Overview

Teacher: Miss Kailee Sadler

Grade/Course: First Grade
Title of the Unit of Study: Where Does Our Food Come From?

Big Idea What 21st Century

• The “Big Idea” is the central concept, provides a real-world context (Addresses 21st Century Themes) Themes will students
• ConCnues through to final authenCc performance task (assessment) learn with the Big Idea
The big Idea of this lesson is teaching students about Life Science, including the way that plants grow and eat, and Essential Question?
and how it is different than animals, as well as how we can grow our own plants.
Global Awareness
Essential/ “Messy” Question Financial, Economic,
• Focuses big idea to what is relevant to the student. Provides provocaCve quesCons that foster inquiry, understanding, and transfer of
Business, & Entrepreneurial
learning. (Connects Content Standards & Concepts to 21st Century Themes, & Skills) Literacy
Where Does our Food Come From? Civic Literacy
How do Plants and animals eat differently? Health Literacy
Are plants living organisms? Environmental Literacy
Why do we need plants?
Common Core Standards Addressed Concepts and Skills
• CCSS Clusters | CA Content Standards to be integrated • What concepts and skills must a student know/have in order to master these
• How do the clusters of standards illuminate the concepts in the “Big Idea”? standards and gain enduring understanding of the “Big Idea”?
The Common Core Standards addressed within this lesson go hand-in- • Consider order in which to scaffold concepts and skills within the Unit.
hand with the first grade requirements of Life Science. • Students should know what plants and animals are
• 1-LS1-1 -Use materials to design a solution to a human problem by • Students should be able to speak and listen to teacher
mimicking how plants and/or animals use their external parts to help
them survive, grow, and meet their needs.
• 1-LS1-2 -Read texts and use media to determine patterns in behavior
of parents and offspring that help offspring survive.
• LS1.A: Structure and Function -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. Plants also have different
parts (roots, stems, leaves, flowers, fruits) that help them survive and
grow. (1-LS1-1)
• LS1.D: Information Processing -Animals have body parts that
capture and coney different kinds of information needed for growth
and survival. Animals respond to these inputs with behaviors that
help them survive. Plants also respond to some external inputs. (1-
LS1-1)
• RI.1.1 -Ask and answer questions about key details in a text (1-
LS1-2)
Learning Outcomes of the Unit:
Students will…
Students will understand that plants are living organisms,
as well as understanding the differences between plants
and animals. They will also learn about the ways that
plants can protect themselves, eat, grow, and move just
the same that animals can.
End of Unit Assessment: Unit’s Instruction
• How will students demonstrate what they know? Includes
Create assignments for real audiences
The students will demonstrate their knowledge by compleCng and with real purpose
an assignment at the end of the lesson where they will submit
a final assignment including the material they have been
Focus on the learning process, not just
taught over the course of the lesson. content
Lead high-level, text-based
• Through what authenCc performance tasks (project) might discussions
student demonstrate what they have learned or can do, as
a result of this Unit? Teach argument wri?ng which appeals
A project example where students will demonstrate what to logic and reason
they have learned from the unit is by having them put
together a google slides document where they will include Increase text complexity in both
pictures of the plants that each student was given in the literature and informa?onal text
beginning of the lesson. Students will also be asked to write
what their favorite part of the lesson was.
• How might we solicit student input and engage students in
co-designing their performance task(s)-project?
We can solicit student input by providing a google form at the
end of the lesson where the students can give their opinion on
the class lesson. We can engage students in co-designing their
performance task-project by asking them what they would like
to do and giving two opCons for them to choose from.
Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collabora?on as much as skills and content. Make sure to balance both teams and Independent work so that you are demanding a
21st century collabora?ve environment while allowing ?me to meet students on an individual basis.
Intro Lesson: CCSS “Habits of Mind”
Purpose: Engage students, spark curiosity, “hook” and necessitate What teacher acCons might encourage students to engage in
Students will be read a story on the online classroom these “Habits of Mind”?
page called Plants and Animals written by Violetta J.
Lamb. The story will introduce the lesson and the
ELA Capacities
discussion of plants and animals. The students will then Demonstrate independence
be asked questions in a discussion board such as, “How Build strong content
do plants help animals?” And “How are plants alive?”. knowledge
Parents may need to help students in typing out their Respond to the varying
demands of audience, task,
answers.
purpose, and discipline
Comprehend as well as
cri?que
Value evidence
Use technology and digital
media strategically and
capably
Come to understand other
perspec?ves and cultures
DOK Level
Mathematical What levels of Depth Of Knowledge
Practices will the lesson target to demonstrate
Make sense of problems and student understanding of the “Big
persevere in solving them. Idea”, concepts, and skills?
Reason abstractly and
quan?ta?vely. Level 1: Recall & Reproduc?on
Construct viable arguments Level 2:
and cri?que the reasoning of Basic Skills & Concepts
others Level 3: Strategic Thinking &
Model with mathema?cs. Reasoning
Use appropriate tools Level 4: Extended Thinking
strategically.
A[end to precision.
Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Assessment

Formative Assessment Lesson: CCSS “Habits of Mind”

Through what authenCc performance task(s) will students What teacher acCons might encourage students to engage in
demonstrate their skills and understandings? How will this inform these “Habits of Mind”?
their future learning?
The students will demonstrate their skills and understandings
ELA Capacities
Demonstrate independence
throughout each of the assignments given within the lesson,
Build strong content
specifically the garden and journal where most of their knowledge
knowledge
will shine through. This will inform their future learning because it is
Respond to the varying
a hands on approach to learning and will s?ck with them when they
demands of audience, task,
move on to further classes.
purpose, and discipline
Comprehend as well as
cri?que
Value evidence
Use technology and digital
media strategically and
capably
Come to understand other
perspec?ves and cultures
DOK Level
Mathematical What levels of Depth Of Knowledge
Practices will the lesson target to demonstrate
Make sense of problems and student understanding of the “Big
persevere in solving them. Idea”, concepts, and skills?
Reason abstractly and
quan?ta?vely. Level 1: Recall & Reproduc?on
Construct viable arguments Level 2:
and cri?que the reasoning of Basic Skills & Concepts
others Level 3: Strategic Thinking &
Model with mathema?cs. Reasoning
Use appropriate tools Level 4: Extended Thinking
strategically.
A[end to precision.
Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.

Summative Assessment: CCSS “Habits of Mind”

How will students demonstrate what they know as a result of this What teacher acCons might encourage students to engage in
Unit? these “Habits of Mind”?

DOK Level
Through what authenCc performance tasks (project) will student DOK Level
demonstrate what they have learned (concepts, skills,
ELA Capacities Mathematical What levels of Depth Of Knowledge
Demonstrate independence
understandings, “Big Idea”) and can do? Practices will the lesson target to demonstrate
Build strong content Make sense of problems and student understanding of the “Big
knowledge persevere in solving them. Idea”, concepts, and skills?
Regarding a summa?ve assessment from the unit, the students will
Respond to the varying Reason abstractly and
be given a test at the end of the lesson that includes informa?on
demands of audience, task, quan?ta?vely. Level 1: Recall & Reproduc?on
from the en?re unit to determine their knowledge. Students will
purpose, and discipline Construct viable arguments Level 2:
have prac?ce for this test from the assignments they did prior during
Comprehend as well as and cri?que the reasoning of Basic Skills & Concepts
the unit. They will also be given a study guide and study session near
cri?que others Level 3: Strategic Thinking &
the test date.
Value evidence Model with mathema?cs. Reasoning
Use technology and digital Use appropriate tools Level 4: Extended Thinking
media strategically and strategically.
capably A[end to precision.
Come to understand other Look for and make use of
perspec?ves and cultures structure.
Look for and express
regularity in repeated
reasoning.
 How will you and your students reflect on and
Individual Student Reflection & Peer Reflection:
evaluate the performance task (project)?
Students reflect on their end product: authenCc performance tasks (project) Class discussion Fishbowl
• I like… Student-facilitated formal debrief
• I wonder… Teacher-led formal debrief
• I now understand… Student-facilitated informal debrief
• In the future… Individual evalua?ons
Group evalua?ons
Other:

1. Adapted from OCDE Integrated Planning Template at h[p://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study%20template_print11x17.pdf