UNIT PLAN

Unit Title: Growth & Development

Name:

Heather, Brittany, Ashley

Number of Lessons:

Time: (in weeks)

Subject(s): Science

Grade(s):

1.5 weeks
2

Rationale: This unit will be important to teach grade 1 students due to its focus on hitting many of the Unit 2 outcomes for their age group.
This unit hits these outcomes in a way that keeps students engaged and involved in their learning process.

Overview: Through reading and working with the material and information, students will be able to grasp a better understanding of how
different organisms including humans grow and develop.
Prescribed Learning Outcomes from IRPs:
Students will be expected to
2.1.1 Describe growth and development of familiar animals during their life cycle;
2.1.2 Identify a variety of sources and ideas to investigate and illustrate key concepts in animal development; and
2.1.3 Describe changes in humans as they grow, and contrast human growth with that of other organisms
Prerequisite Concepts and Skills:
Students will learn how to identify different stages of development in specific species (ducks, humans). They will also gain a better
understanding of why development is important and the differences between human development and common animal development.
Teacher Preparation Required: Teachers will need to collect all materials needed including any research information, materials for
lessons, etc. Teachers also need to ensure they have an understanding of the information as well in order to present it in a strong, thought out,
process.
Cross-Curricular Connections: English is a strong cross curricular through the use of word work, reading strategies and writing. Another
cross curricular that could be incorporated in art (coloring and drawing the eggs) or social studies (looking at their own developmental time
line) depending on the activities used and time allowed.
Extensions to Unit: This unit could be extended by looking at different animals breeds or expanding on the egg experiments. They could
look at the strength of egg shells or record changes in the incubator that they observe. Students could also be taught how to candle eggs and
explain what they see.

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Universal Design for Learning (UDL) and Differentiated Instruction (DI):

Some of the target MIs include: kinesthetic, naturalist, verbal linguistic, interpersonal, intrapersonal, and visual spatial through
multiple means of representation, action and expression, and engagement.

Representation: Pictures, text and various methods are used to engage and promote learning for numerous types of learners. Information is
presented in various ways to ensure all learners MI's are met.
Action & Expression: Art, verbal cues, writing, discussions, etc. are all used to enable students to express themselves in various methods. This
will allow more students to benefit and show an understanding of the content.
Engagement: Group work and individual work is used to stimulate interest and motivation for learning. Interesting topics with a variety of
activities also engages students in their own learning.
Resources:
http://www.gnb.ca/0000/publications/ss/YouandYourWorld.pdf
http://novascotia.ca/agri/documents/education/resources_hatchbook2013.pdf

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Overview of Lessons:
Lesson #
and Title
(time in
minutes)

Outcomes in
lesson

#1. Learning
About Baby
Animals

2.1.1 Describe
growth and
development
of familiar
animals during
their life cycle;

(30 mins)

(a) Instructional
Objectives
(b) Teaching
Strategies

a. SWBAT
recognize the names
of different types of
baby animals
b. Word wall,
individual work,
group work, shared
reading

Lesson Activities

APK: Teacher will present the book, Farm

Babies to the class and students will discuss
which animals they can recognize from the
cover (sheep, horse, duck, cow, pig, dog,
etc.)
-Teacher will read Farm Babies to the class
(shared reading)
-The book will teach students about the
names of baby farm animals (such as foal,
calf, duckling, etc.) and give them
visuals of these animals
-Teacher will direct students attention to a
word wall with the different names of baby
animals to help them remember new terms
-Students will be intentionally grouped and
each group will receive a bag with
cardboard cutouts of mother animals and
their babies.
-Students will be instructed to match the
baby with the mother (ex. Horse and foal)
-Teacher should model one set to show
students how to proceed
-Students will participate in a class game of
I have Who has?
-Students will remain in their 6 groups. Each
group will be given a piece of paper that
says a key word as well as a definition for
another word (ex. When students hear
another group say, Who has a baby horse?
The group with the word foal will indicate
that they do. Then they will proceed to read
the definition for the next animal on their
paper, such as, Who has a baby duck? The
group with duckling will go next.)

Assessment
Strategies

Assessment for
learning:
-Matching game

Assessment of
learning:
-I have Who
has? game

Materials
(Specific to This Lesson)

Farm Babies
book:
http://world-ofwonders222.blo
gspot.ca/2012/0
5/farm-babiesstencilbook.html
Cardboard
cutouts of
animals
Baggies to put
cutouts in
Word wall
prepared
beforehand
List of
intentional
groupings for
activity and
project
Handouts for I
have Who
has? game
Options of
animals for
students to
choose from in
a hat

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Lesson #
and Title
(time in
minutes)

Outcomes in
lesson

(a) Instructional
Objectives
(b) Teaching
Strategies

Lesson Activities

Assessment
Strategies

Materials
(Specific to This Lesson)

Closure: Students will be intentionally regrouped and instructed to choose one animal
out of a hat that they will begin a project on
together next class.

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