Curriculum Planning Chart - Noelle Bough - 1st Grade - Penn Alexander

Topic: Animal Habitats

Subjects: Science & Literacy 


Concept Standard Assessment Facts Skills Problems to pose Activities

(“The student will (How will you have (“The students will ("The students (“Guiding
understand…”) evidence that they know…”) will be able to…”) questions” or “unit
know it?) questions”)

Enduring PA SAS:
- Participation and - The definition of - Compare and - What is a - Anchor charts

Understanding
3.1.1.A2
contributions to “habitat”
contrast habitat? What
The world we live Investigate the dependence of whole class characteristics type of habitat - Read alouds
in has many living things on the sun’s energy, discussions
- The different types of different do we live in?
and videos

different types of water, food/nutrients, air, living of animal habitats habitats

habitats, each of space, and shelter. - KWL charts and and at least 3-4 - What different - KWL charts
which provides an ability to complete animals that live in - Independently types of habitats about each
unique ELA CCSS:
activities
each habitat
(or with a are there? What animal habitat

environment for W.1.2

partner) read are each of their
different animals to Write informative/explanatory texts - Responses to read - Why animals and understand characteristics - Group research
call home.
in which they name a topic, supply alouds
belong in certain non-fiction and the animals project

some facts about the topic, and habitats, and thus books about that live there?

Essential Question
provide some sense of closure. - Informal understand why animal habitats
- Literacy and
What are the assessment of they wouldn’t - How are habitats Science centers

different habitats - W.1.7

students as they survive in other - Use non-fiction different from
and their Participate in shared research and work on their environments
sources one another?
- Interactive
characteristics, writing projects. group projects
provided to games

and the specific complete - How does an

animals that live W.1.8
- Results of group assignments animal’s habitat
there? With guidance and support from project
and research reflect the
adults, recall information from project
animal’s
experiences or gather information characteristics?

from provided sources to answer a

question.

RI.1.5

Know and use various text features

to locate key facts or information in
a text.

RI.1.7

Use the illustrations and details in a

text to describe its key ideas.
Topic: Endangered Species

Subjects: Science & Literacy

Concept Standard Assessment Facts Skills Problems to pose Activities

(“The student will (How will you have (“The students will ("The students will (“Guiding questions”
understand…”) evidence that they know…”) be able to…”) or “unit questions”)
know it?)

Enduring PA SAS:
- Participation and - What an - Identify - What are some - Read alouds and
Understanding
3.1.1.A2
contributions to “endangered endangered endangered videos

Our actions have a Investigate the whole class species” is

species and their animals from each
strong impact on the dependence of living discussions
respective habitat?
- Close readings

environment, things on the sun’s - What are some habitats

including animal energy, water, food/ - KWL charts and endangered - What are some - Class and group
habitats and their nutrients, air, living ability to complete species and the - Read and reasons that discussions

wellbeing.
space, and shelter. activities
habitat they belong comprehend non- animals become
in
fiction books endangered?
- Literacy and
Essential Question
ELA CCSS:
- Responses to read about science centers

What are W.1.2

alouds
- The reasons for a endangered - What do
endangered animals, Write informative/ species being animals
endangered - Group research
and what role do explanatory texts in - Informal endangered, the animals need to project

humans play in the which they name a topic, assessment of cause and effect of - Think about what not become
destruction of supply some facts about students as they human impact
humans can do to extinct?

habitats and the topic, and provide work on their help endangered
extinction of certain some sense of closure. group projects
- What humans can animals

animals? do to help
W.1.7
- Results of group endangered
Participate in shared project species

research and writing

projects.

RI.1.5

Know and use various

text features to locate
key facts or information
in a text.

RI.1.7

Use the illustrations and

details in a text to
describe its key ideas.
Topic: Opinion Writing

Subjects: Science & Literacy

Concept Standard Assessment Facts Skills Problems to pose Activities

(“The student will (How will you have (“The students will ("The students will be (“Guiding questions”
understand…”) evidence that they know…”) able to…”) or “unit questions”)
know it?)

Enduring PA SAS:
- Participation and - Opinions and - Clearly state their - What is my - Writing workshop

Understanding
3.1.1.A9
contribution to facts are opinion in writing
opinion on this
It is important to be Distinguish between class discussions
different; specific matter?
- Literacy and
able to communicate scientific fact and opinions are - Support their science centers

personal opinions opinion. - Informal personal beliefs/ opinion with at - What are the
supported by logical assessment of feelings and least one reason/ reasons for my - Read alouds and
reasons.
ELA CCSS:
students as they varies based on evidence
opinion?
class discussions

W.1.1
work in small each person,
Essential Question
Write opinion pieces in groups
while facts are - Comprehend that - Is this a fact or
What is my opinion which they introduce the true and can be opinions may vary opinion?

on this issue? What topic or name the book - Ongoing proven.

based on
are the reasons for they are writing about, assessment of individuals, not
my opinion? How do I state an opinion, supply a writing workshop - Everyone is everyone will have
communicate my reason for the opinion, and assessment of entitled to their the same opinion
opinion with and provide some sense final writing piece
own opinion, but as them

supporting reason(s) of closure. facts remain true

in writing? regardless

W.1.2

Write informative/
explanatory texts in
which they name a topic,
supply some facts about
the topic, and provide
some sense of closure.

RI.1.3

Describe the connection

between two individuals,
events, ideas, or pieces
of information.

RI.1.8

Identify the reasons an

author gives to support
points in a text.