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. |
On-going observations and care of seeds and final Planting Card 2 (See Procedure Steps 1, 2, & 5 on page 80 in Teacher's Guide.) | See Seed Books under Assessment on pages 84 & 85 in Teacher's Guide. |
| What are some ways living things change? |
11C(K-2)#1: Things change in some ways and stay the same in some ways.
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 fast that they are hard to see. |
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| Why is it important to keep accurate records or notes about things that are observed? | 1B(K-2)#3: Describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. | Class comparisons of observations and seed growth using plant booklets |
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| 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. |
Needs of Plants Class List (See Procedure Step 8 on page 81 in Teacher's Guide.) | Do students know the needs of their 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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