Unit Overview

Curricular Area: Science Brief Summary of Unit:
Students will learn to distinguish between
Topic or Theme: Animals and Plants living and nonliving things and what is real
and pretend. Students will learn about what
Grade Level: Kindergarten animals are like, what animals need, and how
animals grow and change. Students will learn
Duration: 14 Weeks1
what plants are like, what plants need, the
different parts of plants, and how plants grow
and change.
Checking for Prior Knowledge:
Students will be shown pictures of things that are
alive and not alive. They will be asked to sort
them based on living and nonliving. Children
will be asked if a plant is living or nonliving, and
if it is living, what it needs to grow and how it
grows. Children will be shown pictures of
different types of animals. They will be asked
where they live, why, and how they get their needs
met.

Link to Content Standards:

CT Grade Level Expectation K.2.a. Living things have certain characteristics that distinguish them from nonliving things, including growth, movement,
_____________________________________
reproduction and response to stimuli.
___________

_____________________________________
___________
ESSENTIAL QUESTIONS THAT
WILL FOCUS TEACHING AND
LEARNING:
• What Are Living Things?
• What is Real? What is Pretend?
• What Are Animals Like?
• What Do Animals Need?
• How Do Animals Grow and
Change?
• What Are Plants Like?
• What Do Plants Need?
• What Are Some Plant Parts?
VOCABULARY TERMS: HOME CONNECTION:
LIVING AND NONLIVING MANY PLANTS At the beginning of the unit, students are
sent home with the School-Home
• living things, nonliving things • tree, shrub, grass
Connection Letter that accompanies this
REAL AND PRETEND WHAT PLANTS NEED unit. The letter explains to parents what
their students will be learning in this unit
• real, pretend • light, air, soil, space to grow, water
and gives suggestions for activities
MANY ANIMALS PLANT PARTS students can do with their families at home
• fur, feathers, scales • leaf, fruit, flower, roots, stem, to support their in-school learning.2
seeds
WHAT ANIMALS NEED
PLANTS GROW AND CHANGE
• food, air, water, shelter
• flower, seed, sprout, seedling, adult
ANIMALS GROW AND CHANGE
plant
• life cycle

• How Do Plants Grow and Change?

Lesson Topic Objectives/Learning Outcomes Activities Materials Assessment/Criteria
#

1 Living and Nonliving
1. I can classify things as living and
nonliving.
2. I can describe characteristics of
living things.
3. I can describe characteristics of
nonliving things.
4. I can sort living and nonliving things.
Warm-Up Activity – Show various Big Book of Science Sum It Up – Students complete a
picture cards and ask children Vocabulary p. 4 Student Edition page in which
whether they show living things. Student Edition, pp. 13-16 they are asked to identify living
Sort into two piles: living vs. Big Book of Science Songs and nonliving things.
nonliving. and Rhymes, p. 5 Generate Summary Sentences –
Introduce Science Vocabulary – Inquiry Flipchart p. 4 Students brainstorm examples of
Using the Big Book and the Picture Sort living and nonliving things.
Student Edition, discuss each Leveled Readers Inquiry Flipchart– Use the
vocabulary term. Inquiry Flipchart, p. 4, to explain
Develop Science Concepts – Have to children that they will classify
volunteers show with their bodies things as living or nonliving.
how living things grow. Brainstorm a list of
Interpret Visuals/Active Reading – characteristics to think about
Read through Student Edition when deciding. Have students
pages, stopping to discuss the glue pictures of living things on
pictures and review concepts of one side of the chart and
print. nonliving things on the other.6
Leveled Readers – Students
separate into small groups based on
reading level to read leveled
readers on the topic.3
Interactive Activity – Students are
challenged to identify eight living
things in a park scene on
http://www.sciencekids.co.nz/
gamesactivities/plantsanimals.html.
Afterward, they learn some facts
each living thing.4
Nature Walk – Lead students on a
nature walk through playground
and wooded area. Students draw
pictures of what they see is alive.5
2 Real and Pretend 1. I can recognize that some books and
other media portray animals and
plants with characteristics that they
do not have in real life.
2. I can identify characteristics of real
animals and plants and pretend
animals and plants.
3. I can compare real animals and plants
and pretend animals and plants.
3 Many Animals 1. I can compare animals by size, shape,
or body coverings.
2. I can observe and describe
similarities and differences in the
appearance of animals.
3. I can identify and name body parts of
animals.
4. I can identify ways animals move.
Warm-Up Activity – Read Big Book of Science Sum It Up – Students must
Goodnight Moon and ask children Vocabulary p. 5 identify the real thing and the
if the characters act like real Student Edition pp. 17-20 pretend thing. (Removed)7
animals or pretend animals. Goodnight Moon
Introduce Science Vocabulary – The Adventures of Marco Generate Summary Sentences –
Using the Big Book and the and Polo Students are asked to come up
Student Edition, discuss each with one more example of how
vocabulary term. stories or media give plants or
Develop Science Concepts – Have animals attributes they don’t
children identify a real cactus and a really have and one reason why
pretend cactus. they may have done this.8
Interpret Visuals/Active Reading –
Read through Student Edition
pages, stopping to discuss which
animals are real and which are
pretend. (Removed)7
Leveled Readers – Students
separate into small groups based on
reading level to read leveled
readers on the topic.3
Analyze Media Portrayals – Read
The Adventures of Marco and Polo
and discuss and analyze how
stories and media give plants and
animals attributes they really do
not have and why.8
Warm-Up Activity – Students listen Science Songs CD, track 1 Sum It Up – Using a Student
to the song “The Creatures of Big Book of Science Edition page, students must
Earth,” which describes what Vocabulary, p. 6 identify the animal that has fur,
different animals look like and how Student Edition, pp. 21-26 that swims, and that flies.
they move. Picture Sorting Cards 10, Generate Summary Sentences –
Introduce Science Vocabulary – 13, 16, 23, 26, 28, 32, 38 Students generate sentences
Using the Big Book and the Inquiry Flipchart, p. 5 telling how animals are alike and
Student Edition, discuss each different.
vocabulary term. Inquiry Center – Children sort
Develop Science Concepts – Use pictures of animals in different
Picture Sorting Cards to have ways, such as by size, number of

4 What Animals Need 1. I can observe and illustrate what an
animal needs.
2. I can recognize that animals need
food, water, air, and shelter to
survive.
3. I can identify how people help pets
meet their needs. (Removed)
4. I can observe similarities between the
basic needs of humans and the basic
needs of other animals.
students name each animal’s body legs, and body covering.6
covering. Favorite Animal Project –
Interpret Visuals/Active Reading – Children choose their favorite
Read through Student Edition animal and carry out further
pages, stopping to discuss the research on it in computer class
pictures and concepts and review using pebblego.com. Students
concepts of print. then present their findings to the
Leveled Readers – Students class in the form of a story.9
separate into small groups based on
reading level to read leveled
readers on the topic.3
Warm-Up Activity – Students Big Book of Science Sum It Up – Using a Student
brainstorm a list of things they Vocabulary, p. 7 Edition page, students must
need to live. Student Edition, pp. 27-30 distinguish between various
Introduce Science Vocabulary – Picture Sorting Cards 9, objects that a squirrel or a bird
Using the Big Book and the 14, 18, 26, 32, 33, 34, 35, needs.
Student Edition, discuss each 36, 37 Generate Summary Sentences –
vocabulary term. Students generate a list of things
Develop Science Concepts – that animals need.
Children discuss taking care of a
pet and making sure its needs are
met. (Removed)10
Interpret Visuals/Active Reading –
Read through Student Edition
pages, stopping to discuss the
pictures and concepts and review
concepts of print.
Leveled Readers – Students
separate into small groups based on
reading level to read leveled
readers on the topic.3
5 Animals Grow and 1. I can describe an animal’s life cycle.
Change 2. I cam recognize that an animal’s
growth and change occur gradually.
3. I can recognize that some animals
look like their parents and some do
not.
4. I can sequence pictures to show how
animals grow and change.
7 Many Plants 1. I can identify trees, shrubs, and
grasses as kinds of plants.
2. I can draw conclusions about kinds
of plants.
3. I can observe and describe the sizes
and shapes of plants.
Warm-Up Activity – Students Big Book of Science Sum It Up – Using a Student
discuss how they have changed Vocabulary, p. 8 Edition page, students must
since they were babies. Student Edition, pp. 31-34 identify adult animals and
Introduce Science Vocabulary – Picture Sorting Cards 9, newborn animals.
Using the Big Book and the 11, 21-30 Generate Summary Sentences –
Student Edition, discuss each Students must generate sentences
vocabulary term. about how animals grow and
Develop Science Concepts – change.
Children use Picture Sorting Cards
to discuss how a puppy, a young
dog, and an adult dog are different.
Interpret Visuals/Active Reading –
Read through Student Edition
pages, stopping to discuss the
pictures and concepts and review
concepts of print.
Leveled Readers – Students
separate into small groups based on
reading level to read leveled
readers on the topic.3
Connect to Music – Students learn
and sing a song about the butterfly
life cycle.11
Life Cycle of a Butterfly
Experiment – A Live Butterfly
Pavilion School Kit is purchased
from Insectlore.com and students
watch as a caterpillar turns into a
butterfly. They record their
observations in a journal and draw
pictures of the different stages of
the life cycle.12
Warm-Up Activity – Students talk Big Book of Science Sum It Up – Using a Student
about where they have seen plants Vocabulary, p. 9 Edition page, students must
growing and what they look like. Student Edition, pp. 35-38 identify a tree, a shrub, and
Introduce Science Vocabulary – Picture Sorting Cards 49- grasses.
Using the Big Book and the 51 Generate Summary Sentences –
Student Edition, discuss each Students generate sentences that
 4. I can sort plants into groups based on
their physical characteristics.
5. I can examine variations among
individuals of the same kind of plant.
8 What Plants Need 1. I can recognize that plants need
water, air, light, soil, and space to
grow.
2. I can observe and compare the
growth of plants.
3. I can infer reasons why plants are
healthy or not healthy.
4. I can predict the growth of a plant
based on whether it is getting what it
needs.
vocabulary term. describe trees, shrubs, and
Develop Science Concepts – grasses.
Children use Picture Sorting Cards Types of Plants in My
to describe and name different Environment – Students must
kinds of plants. draw a picture of a tree, a shrub,
Interpret Visuals/Active Reading – and grasses near their house.13
Read through Student Edition
pages, stopping to discuss the
pictures and concepts and review
concepts of print.
Leveled Readers – Students
separate into small groups based on
reading level to read leveled
readers on the topic.3
Warm-Up Activity – Students Big Book of Science Student Journals Documenting
describe experiences they have had Vocabulary. p. 10 the Results from the Seed
gardening or caring for plants. Student Edition, pp. 39-42 Experiment
Introduce Science Vocabulary –
Using the Big Book and the Sum It Up – Using a Student
Student Edition, discuss each Edition page, students must
vocabulary term. identify three things that a plant
Develop Science Concepts – needs.
Children draw a garden whose
plants are getting what they need Generate Summary Sentences –
and label each thing plants need to Students must generate sentences
live. about what plants need.
Interpret Visuals/Active Reading –
Read through Student Edition
pages, stopping to discuss the
pictures and concepts and review
concepts of print.
Leveled Readers – Students
separate into small groups based on
reading level to read leveled
readers on the topic.3
Seed Experiment – Students
conduct the grass seed growing

9 Plant Parts 1. I can recognize that stems, roots,
leaves, flowers, fruits, and seeds are
parts of plants.
2. I can observe and identify the parts
of a plant.
3. I can describe how plant parts help a
plant live.
experiment described here: http://
www.education.com/activity
/article/growgrass_preschool/.
Students predict which cup (water
and sun, sun/no water, water/no
sun) will grow and observe the
results. Children will keep a
journal documenting the results.14
Warm-Up Activity – Teach children Big Book of Science Inquiry Center – Children
the rhyme “I’m a Little Cactus” Vocabulary, pp. 5, 9-11 observe a real plant and compare
and have them name the parts of Student Edition, pp. 43-46 it to a diagram of the plant.6
the cactus identified. Inquiry Flipchart, p. 7
Introduce Science Vocabulary – Sum It Up – Using the Student
Using the Big Book and the Edition page, students identify
Student Edition, discuss each the different parts of plants.
vocabulary term.
Develop Science Concepts – Generate Summary Sentences –
Students draw a picture of a plant Student generate sentences that
and label its leaves, stem, roots, tell about plant parts.
flowers, fruit, and seeds.
Interpret Visuals/Active Reading –
Read through Student Edition
pages, stopping to discuss the
pictures and concepts and review
concepts of print.
Leveled Readers – Students
separate into small groups based on
reading level to read leveled
readers on the topic.3
Bean Sprout Growth – Plant bean
sprouts in clear plastic baggies so
students can watch and document
how their roots grow.15
Nature Walk – Lead students on a
nature walk and have them draw
pictures of plants they see, labeling
each part of the plant.16
10 Plants Grow and Change 1. I can describe the sequence of stages
in a plant’s life cycle.
2. I can observe stages that are part of
the life cycle of a plant: seed,
seedling, plant, flower, and fruit.
3. I can identify ways that young plants
resemble their parent plants.
11 Review & 1. I can recall what I have learned about
Summative Assessment living and nonliving, real and
pretend, what animals are like, what
animals need, and how animals grow
and change.
2. I can recall what I have learned about
types of plants, what plants need,
plant parts, and how plants grow and
change.
Warm-Up Activity – Children use Big Book of Science Sum It Up – Using a Student
their bodies to pretend to be a seed Vocabulary, p. 12 Edition page, students must
that grows into a plant. Student Edition, pp. 47-50 identify a seed, a seedling, a
Introduce Science Vocabulary – Picture Sorting Cards 51- sprout, and an adult tree.
Using the Big Book and the 54 Generate Summary Sentences –
Student Edition, discuss each Students must generate sentences
vocabulary term. that describe how plants grow
Develop Science Concepts – Cut and change.
into an apple and an orange and Plant Journals
have students discuss the seeds and
what the seeds will turn into.
Interpret Visuals/Active Reading –
Read through Student Edition
pages, stopping to discuss the
pictures and concepts and review
concepts of print.
Leveled Readers – Students
separate into small groups based on
reading level to read leveled
readers on the topic.3
Observe a Plant Grow – Students
help to plant some seeds in a pot
and grow a plant by adding water
and placing it in the sunlight.
Students keep a journal
documenting the plant growth and
changes.17
Review Game - Students will Unit Assessment (1 per Unit Assessment
review what they have learned this student)
unit by competing in a review
game with a partner.
Unit Assessment – Students will
complete the unit assessment
which assesses their understanding
of the unit objectives.
 Explanation of Changes (Numbers refer to the superscript number on each change)

1. This unit was intended to be conducted over a ten-week period, meaning we would cover one lesson per week. However, I am adding several experiments and hands-on
activities to the unit so we will need extra time to complete it. The decision to spend a longer amount of time on this unit was made intentionally because I do not believe science
curriculum is being afforded enough time in today’s curriculum. The National Science Board Commission on Precollege Education in Mathematics, Science, and Technology
stressed the importance of science in elementary school because “it is within the formative years that ‘substantial exposure to mathematical and scientific concepts and processes’
is thought to be ‘critical to later achievement’.” (Riggs, I.M. & Bochs, L.G., Toward the development of an elementary teacher’s science teaching efficacy belief instrument.
Science Education, Vol. 74, Issue 6, p. 625-637, 1990). Moreover, “biographical studies of Albert Einstein, Robert Burn Woodward, Charles Darwin, Richard Feynman and other
eminent scientists suggest that rich and playful early childhood experiences with science had an impact on their careers and interest in science” (Bulunuz, M. & Jarrett, O. S.,
Developing an interest in science: background experiences of preservice elementary teachers, International Journal of Environmental & Science Education, 5(1), 2010, 65-84.).
Therefore, it appears that dedicating substantial and meaningful time to scientific discovery in the early years will positively impact students as they grow older, and may even be
critical to developing a lasting interest in science. Moreover, spending an increased amount of time on science in kindergarten is developmentally appropriate. Montessori
observed that elementary aged students become more intellectual and their focus turns outward, meaning “they want to learn all there is to know about the world” (Theories of
Child Development Readings). Thus, understand how animals and plants grow and survive is a natural interest in my students and is well worth exploring.

2. At-home learning is incredibly important when it comes to student interest in science. One study I researched indicated that involvement in out-of-school science activities is
very important for students to develop an interest in science. Therefore, parents “should be aware of their own impact in promoting their children’s interest in science by doing
home-related activities such as experimenting with kitchen chemicals, looking at things under a microscope, taking care of plants or pets, playing with LEGO bricks, and making
science collections” (Bulunuz, M. & Jarrett, O. S., Developing an interest in science: background experiences of preservice elementary teachers, International Journal of
Environmental & Science Education, 5(1), 2010, 65-84.). The school-home connection letter will help promote at-home activities by giving parents ideas for science activities
they can do with their children using free or inexpensive materials.

3. Engaging in the material through leveled readers in small groups is an important part of differentiation in this unit. Struggling readers, on level readers, and advanced readers
are all able to interact with the material on an appropriate level of challenge. This is done in small groups, giving students a chance to confer with other students and ask and
answer questions.

4. This awesome resource allows students to practice distinguishing living things vs. nonliving things. It is an interactive way for students to learn some facts about different
plants and animals, what they need to survive, and where they live.

5. Going on a nature walk is a real-world application of the knowledge students have gained in this lesson. According to Piaget, “children are naturally curious and learn through
actively exploring their environment.” (Bulunuz, M. & Jarrett, O. S., Developing an interest in science: background experiences of preservice elementary teachers, International
Journal of Environmental & Science Education, 5(1), 2010, 65-84.). Students will retain more information regarding the characteristics of living and nonliving things if they
experience it for themselves in an environment they are familiar with.
6. As an additional assessment, children will be asked to sort pictures into two categories: living and nonliving. This challenges students to think critically and apply what they
have learned during the lesson. Throughout the unit, I have added an additional component to lessons by using the Inquiry Flipchart. The Inquiry Flipchart was provided with our
science curriculum but while teaching this lesson the first time, I believed that we did not have time to use the Inquiry Flipchart in conjunction with the lessons. However, I now
see the value in allowing students to engage in genuine inquiry with the concepts. According to Montessori, “the single best means of gaining confidence is through real,
meaningful work – work in which students engage in cooperative businesses and activities.” (Theories of Child Development Readings) Therefore, I will be using the Inquiry
Flipchart to enhance several lessons in this unit.

7. I decided to remove the portion of the lesson that asked students to identify characteristics of real animals and plants and pretend animals and plants because it was not
challenging enough for my children. My children were bored with this part of the lesson and were able to easily distinguish between real and pretend. Instead, I decided to skip
straight to analyzing how books and other media portray animals and plants with characteristics that they do not have in real life.

8. To increase the rigor of this lesson, I challenge students to analyze how two stories give plants and animals characteristics and attributes that they do not really have. I
challenge students to explain why stories and media may do this.

9. Giving students choice is incredibly important so I decided to create a product in which children can choose their favorite animal and carry out further research on it to write a
story about that animal that they will present to the class. Student input is important for developing interest in science, because it means “students are not passive recipients of
scientific facts, concepts and principles in science class, but are active, both physically and mentally” (Bulunuz, M. & Jarrett, O. S., Developing an interest in science: background
experiences of preservice elementary teachers, International Journal of Environmental & Science Education, 5(1), 2010, 65-84.). This choice is also supported by the work of
classic theorists, such as Dewey. Dewey believed that curriculum should be based on students’ interests and should include active experiences, such as this project. Finally,
“Glasser (1998) describes fun and freedom to choose as basic human needs, suggesting that children in classrooms where science is fun and where there is student-input might
develop more interest in science.” (Bulunuz, M. & Jarrett, O. S., Developing an interest in science: background experiences of preservice elementary teachers, International Journal
of Environmental & Science Education, 5(1), 2010, 65-84.)

10. This lesson intended to contrast how it is a person’s responsibility to meet a pet’s needs for food, shelter, and water whereas it is up to wild animals to meet their own needs.
However, mentioning pets confused my kids and led them to believe that wild animals could get help from people meeting their needs as well. As a result, I decided to omit this
part of the lesson.

11. On TeachersPayTeachers.com, I found a song describing the life cycle of a butterfly. It is sung to the tune of Row, Row, Row Your Boat and is a catchy way for students to
remember the different stages of the life cycle of a butterfly. Moreover, connecting science to the area of music helps to create an integrated curriculum, which, according to
Dewey, is preferred (Theories of Child Development Readings).

12. Although students will likely understand the typical stages of an animal’s life cycle from learning about it in the Student Edition, they will generate a deeper and longer-lasting
understanding if they actually see an animal progress through the stages of its life cycle. According to Dewey and Piaget, students learn science by “acting on objects and
manipulating materials rather than by a process of being told or just reading from books. People tend to remember experiences that are fun, interesting, exciting, and new to them”
(Bulunuz, M. & Jarrett, O. S., Developing an interest in science: background experiences of preservice elementary teachers, International Journal of Environmental & Science
Education, 5(1), 2010, 65-84.). As a result, I plan to raise the funds to purchase a Live Butterfly Pavilion School Kit through InsectLore.com ($59.99) so students can actually
witness a caterpillar grow into a butterfly. Students will keep a journal where they will record their observations daily and illustrate each stage of the life cycle process.
13. By asking students to find and draw a tree, a shrub, and grasses that they see near their house, you are asking students to make a real-world connection with what they have
learned.

14. It is unlikely that students will understand the true importance of a plant’s needs simply be reading about them. Instead, by conducting a grass seeds experiment, students will
see for themselves how important it is for all of a plant’s needs to be met. According to Montessori, students learn best by doing. Research also shows that if students are taught
science using hands-on experiments, they have a better attitude about the subject than if they are lectured and assigned textbook reading (Lawton, M. 1997, Hands-on science gets
thumbs up from students. Education Week, 16(30), 12.). Therefore, students will plant grass seeds in three different cups. The first cup will be watered daily and will be placed on
a windowsill so it gets plenty of light. The second cup will be placed on a windowsill but will not be watered. The third cup will be watered daily but will not get any sun or light.
Students will keep a journal in which each day they will write down any observations they have and draw a simple picture of each cup. The experiment will continue until there is
grass growing in at least one of the cups. Discuss with children why grass has grown or not grown in each particular cup. Guide students to understand that grass will grow best
when it is receiving all of its needs.

15. Piaget states that elementary-school students are in the concrete operational stage of their development, meaning they “need to touch and manipulate concrete material in order
to get mental impressions of abstract ideas” ((Shaikh, M. Hands-On Science in Elementary School: Why and How, p. 3, University of Texas at Dallas,
http://ftp.utdallas.edu/scimathed/resources/SER/SCE5308_03/Hands-on-scienceMS.pdf). Therefore, it is unlikely that students will fully understand plant parts just by reading
about them and looking at pictures. Therefore, students will actually observe how a seed grows into a sprout by watching bean sprouts grow. Students will keep journals
documenting the changes they see and labeling the parts of the plant.

16. Going on a nature walk is a real-world application of the knowledge students have gained in this lesson. Students will be challenged to identify each plant part of various
plants.

17. According to Dewey, children learn best when they are actually doing the work themselves and creating their own understanding of what’s going on instead of being given
explanations by adults. The Theories of Child Development Readings we used for assignment #1 even gave this example: “For example, children might be interested in how
things grow. If a teacher reads them a finely illustrated book on how things grow, this instruction will increase the children’s knowledge base. But if the children have the
opportunity to actually plant a garden at school, the process of digging, watering, observing, and actually experience growing things will help them to construct knowledge of
growing things that they cannot ever achieve merely by being read to and looking at pictures” (Theories of Child Development Readings). Therefore, to help students understand
how a plant grows and changes, we will plant a classroom plant and we will watch it grow. Students will keep journals documenting the changes that occur and drawing the plant
at different stages of growth.