HAZLETON AREA SCHOOL DISTRICT DISTRICT UNIT/LESSON PLAN

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HAZLETON AREA SCHOOL DISTRICT

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Teacher Name : Renee Wetterau Subject : Science Start Date(s): November Grade Level (s): 4

Building :Drums

Unit Plan

Unit Title: an educational unit title summarizes content across several lessons that establishes and reinforces certain skills and essential knowledge for grade levels and content areas.

Life Cycles and Heredity

Essential Questions

:

Essential questions are concept in the form of questions. Questions suggest inquiry. Essential questions are organizers and set the focus for the lesson or unit. Essential questions are initiators of creative and critical thinking. Essential questions are conceptual commitments focusing on key concepts implicit in the curriculum

What is complete and incomplete metamorphosis? What is a plant lifecycle? Animal lifecycle?

Can you describe the life cycle of a grasshopper, chicken, frog, flowering plant? What is the lifespan of a plant or animal?

How does the size of an organism determine its life span? What are the parts of a flower?

Describe the life cycle of a mealworm What are inherited traits?

What are environmental traits?

Why do baby animals look like their parents? What is the meaning of behavior?

What is the difference between inherited (instinct) and learned behavior?

Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)

S 4 A.2.1.3 Observe natural phenomenon (eg: weather changes, length of daylight/night, movement of shadows, animal migration, growth of plants) Record

observations and then make a prediction based on those observations.

S4 A.2.1.4 State a conclusion that is consistent with the information/data

S4 A 3.3.1 Identify and describe observable patterns (eg. Growth patterns in plants, weather, water cycle)

S 4 B. 1.1.5 Describe the life cycles of different organisms (eg. Moth, grasshopper, frog, and seed producing plant)

S 4 B 2.2.1 Identify physical characteristics (eg. Height, hair color, eye color, attached earlobes, ability to roll tongue), that appear in both parents and could be

passed to offspring.

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DAILY PLAN

Day Objective (s) DOK

LEVEL Activities / Teaching Strategies

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Materials / Resources Assessment of Objective (s)

1

Students will-define life cycle s after reading informational text and viewing a powerpoint. Students will draw and label the life cycle of a plant using a flow chart.

1  Read text A64-67 science text

 View powerpoint “life cycle”

 Define vocab in notebook: life cycle, embryo, germinate, life span

 Silent read of text

 Answer questions independently A67

 Create drawing of flower parts

 Draw plant life cycle in notebook

 View posters of various life cycles

 Worksheet 7 W i  Notebook  Textbook  Studyguide page 7 as homework graded

 Bill nye life cycles

Formative- diagram

Summative-

Student Self – Assessment-

2

Students will-create a chart along with a list of questions about mealworms that will continue through weekly monitoring.

2

 Show live mealworms

 Create KWL chart prior to reading packets…making predictions about them

 Read packets on darkling beetles

 Fill in the “L” and list questions in ‘W” section of chart

 Read A69 and create chart in notebook to

W s i  Oatmeal  Mealworms  4 containers  Potatoes  Handouts  Notebook  text Formative- Summative-

CC 1.2.4.A Determine the main idea of a text and explain how it is supported by key details. Summarize the text.

CC 1.2.4.6 Interpret various presentations of information within the text or digital source and explain how the information contributes to an understanding of

text in which it appears.

CC 1.2.4.L Read and comprehend literary non fiction and informational text on grade level, reading independently and proficiently.

Summative Unit Assessment :

Summative Assessment Objective

Assessment Method (check one)

Students will-demonstrate and understanding of animal and plant life cycles.

Students will understand concepts and vocabulary about heredity and

behaviors.

__ Rubric _ Checklist X Unit Test ____ Group

____ Student Self-Assessment

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chart weekly changes on mealworm

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Students will-compare and contrast life cycles of an alligator, an insect and a bird on a flow chart to identify the likes and differences.

Students will apply concepts learned to create a narrative of a life cycle they have experienced example: pets, plants, siblings

Students will read to understand the different ways animals are born and develop.

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3

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 powerpoint on animal life cycles

 read text A70-73

 define : adult, egg, larva

nymph,metamorphosis, incomplete metamorphosis

 watch video clips on metamorphosis

 draw diagrams of insects:

 complete- moth, mosquito, flea, mealworm, butterfly, beetle, ant

 incomplete- grasshopper, cockroach, damselfly, praying mantis, cricket, termite, katydid

in T chart format.

# worksheet 14-15 as graded h.w

W i

Text, notebook, video on insects from library, powerpoint and youtube videos,

Studies weekly

Bill nye -flowers and plants

Formative- Summative-

Students will-  video on insects

 Questions A73 in notebook

 Worksheet 8 as homework

 “write about” list vocab related to metamorphosis, draw complete and incomplete metamorphosis, write paragraph describing each

S i

Write about worksheet Worksheet 7-8 Youtube videos Library video on insects

Formative-

Summative- Quiz Life cycles

4

Students will-categorize questions into groups of “life cycle “ or “life span” in teams to review with class.

3  Silent read A70-73

 Write 2 categories “Life Cycle” and “Life Span” on board.

 Students work in teams of 2 to create 3 questions for each category from info on pgs 70-73

 Answer questions as a group to share

 Study guide

S w

Text Notebook

Formative-partners post it out the door what I learned

Summative-

5

Students will-investigate through use of centers the life cycles of plants and animals

3  Use science weekly five centers

 Divide into 5 groups using sticks

 Write answers into notebooks

 Science weekly magazine

 Test on Plant and Animal life cycles

s Centers from science weekly 5 Test

Formative- Unit test Summative-

Student Self - Assessment-unit centers independent answers

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Students will interview family members to discover that living things inherit traits from their family.

Students will understand the vocabulary and concepts related to inherited traits.

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 Read pages 78-81

 Show pictures of families

 Notes on vocabulary related to heredity in notebook heredity, inherit, trait, offspring, inherited trait, environmental trait, physical characteristic, reproduction, W i Pictures Text notebook

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 Students can draw self portrait and label traits from parents

 Worksheet 16-17 studyguide A graded h.w

 Questions A81

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Students will list the main idea and supporting details after silently re reading a passage about heredity. Students will compare inherited behavior to learned behavior.

1  Students will review main idea and vocab

 List Human Trait inventory by listing various traits in notebooks: tongue roll, attached earlobe, dimples, right handed, widows peak, left thumb on top when hands folded, second toe longer than big toe, Vulcan finger, hitchhiker thumb

 Students record friends with signatures on each trait

 Review and make graphs in notebooks

 Heredity interview for homework

W i

Note book, text, worksheets Formative assessment- worksheet on heredity

 Read text 100-104

 Copy vocab on behavior: behavior, inherited behavior, instinct, learned behavior, reflex, hibernate, migrate

 Worksheet 20

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Students will list the main idea and supporting details after silently re reading a passage about behaviors.

2  Play “Genetic Traits Scoot”

 Check answers

 Review game for test

 Text 104

W I

Scoot cards and answer sheet Text

notebook

Formative – scoot

HAZLETON AREA SCHOOL DISTRICT DISTRICT UNIT/LESSON PLAN