Unit+of+Instruction

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Unit of Instruction

 Title of Unit: Plants  Author: Danielle Vogel  Primary Subject: Elementary  Grade Level: First



Introduction: In this unit the students will be learning about plants. They will be learning about the different parts of a plant, where plants come from, why plants are important, as well as what they need to live. They will also learn ways to problem solve in real life situations and ways that they can help our plants in the future.

The following link will allow you to see more information on the topic.

Unit Objective:


 * Students will be able to distinguish the difference between living and nonliving
 * Students will understand the different parts of a plant
 * Students will be able to explain why plants are important
 * Students will understand what a plant needs to survive
 * Students will be able to explain who needs plants
 * Students will be able to name various types of plants.

Time Requirement : 2 weeks

<span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 210%;">Plants <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 210%;">Danielle Vogel

<span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 210%;">Unit Overview <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Overview: <span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">This unit was designed so that students can explore the wonders of nature and understand the basics of living things. They will be exploring the different parts of plants, as well as how a plant stays alive. Along with that they will find out what different types of plants there are, for example edible plants and non-edible plants. At the end of the unit, the students will create their own futuristic plant that should demonstrate the different structures of a plant as well as habitat, and who needs the plant. <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Student Audience:

<span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">The unit is designed for a class of first grade students that are ready to explore science in a new technological way <span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">. <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Time frame <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">: <span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">This unit requires about 2 weeks to complete, when spending 45-60 minutes on each lesson. <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Rationale: <span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">This unit is important because it teaches the children that in some way everything is connected. Plants are important to understand because not only do we make some of these plants so that we can eat them, but a lot of different animals as well as our lives depend on them. We rely on plants to take in the air that we breathe and recycle that air for us. Because plants are such an important part of our ecosystem, it is important for us to understand the basics of them. <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Unit Objectives: <span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Students will be able to use the scientific method in order to figure out different types of plants. Students will also have an understanding of the structure and characteristics of different plants, along with an understanding of the processes and interactions between Earth’s various systems. Another important objective of this unit is the students understanding different changes in matter and energy. Overall the students will gain a knowledge of understanding the natural ways of the world. <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Unit Standards <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">: “Standard 1: Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.”

<span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;"> “Standard 2 : Physical Science: Students know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry)” <span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;"> “Standard 3: Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology)” <span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;"> “Standard 4: Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology, Astronomy, Oceanography)” <span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;"> “Standard 5: Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world” <span style="color: #09c309; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">- Based on the Colorado Department of Education <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Variations or Adaptions <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">: <span style="color: #0e0e86; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Discuss, in detail, the adaptations you would make for at least one group of identified students (GT, ELA, SPED). Include a two-to-three paragraph focusing on one of these groups.


 * <span style="color: #0e0e86; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%; text-align: left;">Lesson # 1 ||
 * <span style="color: #0e0e86; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%; line-height: normal; margin-bottom: 0.0001pt; text-align: left;">Title of lesson || <span style="color: #09c309; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-align: left;">Living vs. Dead ||
 * <span style="color: #0e0e86; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%; text-align: left;">Description of lesson || <span style="color: #09c309; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-align: left;">In this lesson we will be exploring the difference between living and dead. The kids will all be given one picture of an animal, plant, rock, or object. Then with that picture they will have to separate into two groups: living or dead. We then will talk about why each student thought that they were either in the living group or the dead group. ||
 * <span style="color: #0e0e86; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%; text-align: left;">Assignment || <span style="color: #09c309; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; line-height: normal; margin-bottom: 0.0001pt; text-align: left;">As homework the students will be given a worksheet that will ask them to identify weather the object in the picture is either living or dead. In class, as a group, we will make a t chart with as many different examples of living or dead as the kids can come up with. Then they have to draw and color a picture of their favorite plant. ||
 * <span style="color: #0e0e86; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%; line-height: normal; margin-bottom: 0.0001pt; text-align: left;">Resources/materials needed || <span style="color: #09c309; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-align: left;">laminated pictures of different plants (mostly), animals, rocks, or other objects, computer and projection, paper, crayons, markers, color pencils ||
 * <span style="color: #0e0e86; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%; text-align: left;">Technology reflection || <span style="color: #09c309; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-align: left;">With the computer we can create a t chart that has pictures, which gives the kids a stronger visual impression of the difference in living and dead. We could go to a video site and we can watch helpful videos. With this technology the kids are able to see the difference in a more real way through videos, allowing the lesson to be more exciting. ||
 * <span style="color: #0e0e86; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%; text-align: left;">Evaluation || <span style="color: #09c309; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; line-height: normal; margin-bottom: 0.0001pt; text-align: left;">I am going to have to watch and make sure that the repetition of the concept does not start to bore them after a while. There is a lot of repetition and the concept is pretty straight forward. Either it’s alive or it’s dead. ||