A template based on Understanding by Design

Title of Unit The Needs of Living Things Grade Level Kindergarten and Grade One
Science
Subject Applied Design, Skills and Technologies Time Frame 2-4 Weeks
English Language Arts

Developed By Katie Popadynetz

Stage 1 – Desired Results

C Communication T Thinking PS
Personal and Social
Critical thinking:
 I ask and respond to simple, direct Social Responsibility:
 I can reflect on and evaluate my thinking,
questions.  I can participate in classroom and group
products, and actions.
 I am an active listener; I support and activities to improve the classroom,
 I can explore materials and actions.
encourage the person speaking. community or natural world.
 I can experiment with different ways of
 I can understand and share information  I can identify how my actions and the
doing things.
about a topic that is important to me. actions of others affect my community and
 I can consider more than one way to proceed the natural environment and can work to
an investigation. make positive change.
Creative thinking:
 I get ideas when I play.
 I can get new ideas or build on other
peoples’ ideas, to create new things within
the constraints of a form, o problem, or
materials.

Big Idea:
What is this unit about? Why are you teaching it?
 Living things have features and behaviours that help them survive in their environment. (Science)
 Plants and Animals have observable features. (Science)
 Skills can be developed through play. (ADST)
 Designs grow out of natural curiosity. (ADST)

Essential Question:
What questions might spark student interest / engagement in the topic?
What provocative questions will foster inquiry into the content? (Think open-ended questions that stimulate thought and inquiry linked to the content of the enduring
understanding). What provocative questions will promote understanding and transfer of learning?

What do living things need to survive?

Are you a living thing? What do you need to survive?
What are some local animals?
Where would this animal live?
What is a habitat?
Can you build a habitat for an animal?
What would you need to include in that habitat?
What can you do to help protect our environment?
How can you help protect our habitat?
How can you help animals get/keep the things they need to survive?

Development of Global Awareness:

Students will learn what they can do to take care of living things through a visit from the SPCA, they will learn ways they can help support the
SPCA in their work to help animals.
Students will learn about water conservation and will learn what they can do to make sure all living things have the clean drinking water they
need.
Students will learn ways they can help protect the local environment. While on our explorations outside we will make sure to collect garbage that
we see. We will visit the local Nature Centre to learn about other ways to can work to protect the environment.

What students will be able to DO What students will KNOW

Curricular competency learning standards: Content learning standards:
 I can demonstrate curiosity and a sense of wonder about the world.  Basic needs of plants and animals
 I can observe objects and events in familiar contexts
 I can make exploratory observations using their senses.
 I can experience and interpret the local environment.
 I can discuss observations
 I can represent observations and ideas by drawing charts and simple
pictographs.
 I can transfer and apply learning to new situations
 I can share observations and ideas orally
 I can express and reflect on personal experience of places.
 I can choose an idea to pursue.
 I can choose tools and materials.
 I can use trial and error to make changes, solve problems, or
incorporate new ideas from self or others.
 I can use materials, tools, and techniques in a safe manner in both
physical environments.
 I can develop my skills and add new ones through play and
collaborative work.

Stage 2 – Assessment Evidence

Formative Assessments
 Learning intentions will be set for each
lesson.
 During each make observations to see if
the students are meeting the learning
intentions.
 Add leaning intentions to the top of a class
list. Check those that are meeting the
learning intentions and make note of those
that need further support.
 Make notes of observations made while
students are
working/exploring/building/discussing
 Use digital documentation. Take photos or
videos that show what the students are able
to do or not yet able to do.
 Keep the observations made by the
students as artifacts of their learning.
Summative Assessments
 Digital documentation will be used to
create a digital Learning
Story/Documentation which will be posted
on Fresh Grade.
 Assessment rubric will be used, see bottom
of unit plan for this rubric.
Self-Assessment / Peer Assessment
 Students will fill in a self-assessment
rubric after completing their habitats in the
final lesson. Self-assessment can be found
below.
 Peers will be allowed to make comments
and ask questions while habitats are
presented. They will be asked: “Will this
animal survive in the habitat this group
built?” Peers could be provided with a
small check list which can be found below.

Stage 3 – Learning Plan

Should be Differentiated
Adaptations/Modifications:
 check in for understanding
 Use simple language
 Present information orally, in writing and through pictures
 Allow for multiple way to show understanding
 Provide additional support where needed
 Use Google Translate
 Encourage discussion in First Language
 Pre-teach needed vocabulary
 Allow students to work in groups
 Provide extra support where needed, this could be a teacher, parent helper, or older buddy
 Students can write, draw, tell, build with loose parts, sing or dance to show their learning
 Allow students to take pictures and label them with an app.

First Peoples’ Principles of Learning:

Learning is holistic, reflexive, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place.
First peoples resources will be used in this lesson.

Sequence of Lessons: The basics of what you plan to do in each lesson of the unit. The first one will be how will you engage students at the
beginning of the unit? (motivational set – your ‘hook’ – it could be accessing their background knowledge in some way)

# Lesson Lesson Activities (Learning Experiences) Resources

Title
1 Lesson intention/ purpose/goal:  BCSPCA Presenter for
The Needs I know that animals need certain things to survive. I can list the needs of living things. Kindness Counts Program
of Living  Chart paper
Things Before conducting this lesson create an Animal habitat center. Place different coloured mats, a  markers
variety of loose parts and different types on animals (ocean, forest, desert, artic) at a table.  Video:
Use the prompt “Where would these animals live?” This will spark interest in habitats it will https://www.youtube.com/wa
also activate background knowledge. Place some non-fiction texts about animal at the center.
tch?v=7oYTNFNvqO0&list=
This will give you an opportunity to pre teach some of the vocabulary needed for this unit.
After a few days with this center you can change the prompt to “Can you build a habitat for an PLa1Mx1Y5M0EutYjo53jtJ
animal?’. Watch and make notes as the students play this will give you the opportunity to AFIbXCqPcLk4&index=17
assess the students background knowledge.  What Do Living Things Needs
by Elizabeth Austin.
  Art supplies
Lesson:  iPads
 printer
The class will have a visit from the Local SPCA. They will do their Kindness Counts
Program. This program teaches the students how can kind acts make positive change?
Kindness Counts teaches children empathy and compassion for animals, people and the world
we inhabit through individual acts of kindness. They will also learn about what it takes to
properly take care of their pets. They will learn about ways they can help the BCSPCA.

Gather students at the carpet.

Ask:
 What are some living things?
 What do living things need to survive?
Create a class list through shared writing of what we think living things need to survive.
Show the video: Needs of Living Things by Make Me Genius, stop the video after each need
check to make sure we have included it on our chart.
Read: What do Living Things Need by Elizabeth Austin
Check to make sure we have included all things mentioned on our chart.
Create a class collage for each of the needs. Select a small group for each need. They can look
for pictures in magazines or look things up on the iPads and draw or print off pictures. Post
these on the science board.

2 Lesson intention/ purpose/goal:  Needs and Wants by Jordan

Needs vs. I know the difference between wants and needs. Fujioka
Wants  Poster Paper
Review what was learned in last lesson. Look at the chart we created and look at our collages.  Art supplies
In small groups read the book: Needs and Wants by Jordan Fujioka, this is a level F books so  Picture cards on needs and
make sure to pair up grade one’s with Kindergartens. You could even invite big buddies in to wants (video game, fruit,
do the reading. veggies, toys, water, houses for
As a class do a needs vs. wants picture sort. Think aloud for the first couple pictures. Then ask example).
the class where they think the pictures should go,
Then each group will create a poster one side will have needs and one will have
wants. Provide some small pictures, the ones used in the group sort, that have needs
and wants on them that the students can glue onto the right section.
Groups will take turns showing their posters to the class.

3 Lesson intention/ purpose/goal:  What Do Animals Eat Video?

What do I can match the local animal to the food that they eat. I know that different animals eat https://www.pbslearningmedia.o
animals eat? different types of foods. rg/resource/tdc02.sci.life.colt.eat
/what-do-animals-eat/
 White board
 Review that Salish Sea animal cards together as a class. Talk about each animal and the  Markers
meaning it has for the local First Peoples.  Pocket chart
After each card ask the question “What do you think this animal eats?” as a class record on  Salish Sea Animal cards
the white board.  Multiple sets of cards for each
Watch the video: What Do Animals Eat?, students will look at the picture show of each of the animals in the Salish Sea
animal and together we will discuss what the animal is eating. Cards and one for each of the
Edit or add to our answers on the white board. foods the animal eats
Look up on the internet any ones we don’t know for sure.

Play a Memory Game:

Create cards for each of the animals in the Salish Sea Cards and one for each of the foods the
animal eats.
As a class you to could work to match the cards together in a pocket chart. Use the I do, We
do, approach. Playing the game will be the You do.
Play memory with the cards. Make the groups pair up those who are fully grasping the
concepts with those that might still be struggling. Leave the class sort in the pocket chart to
provide a visual reference.

4 Lesson intention/ purpose/goal:  Paper

What do I know where animals get their water from. I know ways that I can conserve water.  Clipboards
animals  Pencils
drink? Place-Based learning and Outdoor Education:  Garbage collecting tools
While at the park students will collect and dispose of any garbage found.  Maps
Take a walking filed trip to the park next to the school. The park has a small pond and a man-  Class book supplies
made stream and a water fountain. At the park make note of the animals we see. Ask: “Where
would that animal get its water?”.
With big buddies create a sources of water map of the park. Create a rough map of the park
for the students to use to record where they found water.
List what animal would use each of the water sources.
Share our maps with the whole group.

Water Conservation:
Invite in the Water, water Everywhere…? Program provided by Langley Environmental
Partners Society. In this lesson students will discover where their drinking water comes from.
They will learn about the water cycle and will make a water necklace and a water
conservation door hanger. They will learn all about water conservation.
After the visit create students can make a class book about the ways we can conserve water.

5 Lesson intention/ purpose/goal:  Fiction and non-fiction books

Where do I know that different animals live in different types of shelters. I can match the local that show animals in their
animals animal to their shelter. shelters
sleep?  Art supplies
 Over a few days read a variety of picture books and non-fiction books that show animals in  iPads
the shelters they live in. After reading the books discuss what the animals used for shelter.  printer
Place books in the classroom library  multiple sets of game cards
Draw or take pictures of the animals in their shelters. Create a shelter collage and add to it as  loose parts from outside
we read, look and learn.  garbage collecting tools
 small animal toys(optional)
Play a match game:
Create cards for the shelter for each of the Salish Sea animal cards. Use the cards to match as
a class and then students can play Memory of Go Fish with cards

Go on a shelter hunt of the school grounds. Look for places where animals could or do live.
Record observations in multiple ways.
After the hunt collect items we could use to build shelters of our own. Bring the items back
inside.
Use the items collected to build a shelter for an animal of our choosing.

6 Lesson intention/ purpose/goal:  Animal photos cards

Is this the I can match an animal to its habitat.  Video Home Sweet Habitat:
right https://www.youtube.com/watch
habitat? In the days leading up to this lesson start talking about different types of animals and where ?v=p15IrEuhYmo
they might live. Use photo cards to sort animals into categories. Use categories like forest,  Animal toys
jungle, artic, ocean, farm, desert.  Loose parts
 Story workshop materials
Watch the Video: Home Sweet Habitat which discusses why it’s important for animals to
have the just right habitat.

Set up a story workshop center for each of the habitats that have been discussed. Label and
discuss which habitat is which. Talk about the possible animals for each of the habitats.
Place a few animals toys for each habitat in mystery bags. Have students select a bag. They
will show the animals to the class and guess which habitat they belong to. Once guessed the
students will take their animals to the right habitat table and use the animals to build a story.

Conservation Lesson:
Ask: What can we do to protect animal habitats?
Invite in our Wild Schools Coordinator to teach about habitat conservation.
Make a class book about ways we can help protect out environment.

7 Beavers Lesson intention/ purpose/goal:  Video: Beavers

I can list the things a beaver needs to survive. https://www.pbslearningmedi
 a.org/resource/tdc02.sci.life.c
Watch the Beavers video. Before starting the video tell the class we will be watching for what olt.beaver/beavers/#.Xern2p
the beaver needs to survive. OQHBI
After watch the video discuss the following questions:  Four-part mat
 Drawing and writing supplies
 What do beavers need to stay alive?
 Where do they get what they need?

Students will work in small groups to write/draw their observations on a four-part mat. There
will be one section for each need; food, water, shelter, habitat

8 Lesson intention/ purpose/goal:

Can you I can build a habitat that will keep my animal alive!
build a
habitat? Detailed lesson plan is attached at the end after assessment rubrics

Teacher Summative Assessment Rubric

Name:

Emerging Developing Proficient Extending

I am just I am getting I get it. I get it and go

Criteria getting there. I can do it beyond what is
started. I am beginning on my own. expected of me.
I learn best to do more on I can teach it to a
with help. my own. friend.
I need more I need more
teaching practice

I can demonstrate curiosity

and a sense of wonder about
the world.
I can make exploratory
observations using their
senses.

I can represent observations

and ideas by drawing charts
and simple pictographs.

I can experience and interpret

the local environment.

I can observe familiar objects

in familiar contexts.

I can discuss and record my

observations.

I can transfer and apply

learning to new situations.

I can express and reflect on

personal experience of places.

I can choose an idea to

pursue. I can choose tools and
materials.

I can use trial and error to

make changes, solve
problems, or incorporate new
ideas from self or others.

I can develop my skills and

add new ones through play
and collaborative work.
I know the basic needs of
local living things.

I can build a habitat that

includes all of the things my
animal would need to survive.

Additional Observations or
Notes:

Student Summative Self-Assessment Rubric

Emerging Developing Proficient Extending

Criteria

I can make and record observations.

I can share my observations with others.

I listen to the observations of others.

I know the needs of living things.

I can use different things to safely build a

habitat.

I can build a habitat that includes all of the

things my animal would need to survive.
 I can show my learning in lots of different
ways.

I can reflect on my learning

Peer Assessment Rubric

Need

Water
Food
Shelter
Right Habitat

Can you build me a habitat?

Play Provocation
Type: Primary X Intermediate Graduation Media
Grade:
 Big Idea(s):

What students will

UNDERSTAND
Living things have features
and behaviours that help Skills can be
them survive in their developed through play.
environment.

Curricular Competencies: What students will DO Concepts & Content: What students will KNOW
Students will be able to do the following: Students will know the following concepts and content:
I can exchange ideas and perspectives to build shared  Basic needs of plants and animals
understanding.
I can use language to identify and share ideas and
discoveries.
I can observe familiar objects in familiar contexts.
I can discuss and record my observations.
I can transfer and apply learning to new situations.
I can generate and introduce new or refined ideas when
problem solving.
I can use trial and error to make changes, solve
problems, or incorporate new ideas from self or others.

Materials & Technologies Pre-Class Preparation

Students will use the following materials, tools, equipment.
 Natural items collected during a nature walk
 A variety of loose parts
 A variety of paper scraps in different colours
 The animal pieces from the Journeys in Nature
puzzles, this is a puzzle that depicts animals in
Coast Salish art
 Salish Sea Animal Flash Cards
 iPad, used to document learning
 projector to show video
The teacher will need to make the following preparations prior
to the class(es).
Assess prior knowledge of the concepts living and non-
living.
Pre-teach the needs of living things.
Pre-teach what a habitat is.
Teach about the animals that live in our local
environment. Read books that show the habitats they
live in.
Collect small items from nature. This can be done with
the class.
 Teach and practice the expected behaviours while
exploring outside of the classroom

Resources & References

Building Student Success- B.C.’s New Curriculum: https://curriculum.gov.bc.ca/
The Needs of Living Things video from Make Me Genius: https://www.youtube.com/watch?v=7oYTNFNvqO0

First Peoples’ Principles of Learning

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal
relationships, and a sense of place).
First Peoples resources will be used in the lesson.

Body of the LESSON

FOCUS of the lesson: (clear snapshot of this particular lesson in the sequence)
In this lesson students will work in small groups to use loose parts, art supplies and items collected from a
nature walk to create a habitat for an animal of their choice. There will be a free play time at the start of
the provocation where students can add whatever they like to their habitats. Students will watch a video
that describes the needs of living things. Students will then be given an opportunity to add to, take away
from or change their habitats. A galley walk will be taken and students will share the habitats with their
classmates. After all habitats have been shared and documented students will be given time to play freely
with the materials.

ENTERING KNOWLEDGE: (what do the students already know entering this lesson?)
 How to safely use loose parts
 How to use loose parts to create stories
 Have some knowledge about some of the local animals
 Students will need to know what a habitat is

LESSON INTENTIONS/CRITERIA (specific to this lesson)

Students will be able to:
I can make a habitat that includes all the things that my selected animal will need to survive.
I can exchange ideas and perspectives to build shared understanding.
I can use language to identify and share ideas and discoveries.
I can observe familiar objects in familiar contexts.
I can discuss and record my observations.
I can transfer and apply learning to new situations.
I can generate and introduce new or refined ideas when problem solving.
I can use trial and error to make changes, solve problems, or incorporate new ideas from self or others.

INTRODUCTION/MOTIVATION: (Beginning)
Place the items that will be used to build the habitats on the tables, with some animal toys. Allow the
students free play time with the materials. Watch how they interact but do not direct the play in any way.
Gather the class together after a short play time. Show the students the animal toy pieces and the animal
flash cards. Name and briefly talk about each animal. The class could make the noise the animal makes,
or move around the room the way that animal moves.
Place the animals out so all the students can see them.
Introduce the provocation: Can you build a habitat for this animal?
Pick groups make sure to pair less capable students with more capable students to hep scaffold learning.
Each group can pick one animal or the teacher will assign animals.
Review expectations about expected classroom behaviours.
Let the students explore the materials and get building.

DEVELOPMENT: (Middle)
In small groups students will create a habitat for the animal they have selected. Teacher will move around
making observations and taking pictures of the learning process. Try not to ask leading questions but you
can have them explain what they making or what things are. Let the students explore and create freely.
Call the class back together again. Show the video, which will be quick review of the needs of living
things.
Start to build a sample habitat for the class (I do, modeling). Show them how you have included a shelter
and water. Ask: what else do I need to include? Work together to add a source of water (We do)
Allow student to go back and to edit the habitats they have built (You do). Again teacher will move
around making observations and taking pictures of the learning process. This time ask questions like, help
scaffold and guide the learning:
 What does your animal need to survive?
  What changes did you need to make?
 Where will get water from?
 What will it each?
 What else might you need to add to your habitat?
Teacher will make take notes of observations and can even start to fill out the assessment rubrics.
Allow students to look at what other groups are doing, encourage conversation between the groups.
When groups finish they can record their habitats through writing or drawing. Groups can take a picture
and label it using an app, Explain Everything, Notability or Skitch would all work. It might be helpful to
have “big buddies” or parents to help with this process.

CLOSURE: (End)
Have the group go on a gallery walk to look at each other’s habitats. The groups will explain the features
of their habitats to the class. The class will decide together if the habitat contains all the things the animal
would need to survive. Make sure to document the final product.
Allow for some free play time with the materials. This is an opportunity for the students to get creative.
Ask questions like:
 What others animals would live here?
 Where else could this animal live?
But really them just play and observe to see what they do. Document with photos and notes any additional
learning that occurs.

Assessment / Evaluation Adaptations / Modifications

Watch the students as they create the habitats. Look to
see if they are making, sharing and recording their
observations.
Use the rubrics to make note of learning and creativity.
Make notes and take pictures to document the learning
process.
Make notes during the share out session at the end.
 check in for understanding
 Use simple language
 Present information orally, in writing and
through pictures
 Allow for multiple way to show understanding
 Provide additional support where needed
 Use Google Translate
 Encourage discussion in First Language
 Pre-teach needed vocabulary
 Allow students to work in groups
 Provide extra support where needed, this could
be a teacher, parent helper, or older buddy
 Students can write or draw their habitats
  Allow students to take pictures and label them
with an app.

EXTENSIONS / POSSIBLE CROSS-CURRICULAR CONNECTIONS


 While outside the students could collect any litter they see and make sure to throw it away in the proper bin. This
will help to teach about being kind to our earth and to be responsible global citizens.
 Use the Salish Sea cards to learn more about the Coast Salish peoples beliefs about the animals in our local
environment.

Name:

Emerging Developing Proficient Extending

I am just I am getting I get it. I get it and go

Criteria getting there. I can do it beyond what is
started. I am beginning on my expected of
I learn best to do more on own. me.
with help. my own. I can teach it to
I need more I need more a friend.
teaching practice

I can exchange ideas and

perspectives to build shared
understanding.

I can use language to

identify and share ideas and
discoveries.

I can observe familiar

objects in familiar contexts.
I can discuss and record my
observations.

I can transfer and apply

learning to new situations.

I can generate and introduce

new or refined ideas when
problem solving.

I can use trial and error to

make changes, solve
problems, or incorporate
new ideas from self or
others.

I can build a habitat that

includes all of the things my
animal would need to
survive.

Additional Observations or
Notes: