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 caterpillars have that help them survive? |
5A(K-2)#2: Plants and animals have features that help them live in different environments. |
Student observations of silk and class discussion about spinning habits of caterpillars. |
Class Discussion and Class Calendar
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12D(K-2)#2: Draw pictures that correctly portray at least some features of the thing being discussed. |
Student drawings of silk |
Do students’ drawings of the silk spun by the caterpillars contain details? Is the drawing clear enough that another person could understand it? |
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How do caterpillars grow and change? |
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. 11C(K-2)#4: Some changes are so slow or so fast that they are hard to see. |
Class Calendar observational statement about molting and growth of caterpillars (See Final Activities Step 4.) |
Do students record the observations they make of the growth and change in the caterpillars? |
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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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