Unit Title: Living vs. Non-Living Number of Days:
Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Summary of Unit: How do the parts of living things help them to meet their basic needs? Grade Level: by the end of grade 4
Stage 1: Desired Results (Learning Targets)
Strand: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. 5.3.A
Enduring Understandings
Living organisms have a variety of observable features that enable them to obtain food and reproduce.
Essential Questions
What do all living things have in common?
Unit Learning Targets
Students will understand…(content statements)
Unit Learning Targets
Students will be able to do…(cumulative progress indicators)
Living organisms: Interact with and cause changes in their environment, exchange materials (such as gases, nutrients, water, and waste) with the environment, reproduce, grow and develop in a predictable manner.
Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving. 5.3.A.1
Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals.
Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. 5.3.A.2
Essential functions of the human body are carried out by specialized systems: Digestive, circulatory, respiratory, nervous, skeletal, muscular, and reproductive.
Describe the interactions of systems involved in carrying out everyday life activities. 5.3.A.3
21
st Century Skills
Exploring the Intersection of Science Education and 21st Century Skills (National Academy Press, 2010) http://www.nap.edu/catalog.php?record_id=12771#orgs Adaptability Complex Communications/ Social Skills Non-routine Problem-solving Skills
development Student use of Technology:
Materials/Equipment needed:
Unit Resources/References Needed: (related websites, reference materials, etc.)
Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. http://www.teachersdomain.org/resource/tdc02.sci.life.colt.alive/
Stage 2: Evidence of Learning Performance Assessment Tasks:
1. Your younger brother is convinced that a car is a living thing. He explains the evidence for his claim to you, providing evidence that it moves, eats gas, makes noise, and releases gas waste. He thinks the car’s engine is the heart, the battery is the nervous system, the hoses and tubes are the circulatory system, and the gas tank is the stomach. At recess, he explained this idea to his friends in his class, and half the class agrees with him. While these ideas make some sense, you claim that a car is not a living thing. You think that more students have the same idea, so you write a fictional story that explains the essential characteristics of life.
2. Because you are excellent at (riding a bike, playing a musical instrument, swimming, running, drawing, dancing, playing basketball, writing stories, etc.) you have been asked to create a how-to video for other students your age. This how-to video will be different from others. It will include a step-by-step explanation of all the human body systems involved in the action. Explain in detail to your viewers how the human body allows you to complete the activity.
Other Evidence of Learning
1. Create digital or physical simulations to explain how human body systems work together to perform functions necessary for life.
Stage 3: Learning Plan
Learning Activities/Labs/Investigations Timeframe
Name of Activity/Lab/Investigation # 1 X hours/Days
Description
Name of Activity/Lab/Investigation # 2 X hours/Days
Description
Name of Activity/Lab/Investigation # 3 X hours/Days
Description
Name of Activity/Lab/Investigation # 4 X hours/Days
Description
Individual Accommodations Extra support
Enrichment or early finishers Various learning styles Limited English proficiency
UNIT REFLECTION
Reflect on the UNIT you have developed and rate the degree to which the UNIT
Strongly, Moderately or Weakly meets the criteria below.
Lesson Activities: Strongly Moderately Weakly
Are challenging and require higher order thinking and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and transfer of knowledge and skills
Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills
Are varied to address different student learning styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and self-assessment
Provide data to inform and adjust instruction to better meet the varying needs of learners
