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Categories of Vertebrates

1st Grade Science Unit Plan


Stephanie Wilmore ED 351 Fall 2012

Rational In Kindergarten, students are formally introduced to classifying living things as plants or animals based on what they need to survive. Students make observations to describe how plants and animals depend on the air, land, and water where they live to meet their needs and identify how animals get their food. In the First Grade, take a deeper look into all of these areas, plus are introduced to other ideas about plants and animals. In this Unit Plan, my First Grade students will focus on the Structure and Function of animals and plants. Through this Unit Plan, students will cover the Structure and Function standards A and D. This means they will demonstrate the understanding of and be able to: a) Observe and analyze the external structures of animals to explain how these structures help the animals meet their needs, and d) ask questions to define a problem and design an object that replicates the function (use) of a structure (part) present in an animal or a plant to address the problem (science and engineering practices). These standards will give me the target level I need to reach as well as the ending assessment to see what students learned throughout the unit. Through readings, hands-on activities, and observation, students will use the Crosscutting Concepts of Cause and Effect, scale, proportion, and quantity, and structure and function. In this unit, students will be able to learn through several different forms of inquiry. They will begin by all reading a book together about vertebrates. Through this book, students will know that animals can be classified/categorized into five groups: fish, amphibians, reptiles, birds, and mammals. Throughout the unit, students will get a chance to explore each category. At these different stations, students will read non-fiction/informational books as well as observe real-life animals from each category. While doing this, they will be taking notes in their science journals as well as drawing/labeling their pictures. Once all the students have gone through the stations they will work on creating a 3D model of an animal of their choice. They will then come up to the board and write their names in what order they want to go in and then will present in front of the class and explain what category the animal goes, their characteristics, and why he put details where he put them. This will give students a chance to see multiple points of view, practice their speaking/explaining skills, and will be a great end-of-unit assessment. The great thing about this lesson is that students will be able to incorporate other content areas while working during Science time. There will be multiple books read throughout this unit and will obtain different vocabulary that they could use during Word Study. Students will also use art and movement through this unit. Through key questions, anecdotal records teachers get by observing the students, and assessing the students work, students will leave this Unit having a deeper understanding of the Structure and Function of animals. This will lead into learning more about animals and their structure and function and will allow for a complete end of unit field trip to the zoo.

Grade: 1st Grade

Lesson: Vertebrates Science & Engineering Practices:

Asking questions and defining problems Developing and using models Analyzing Engaging in argument from evidence Obtaining, evaluating, and communicating information

Cross Cutting Concepts are bolded in the Component Ideas & Grade Band Endpoints Core Idea
LS1: From Molecules to Organisms: Structures and Processes

Core Idea Question


LS1: How do organisms live, grow, respond to their environment, and reproduce?

Component Ideas
LS1.A: Structure and Function LS1.D: Information Processing

Component Idea Questions


LS1.A: How do the structures of organisms enable lifes functions? LS1.D: How do organisms detect, process, and use information about the environment?

Grade Band Endpoints (Learning Intentions): (A) By the end of grade 2, students know and understand all
organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. (D) Animals have body parts that capture and convey different kinds of information needed for growth and survivalfor example, eyes for light, ears for sounds, and skin for temperature or touch. Animals respond to these inputs with behaviors that help them survive. Success Criteria: Students will know when they are successful when they: Define the word category Know the 5 different categories of vertebrates Explain characteristics of the 5 different categories of vertebrates

Formative Assessment

Summative Assessment

Student work Student Science Notebooks Presentation Clay/Playdough objects

Integration:
RI.1.10: With prompting and support, read informational texts appropriately complex for grade. MP.3: Construct viable arguments and critique the reasoning of others. MP.7: Look for and make use of structure. Music: Art:

Accommodations for Differentiated Instruction


Special Needs: smaller groups to work together, teacher aid if available, able to draw English Language Learners: books may be in their language if able to find, at least one book per table, able to draw Gifted & Talented: Books are available at higher levels. Some books are for 4-6th graders, able to draw

Materials Needed:
What is a Vertebrate? By Bobbie Kalman Science Notebooks Crayons/Markers/Colored Pencils Clay or Playdough Animals to observe (Goldfish, Frog, Bird, Mouse, Gecko are options) Magnifying Glass per student

Books for Centers: Fishes by Melissa Stewart What is a Fish by Bobbie Kalman Hello, Fish!: Visiting the Coral Reef by Sylvia A. Earle Is a Dolphin a Fish? By Gilda Berger Amphibians by Brian Cassie Amphibians by Rod Theodorou Amphibian by Barry Clarke Newts and Other Amphibians by Mary Knudson Schulte Lizards, Frogs, and Polliwogs by Douglas Florian

What is a Reptile? By Bobbie Kalman Reptiles by John L. Behler Reptiles by Lynn M. Stone Crocodiles & Alligators Snakes by Seymour Simon Birds by Lynn M. Stone Birds by Melissa Stewart Birds by Scott Weindensaul Birds by Gilda Berger Birds: Natures Magnificent Flying Machines by Caroline Arnold Mammals by Gilda Berger Splash!: A Book about Whales and Dolphins Mammals by Melissa Stewart Mammals by Samuel G. Woods Desert Mammals by Elaine Landau Ocean Mammals by Elaine Landau

Approximate Time Needed: 6-8 sessions at 45 minutes each

Lesson Day

Procedures

Assessment

Day 1
ENGAGE

Students will now have a general idea of categories and classifications, so we will look specifically at the vertebrate categories Remind students that they have already learned that animals can be classified into two larger categories Vertebrate and Invertebrates, depending on their skeletal structure. Explain that each of those categories can be broke down into smaller categories by looking at an animals characterisis. o We will begin by looking at the characteristic of vertebrates Read: What is a Vertebrate? By Bobbie Kalman Ask the students to watch and listen closely for different kinds of animals shown or mentioned in the story. (Categories are discussed on page 5) When finished reading the book: o Ask students to recall the different animals they saw or heard about in the story

What 5 categories where discussed? Re-read page 5. Fish, amphibians, reptiles, birds and mammals Write these on a large piece of paper Sing for mastery: to the tune of Oh Christmas Tree, Oh Christmas Tree Oh Vertebrates, Oh Vertebrates, There are 5 kinds of Vertebrates Oh Vertebrates, Oh Vertebrates There are 5 kinds of Vertebrate Reptiles, birds and amphibians Mammals, fishlets sing again. Oh Vertebrates, Oh Vertebrates, There are 5 kinds of Vertebrates List and draw one picture per Vertebrate o Turtle = amphibians o Lizard = reptile o Zebra = mammal o Fish o Bird Next lesson, students will identify the characteristics of animals in each of the 5 categories of vertebrates.

Day 2/3/4/5
Engage Explore Explain

Minilesson (5-7 Minutes) Students will review the stations and talk about what they had learned the day before. They will add to their list of what they know about the different categories of animals. We will review the key questions we want to think about and know and write the answers in our journals. We will also talk about what it is to observe and give good detail. We do not want to do this as fast as we can, but we want to look at something from different point of views and see as much as possible. Review and sing the song again while going to our table spots. During these days students will be put into groups of 3-5. These groups will spend time on Stations where they are able to read Non-Fiction/Informational Text. While they are reading they will be writing in their notebooks information they are learning and/or draw pictures of what they see. The last 5-10 Minutes at the Stations, students will be given an animal to put at the center of their tables. They will observe the animals and make connections

Questions: How many legs do they have? Do they grow hair? Scales? Can they fly? Do they have teeth? How do they move from place to place? Where are their ears located? How do they breath? Etc.

to what they saw in their book. The will also be asked to draw a picture of their animal. These picture will help them when they are creating an animal out of clay/playdough Students will come back and sit in a circle and we will have a discussion about things we saw and good strategies we used to observe our animals. A few students each day will show off their pictures and explain how much detail they used and again what strategies they used to know where to draw things where. (This will help students who did not use detail in their work and hopefully get them to think about what to do better next time instead of me telling them!)

Day 6
Explain Elaborate Evaluate

Minilesson: we will spend 5-7 minutes going over all the new things we learned at our stations. Students will be modeled how to use the clay/playdough and how they need to model and animal from the categories they learned about. Once students are done with these at their table spots, we will come back and sit on the carpet. We will have a pair-share with a partner so students get a chance to explain their process and why they chose to do the animal they did. Each student then will come to the front of the class and this time explain what animal they chose and why. Students will be able to ask 2-3 questions per student if they wish so they student will be able to explain their animal and reactivate all the new knowledge they have learned over this unit.

Explanation of their animal What category it goes into Details about the animal

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