UBD_Unit_Plan

This is an Understanding by Design Unit template. You start with the objective(s), decide on the assessments, and then build the unit to be sure you are covering everything that will be assessed. In the learning plan there can be multiple lessons. There should be a variety of assessments, one should be summative.

It doesn't have to be difficult. It's really pretty simple. Objectives, tests, a couple of checks along the way to show the students are getting it, and then a list of activities.

a) some animals (frogs and butterflies) undergo distinct stages during their lives, while others generally resemble their parents. || How do animals change as they grow? How does the environment affect plant's and animal's reproduction and growth? What is metamorphosis? || 2. Correctly sequence the lifecycle phases of a butterfly, frog, and formation of a fruit(seeds). 3. Correctly label the phases of the lifecycles. a. Frog: egg, tadpole, froglet, adult b. Butterfly: egg, larva (caterpillar), pupa (crysalis) and adult c. Flower: Petal, stamen, pollen, pistol, ovule, fruit 4. Describe observations of an environment from a book or video. 5. Take a test via pencil and paper or student responce system on the key concepts taught in this unit. ||< # Create a three dimensional life cycle of a butterfly on a paper plate divided into fourths: egg, larva, chrysalis, butterfly.
 * = Unit Name: Animal Life Cycles Grade: Second ||
 * = Understanding by Design ||
 * ~ Stage 1: Desired Results ||
 * = Standards of Learning Objectives ||
 * < 2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes in their life cycles. Key concepts include
 * = **Enduring Understandings** ||= **Essential Questions** ||
 * < Students will
 * Understand that living organisms go through changes and life cycles as they grow.
 * Describe and sequence different phases of the life cycle of butterflies, frogs, some mammals, and plants.
 * Compare and contrast different life cycles and understand that some animals resemble their parents when born and others go through distinct changes in form.
 * Construct and interpret models of different life cycles.
 * Understand and apply vocabulary terms including metamorphosis, egg, larva, caterpillar, pupa, tadpole, froglet, and adult.
 * Understand that the environment plays an important role in reproduction. ||< What is a life cycle?
 * **What students should know and be able to do** ||
 * < * describe changes in the life cycle of a frog and a butterfly.
 * compare and contrast life cycles of a frog and a butterfly
 * construct and interpret models/diagrams of animal life cycles.
 * classify objects as to whether they are living or nonliving.
 * define certain environmental factors and behaviors necessary for successful reproduction.
 * understand and apply vocabulary terms including metamorphosis, egg, larva (caterpillar), pupa (chrysalis) adult, ftadpole, froglet
 * describe the life cycle of a plant
 * describe the phases a plant goes through in the formation of a fruit from a flower
 * understand that some animals resemble their parents at birth and be able to classify animals that go through distinct changes versus resembling their parents. ||
 * ~ Stage 2: Assessment Evidence ||
 * = Performance Tasks ||= Other Evidence ||
 * < 1. Complete a Venn Diagram comparing and contrasting a butterfly's life cycle to that of a frog.
 * 1) Classify animals into categories of metamorphosis and resembling parents at birth.
 * 2) Research the life cycles of other animals and construct non-linguistic representations of them, compare them to butterfly and frog lifecycles, and share them with the class. Students will use vocabulary relating to life cycles.
 * 3) Hypothesize whether examples of different insects and animals will resemble their parents or go through distinct changes and what those changes might be.
 * 4) Read and Write About Life Cycles using Clicker 5 by Cricksoft. This is differeniated by reading/writing level.
 * 5) Teacher created rubric assessment of students' innovations of __The Very Hungry Caterpillar.__ ||
 * ~ Stage 3: Learning Plan ||
 * # Class will participate in the development of a K-W-H-L chart to activate prior knowledge about the topic.
 * 1) Class will decorate and title a folder in which to put work and graphic organizers about life cycles.
 * 2) Share the story of the Very Hungry Caterpillar by Eric Carle at http://www.youtube.com/watch?v=-qoYPLtqqVk
 * 3) Students can read about the life cycle of the cicada at http://www.sciencenetlinks.com/ebook/cicada1/cicada1_home.html
 * 4) View Discovery Education Streaming video //Animal Life Cycles//. 100% Educational Videos, 2002. Full Video. 25 April 2011. . It has examples from mammals, amphibians (frogs), birds, reptiles, insects, and fish.
 * 5) View BrainPop Jr. videos about plant and animal life cycles and complete associated on-line activities and quizzes.
 * 6) Play the Frog Life Cycle game at http://www.softschools.com/science/frog/life_cycle.jsp
 * 7) Use Grolier Online or some other online database to research one animal. Fill in a graphic organizer with it's habitat, appearance when young and adult, whether it lays eggs or gives birth, and how the changes in season affect it (migration, hibernation). Note other interesting information about the animal. This will be a perfect opportunity for providing feedback as young students have an early experience with research.
 * 8) Read trade and science books about life cycles of plants and animals to further understanding of different lifecycles and use in their research.( __The Caterpillar and the Polliwog__ by Jack Kent; __From Tadpole to Frog__ by David Evelyn Stewart;__From Caterpillar to Butterfly__ by Gerald Legg: __From Seed to Sunflower__ by Gerald Legg; __The Tiny Seed__ by Eric Carle: __The Reason for a Flower__ by Ruth Heller: __From Seed to Plant__ by Gail Gibbons)
 * 9) In small groups, students will complete the Grade 2 Life Cycle Webquest here []
 * 10) Students will write and illustrate innovations of __The Very Hungry Caterpillar__ using a different animal's lifecycle in the story. ||   ||   ||