predictions and working together as a table group2 but everyone
will need the information recorded in their own math journal.
Teacher Role: Asks questions, assesses prior knowledge, provide information needed for
explore phase
Student Role: Gains interest, calls upon prior knowledge, develops a need to know,
identifies a problem to solve
Explore/Do: (10 minutes)
Hand each group a bag of each type of soil. Have them do a quick sketch3 of the
soils.
Have them look closely at each type of soil and make observations about what
types of materials make up the soil, is it more rocks? more plants?
Have them draw another sketch of what order they think the layers would be if
they were still in the ground. Make sure they also write their reasoning for it did their
observations from the previous question help them pick the order?
Teacher Role: Makes open suggestions; Questions and probes; Provides feedback; Assesses
understanding and processes
Student Role: Explores resources and materials; Hypothesizes and predicts; Records
observations and ideas; Seeks possibilities by thinking creatively
Explain/Summarize: (10 minutes)
Gather the class for a discussion about their observations and predictions.
Explain
topsoil- the fertile upper part of the soil. The closest to the surface
soil.
subsoil- the bed of earth or earthy material immediately under the
surface soil.
bedrock- the bottom most layer of soil, the solid rock base.
See if the students can predict where plants grow best and let this lead to a brief
discussion of how they came to that conclusion.
1 You can pair the students up in groups based on similar ability or different in order to get the best
results from your class.
2 They dont have to work in table groups if those are too large or not as efficient as assigned groups.
3 This is to appeal to visual as well as kinesthetic learners
Teacher Role: Asks for clarification and evidence from students; Enhances or clarifies
student explanations; uses students experiences as a basis for explaining new concepts;
provides new vocabulary; evaluates student explanations.
Student Role: Clarifies understandings discovered; Shares understandings for feedback;
Communicates understanding using recorded observations (writing and drawings); Forms
generalizations; Seeks new explanations
Elaborate/Extend: (10 minutes)
Explain that the students will all be putting together their own mini gardens.
Give each of the students a container4 have them work with their groups to use the
soil that was in the bags to fill their container.
Teacher Role: Asks questions; Poses new problems and issues; Offers alternative
explanations
Student Role: Applies new knowledge by performing related tasks; Asks questions; Plans
and carries out new project; Records observations and explanations
Evaluate/Assess: (5 minutes)
Have the students draw and label a picture of their container in their journal
Have them write a 3,2,1 in their journals5
3 things they would like to plant/do with their container
2 things they learned
1 question they have or one idea to do next
Teacher Role: Observe and assess students; Asks open-ended questions; Allows students to
assess their own learning and skills
Student Role: Demonstrate an understanding of a skill or concepts; Evaluates his/her own
progress and knowledge; Answers open-ended questions by using observations, evidence,
and previously accepted explanations
Lesson #2
Lesson Title: Where to Plant in Utah and Why?
Grade Level: 4th
State Standards Connections:
4 This can be one container per table, per pair or per person depending on if your class can/needs to
work on working together.
5 These questions can be revised depending on your students previous knowledge and if they seemed to
be understanding more or less than expected. They can also be modified to a 1,1,1 question for students
who struggle with writing or need a bit more modification or a 3,3,3 for early finishers.
Science
Intended Learning Outcomes:
1. Use Science Process and Thinking Skills
c. Make simple predictions and inferences based
upon observations.
2. Manifest Scientific Attitudes and Interests
a. Demonstrate a sense of curiosity about nature.
3. Understand Science Concepts and Principles
a. Know science information specified for their
grade level.
Standard 5: Students will understand the physical characteristics of Utah's
wetlands, forests, and deserts and identify common organisms for each environment.
Objective 2: Describe the common plants and animals found in
Utah environments and how these organisms have adapted to the environment in
which they live.
a. Identify common plants and animals that inhabit
Utah's forests, wetlands, and deserts
Social Studies
Standard 1: Students will understand the relationship between the physical
geography in Utah and human life.
Objective 2
Analyze how physical geography affects human life
in Utah.
Time: 60 minutes
Specific Lesson Objective: Students will be able to make connections between where plants
are found, why they grow best there and how those differences affected how people settled
Utah
Lesson Purpose: For students to understand that different plants grow best in different places
and those places have influenced where people live now.
Key Vocabulary:
sagebrush, pinyon pine, Utah juniper, spruce, fir, oak brush, quaking aspen, cottonwood, cattail,
bulrush, prickly pear cactus
Materials:
Background information
This lesson is part of a unit that comes after the students have learned about the three
landforms of Utah (Uintah Basin, Rocky Mountains and the Colorado Plateau).
Engage and Launch: (15 minutes)
Have students get out of their seats and create a living map of Utah (from
previous unit attached on page 19)6
Have them take their seats and do a think pair share within their tables of what are
some characteristics of the different landforms.
Bring the class back together and share out brief definitions of the different
landforms.
Ask if any of them have heard the phrase, this is the place before. Talk about
how when the pioneers first came here they looked out over the valley and decided they
wanted to settle here. Make sure to show on them where the pioneers came in and relate it
to the landforms so they know where you are talking about.
Teacher Role: Asks questions, assesses prior knowledge, provide information needed for
explore phase
Student Role: Gains interest, calls upon prior knowledge, develops a need to know,
identifies a problem to solve
Explore/Do: (30 minutes)7
Ask the students why they may have wanted to settle in the valley?
Project a topographical map of Utah on the board
Once they have been reminded of the different landforms and the idea that a
landscape was so powerful to make people stop wanting to move have the students talk
within their tables and go over where they would want to live in our state if they could
pick anywhere.
1. Make sure they have at least three reasons why and have them
write these in their journals
2. Also make sure at least one of those reasons has something to do
with the landforms/environment
3. Once they have talked to their groups and written their reasons
have them go to the large map and stand where they would like to live.
6 To engage the students kinesthetic mind and to give them a chance to move. Students in Finland get
hours more recess and free time within a week and many of the teachers credit that for why their students
are so engaged in their lessons, are good students and are happy to come to school. Building this
movement time into everyday lessons in our classrooms could create the idea of a fun and creative
learning environment which was considered invaluable in Finland.
Bring the class back together and discuss why they choose where they did8. Tie it
into the plants and different types of crops you may be able to grow in the different areas.
1. For example:
if they say they like the valley because they are
close to the water ask what they could use the water for?
If they say they want to be in the desert because it is
warm ask if they think it would be a good place to grown food because of
the sun
Pull out the pictures of the different plants of utah and ask if the students think
they can guess what area they may come from. Hand out plants/pictures to each group
and have them write which region they come from and why9.
Switch the pictures out with photos/examples of crops the early settlers planted
and grew and repeat the activity.
Teacher Role: Makes open suggestions; Questions and probes; Provides feedback; Assesses
understanding and processes
Student Role: Explores resources and materials; Hypothesizes and predicts; Records
observations and ideas; Seeks possibilities by thinking creatively
Explain/Summarize: (10 minutes)
Gather the class10 for a discussion about their findings go over similarities and
differences.
Explain:
How some plants prefer different climates
How some plants prefer different amounts of light
Teacher Role: Asks for clarification and evidence from students; Enhances or clarifies
student explanations; uses students experiences as a basis for explaining new concepts;
provides new vocabulary; evaluates student explanations.
Student Role: Clarifies understandings discovered; Shares understandings for feedback;
Communicates understanding using recorded observations (writing and drawings); Forms
generalizations; Seeks new explanations
Elaborate/Extend: (7 minutes)
8 Bringing in the kids personal connections and preferences is a way to connect and let their comments
direct the lesson while still staying on topic. This lets you differentiate based on interest and get to know
your students better.
9 Students can be asked to write one copy per group or individually and they may also be given the
option of drawing a picture in their science journal.
10 You can also have students do a think pair share, or have each group present their observations to the
class.
have students write why they think the settlers choose what is now the Salt Lake
Valley to settle using at least one reason having to do with plants and one reason having
to do with landscape
Have them also write down which of all the different types of plants they looked
at were their favorites (pick 3)
Teacher Role: Asks questions; Poses new problems and issues; Offers alternative
explanations
Student Role: Applies new knowledge by performing related tasks; Asks questions; Plans
and carries out new project; Records observations and explanations
Evaluate/Assess: (ongoing)
Use the activity they did in extend as an exit ticket
Look over the writings from throughout the lesson and double check that they
were keeping up11.
Informal assessments as you walk around and oversee each group and fill out
form below12 to mark and make sure everyone is involved
Write down predictions
Writing observations (each
person)
Is everyone actively
engaged?
Working together?
Teacher Role: Observe and assess students; Asks open-ended questions; Allows students to
assess their own learning and skills
Student Role: Demonstrate an understanding of a skill or concepts; Evaluates his/her own
progress and knowledge; Answers open-ended questions by using observations, evidence,
and previously accepted explanations
Lesson #3
Lesson Title: Plants of Utah
Grade Level: 4th
State Standards Connection
Science
11 This is also a good time to be able to make suggestions and individual accommodations. Let them
know that for the next activity they should push themselves to find 5 reasons the settlers stayed or only
write their favorite plant instead of top three.
12 This form can be used anytime the students are working in small groups.
10
13 This is similar to the last lesson so dont spend much time on it but it allows you the chance to see
how much they remember as well as give you a jumping off point to start the lesson.
14 Or they can present as individuals to part of the class so everyone finds the information but isnt
worried about the large group or this helps if you are pressed with time.
11
Once they have presented have the students group the plants based on region
where they are found.15
See what kinds of similarities there are between plants that grow in the same
region not only based on the information but also based on the description and
observations about the plants.
Teacher Role: Asks for clarification and evidence from students; Enhances or clarifies
student explanations; uses students experiences as a basis for explaining new concepts;
provides new vocabulary; evaluates student explanations.
Student Role: Clarifies understandings discovered; Shares understandings for feedback;
Communicates understanding using recorded observations (writing and drawings); Forms
generalizations; Seeks new explanations
Elaborate/Extend: (5 minutes)
Ask the students to explain where they would place the different kinds of plants if
you were to grow them at school.
For example
Desert plants may do well near a classroom window
where they get lots of sun and not rain
Forest plants may do better outside but near the
school, this way they get shade from the school but more moisture
Throughout the lesson assess how students are working within small groups and
do a quick checklist as the present that they met all the qualifications.
Their homework would be to do a short write up on the plant as if to an alien who
couldnt see it. Thus making them explain the look as much as where to find it.
Teacher Role: Asks questions; Poses new problems and issues; Offers alternative
explanations
Student Role: Applies new knowledge by performing related tasks; Asks questions; Plans
and carries out new project; Records observations and explanations
Evaluate/Assess: (ongoing)
Throughout the lesson assess how students are working within small groups and
do a quick checklist as the present that they met all the qualifications.
Check their homework
Teacher Role: Observe and assess students; Asks open-ended questions; Allows students to
assess their own learning and skills
Student Role: Demonstrate an understanding of a skill or concepts; Evaluates his/her own
progress and knowledge; Answers open-ended questions by using observations, evidence,
and previously accepted explanations
15 They could even be groups by placing them in the correct region on the tape map on the floor that was
created for the first lesson and unit before.
12
Lesson #4
Lesson Title: What to Plant and Why?
Grade Level: 4th
State Standards Connection:
Science
Intended Learning Outcomes:
1. Use Science Process and Thinking Skills
c. Make simple predictions and inferences based
upon observations.
h. Use observations to construct a reasonable
explanation.
2. Manifest Scientific Attitudes and Interests
a. Demonstrate a sense of curiosity about nature.
4. Communicate Effectively Using Science Language and
Reasoning
b. Report observation with pictures, sentences, and
models.
Standard 5: Students will understand the physical characteristics of Utah's
wetlands, forests, and deserts and identify common organisms for each environment.
Objective 2: Describe the common plants and animals found in
Utah environments and how these organisms have adapted to the environment in
which they live.
a. Identify common plants and animals that inhabit
Utah's forests, wetlands, and deserts
Health Education
Standard 6: The students will understand how a healthy diet and exercise can
increase the likelihood of physical and mental wellness.
Objective 1: Specify key vitamins and minerals and their
functions
C. Name foods rich in key vitamins and minerals.
D. Identify nutritional problems related to vitamin
and/or mineral deficiencies.
Time: 45 minutes
13
Specific Lesson Objective: Students will be able to identify nutritious fruits and vegetables and
be able to effectively explain what vitamins they contain/ why they are healthy as well as how to
grow them
Lesson Purpose: For students to gain an understanding of a healthy foods they can grow
themselves
Key Vocabulary:
Vitamin, antioxidant, fiber, protiens and carbs (introduced in earlier lesson), carrots, radish,
lettuce, beets, green peas, partial sun, full sun, shade
Materials:
Science Journals
Basic map of where they could put a classroom garden (this could mean a map of
your whole school or just a map of the classroom or perhaps something in between
including the classroom and certain parts of the school).
Doc-Cam or overhead
Book: The Vegetables We Eat by Gail Gibbons
Pictures of the vegetables talked about in the book and large chart paper (one set
per group)
Before the Lesson: Go over expectations for working in groups and review classroom rules if
needed.
Phase I (5 minutes):
I will assess prior knowledge by asking if they know why it is important to eat
fruits and vegetables? If they have a garden at their home or if they are a part of a
community garden.
Relate to the reasons they have a garden, check in and see if they
grow foods see if they eat food that they or someone they know grows
Ask if they feel different when they eat more fruits and vegetables
than when they dont?
Introduce vocabulary words relating to fruits and vegetables, their vitamins and
sun preferences yet
Transition to Phase II:
Have students get out their science journal and do a quick think pair share to
review what they learned in the last lesson about plants having different preferences to
grow best.
Read the book asking questions along the way, make sure you pick excerpts to
read it can be hard to read cover to cover but the information is worth it
14
Ask about meals the kids have had with these food
When she talks about where foods like to grow relate it back to
where they could grow around your school
Phase II (20 minutes):
Have students get into groups. Give each group a piece of large chart paper
already separated into multiple sections16. The picture below shows one way to organize
the students papers.
Label the categories based on light needed, growing season and what types of
health benefits and vitamins they contain.
Give the students a map of the school and go through together17 and draw in
where gets full sun where gets partial using the symbols commonly used on plants (image
below)
16 You can have this done or let students do it themselves. Also you can organize it like shown in the
picture or a venn diagram style. You can also give students photos of the plants and vegetables or you
can have them write the name in the category depending on your kids.
17 You can have students guess where each symbol would go first or go through as a whole class
15
Have the students work in groups18 to come up with where they would plant the
vegetables on the school grounds. Their plans should include
Include at least 519 of the plants we talked about today
drawing in flower beds
Drawing and labeling what plant goes where
The reasons for planting them where they are
The sun levels in each location on the map
At least 1 health benefit of the plant they picked
Make sure the students know the material and feel comfortable to present their
garden proposals at the beginning of next class
Lesson #5
Lesson Title: Making a Classroom Garden
Grade Level: 4th
State Standards Connection
Mathematics
4.MD.A Solve problems involving measurement and conversion of measurements
from a larger unit to a smaller unit.
3.
Apply the area and perimeter formulas for
rectangles in real world and mathematical problems. For example, find the
width of a rectangular room given the area of the flooring and the length,
by viewing the area formula as a multiplication equation with an unknown
factor.
4.MD.B Represent and interpret data
4.
Make a line plot to display a data set of
measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems
involving addition and subtraction of fractions by using information
presented in line plots. For example, from a line plot find and interpret the
difference in length between the longest and shortest specimens in an
insect collection.
Science
Intended Learning Outcomes:
1. Use Science Process and Thinking Skills
18 Students can come up with one map per person or per group
19 This number can be adjusted if you add more or less plants that you cover and for struggling and high
achieving students
16
17
18
Day 1:
Have each group create a supply list including how much wood they would need
(perimeter)
Have final plans which include labeled pictures, and supply list on graph paper
Day 2:
Go over safety rules when using tools22
Have groups work with the volunteer adult to build and fill their raised beds.
Have them take pictures along the way and draw diagrams of what they are doing
in their science journals
Plant the boxes and have them record what plants they planted and their initial
size, this will be an ongoing table that they will record the measurement, and growth
every week. Measurements will need to be recorded in their journals in metric units so
students will need to convert measurements as they go.23
Teacher Role: Asks questions; Poses new problems and issues; Offers alternative
explanations
Student Role: Applies new knowledge by performing related tasks; Asks questions; Plans
and carries out new project; Records observations and explanations
Evaluate/Assess: (ongoing)
Assess their presentations
Look over their proposed plans for their box make sure you can see work from
each student shown on this paper
Have students leave their journals so you can look over their tables, drawings and
work for all the problems
If you can have the each class put together a final presentation for the school to
explain the rules of the school garden, what is planted and how students from other
classes can get involved.
Teacher Role: Observe and assess students; Asks open-ended questions; Allows students to
assess their own learning and skills
Student Role: Demonstrate an understanding of a skill or concepts; Evaluates his/her own
progress and knowledge; Answers open-ended questions by using observations, evidence,
22 I believe letting the kids build what they have created helps solidify the concepts however I understand
this can be unrealistic for some students or some schools and their policies.
23 Students can be assigned one plant or a few in their box depending on their skill level.
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