1st Grade Plants and Animals Unit Blueprint |
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Pacing Suggestions: See Unit Calendar for details. |
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| Essential & Unit Questions* 1 | Benchmarks 2 | Formative and Summative Assessments 3 | Using Assessments to Monitor Student Learning |
| What are some ways to describe objects? |
12D(K-2)#2: Draw pictures that correctly portray at least some features of the thing being described.
12D(K-2)#1: Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. 11B(K-2)#3: One way to describe something is to say how it is like something else. |
Record Sheet 4A & B (See Procedure Steps 2-8 on page 55 in Teacher's Guide.) |
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| How are plants, animals, and humans alike and different? | 5A(K-2)#1: Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another. | Class list Ways Woodland Plants Are Alike and Ways Woodland Plants Are Different (See Final Activities Steps 1 & 2 on page 57 in Teacher's Guide.) | Are students able to identify similarities and differences between the moss and conifer seedlings? |
| What are the basic needs of plants, animals, and humans? |
5E(K-2)#1: Plants and animals both need to take in water, and animals need to take in food.
5C(K-2)#2: Most living things need water, food, and air. 1C(K-2)#3: A lot can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them in the classroom. |
Class discussion about taking care of the terrariums (See Final Activities Step 3 on page 57 in Teacher's Guide.) | Are students able to identify the needs of the plants and the importance of taking care of the plants? |
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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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