1st Grade Plant and Animal Unit (Butterflies) Blueprint |
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Pacing Suggestions: See Sample Class Calendar in Teacher's Guide for approximate timetable. |
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| Essential & Unit Questions* 1 | Benchmarks 2 | Formative and Summative Assessments 3 | Using Assessments to Monitor Student Learning |
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What features do the caterpillars have that help them survive? |
5A(K-2)#2: Plants and animals have features that help them live in different environments. 5F(K-2)#1: Different plants and animals have external features that help them thrive in different kinds of places. |
Student observations of the parts of a caterpillar and their functions (See Activity Sheet 3 on page 32 of Teacher’s Guide.) |
Can students identify how parts such as special legs, mouth and bristles help the caterpillar survive in its environment? |
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How do caterpillars grow and change? |
11C(K-2)#4: Some changes are so slow or so fast that they are hard to see. 11C(K-2)#3: Things can change in different ways, such as in size, weight, color, and movement. Some small changes can be detected by taking measurements. |
Class discussion about student observations of caterpillars (See Procedure Steps 1-3 on page 30 of Teacher’s Guide) and observations on Class Calendar (See Final Activities Step 1 on page 30 of Teacher’s Guide.) |
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* Essential/Unit questions are major questions driving the unit. They are directly aligned with the benchmarks. No single lesson addresses each question in its entirety. By the end of the unit, students should be able to answer these core questions. 1. For conceptual benchmarks. 2. Bolded sections indicate portion of benchmark addressed 3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning. |
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