Standard 1:

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Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods,
vertebrates and invertebrates, those having live births and those which lay eggs) according to
their physical characteristics and behaviors.
Bloom's Taxonomy:
Understand Classify
Conceptual Knowledge knowledge of classifications and categories
Justification:
I used the key word classify in the content standard description and the objective and found it on
the Blooms Taxonomy Verb list under understand. This category is used to explain ideas or
concepts.
Measurable Objective:
SWBAT classify animals into major groups according to their physical characteristics and
behaviors.

Standard 2:
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Classify flowering and nonflowering plants into major groups such as those that produce seeds,
or those like ferns and mosses that produce spores, according to their physical characteristics.
Bloom's Taxonomy:
Understand Classify
Conceptual Knowledge knowledge of classifications and categories
Justification:
I used the key word classify in the content standard description and the objective and found it on
the Blooms Taxonomy Verb list under understand. This category is used to explain ideas or
concepts.
Measurable Objective:

SWBAT classify flowering and nonflowering plants into major groups according to their
physical characteristics.

Standard 3:
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Describe structures in plants and their roles in food production, support, water and nutrient
transport, and reproduction.
Bloom's Taxonomy:
Understand Describe
Factual Knowledge knowledge of terminology and knowledge of specific details and elements
Justification:
I used the key word describe in the content standard description and the objective and found it on
the Blooms Taxonomy Verb list under understand. This category is used to explain ideas or
concepts.
Measurable Objective:
SWBAT describe the structures in plants and their roles.

Standard 4:
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Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way
plant stems grow toward light and their roots grow downward in response to gravity.
Bloom's Taxonomy:
Understand describe
Apply - investigate
Conceptual Knowledge knowledge of theories, models, and structures
Justification:
I used the key words investigate and describe in the content standard description and the
objective and found it on the Blooms Taxonomy Verb list under understand (describe) and apply

(investigate). The understand category is used to explain ideas or concepts and the apply
category is how we take learned information and use it in new situations.
Measurable Objective:
SWBAT investigate and describe how plants respond to stimuli.

How will I teach the material:

This would be a cohesive unit in which I would take 1-1.5 weeks to cover all the
information and move into the application stage. I would start with the classification of animals,
spending two days on it. The first day I would go over new vocabulary (classification, species,
mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates) with the
students and describe the features and behaviors of each animal classification. The second day I
would provide a worksheet for the students with boxes marked with each species classification, I
would also provide them with a worksheet of different animals that they would cut out and sort
into the appropriate classification. I would then spend the next two days classifying plants, using
the same teaching structure from the previous two days (one day teaching the information and
one day providing the students with a sort activity). The next two days would be spent talking
about the parts of the plant and the jobs they carry out. Day one would again be centered on
going over the information, possibly showing a video that gives the students a better visual of the
jobs a plant has. The second day would be another hands on activity of some sort to show
what the students have learned.
The final 3 days of the unit would be spent talking about how plants respond to stimuli. I
would bring in a few plants to keep around the room for students to come in and investigate
daily. I would place one in direct sunlight, one in the dark, a plant in a clear cup of water to
show how the roots grow, etc. The students would write up a paper at the end describing what
they noticed in their investigations and explaining why they think certain things occurred.
Two formative assessments:
1. Animal classification worksheet sort: this would be beneficial to me as a teacher so I can
see who is grasping the concept and who might need to be pulled for a small group
reteach. I will be able to tell from how many animals they are able to correctly sort into
the correct classification.
2. Plant classification worksheet sort: again this would help me see who is understanding
the information being presented and who might need a little extra help in a small group
reteach.
3. Class discussions
One summative assessment:

1. For the final summative assessment I would have the students take on the role of an
investigative journalist and write up a paper describing what they have noticed about the
plants we have placed around the room. How have the changed based on their stimuli,
why they think this has happened, and what could they do to change it further. The
students can think back to information learned in a previous segment on the parts of the
plant and their roles to come up with reasoning responses. They could also use
information attained during our segment on plant classifications.