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ScienceUnitPlan

JennaBetts,JennaDensmoreandShainaPeterPaul

St.ThomasUniversity

March2,2017

PartA:DetermineEnduringUnderstandings

NextGenerationScienceStandards(NGSS):
Grade2.InterdependentRelationshipsinEcosystems
PerformanceExpectations:studentswhodemonstrateunderstandingcan:
Planandconductaninvestigationtodetermineifplantsneedsunlightandwater
togrow.
ScienceandEngineeringPractices:
DevelopingandUsingModels
ModelinginK2buildsonpriorexperiencesandprogresses
toincludeusinganddevelopingmodels(i.e.,diagram,
drawing,physicalreplica,diorama,dramatization,or
storyboard)thatrepresentconcreteeventsordesign
solutions.
Developasimplemodelbasedonevidencetorepresenta
proposedobjectortool.(2LS22)
PlanningandCarryingOutInvestigations
Planningandcarryingoutinvestigationstoanswer
questionsortestsolutionstoproblemsinK2buildson
priorexperiencesandprogressestosimpleinvestigations,
basedonfairtests,whichprovidedatetosupport
explanationsordesignsolutions.
Planandconductaninvestigationcollaborativelyto
producedatatoserveasthebasisforevidencetoanswera
question.(2LS21)
Makeobservations(firsthandorfrommedia)tocollectdata
whichcanbeusedtomakecomparisons.(2LS41)
ScienceKnowledgeIsBasedonEmpiricalEvidence
Scientistslookforpatternsandorderwhenmaking
observationsabouttheworld.(2LS41)
DisciplinaryCoreIdeas
LS2.A:InterdependentRelationshipsinEcosystems
Plantsdependonwaterandlighttogrow.(2LS21)
CrosscuttingConcepts
CauseandEffect
Causeandeffectrelationshipsareroutinely
identifies,tested,andusedtoexplainchange.
(2LS21)



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Grade3.InterdependentRelationshipsinEcosystems
3LS44:B iologicalEvolution:UnityandDiversity
Makeaclaimaboutthemeritofsolutiontoaproblemcausedwhenthe
environmentchangesandthetypesofplantsandanimalsthatlivetheremay
change
ScienceandEngineeringPractices:E ngaginginArgumentfromEvidence
Engaginginargumentfromevidencein35buildsonK2
experiencesandprogressestocritiquingthescientificexplanations
orsolutionsproposedbypeersbycitingrelevantevidenceabout
thenaturalanddesignedworld(s).
DisciplinaryCoreIdeas:L S2.C:EcosystemDynamics,Functioning,and
Resilience
Whentheenvironmentchangesinwaysthataffectaplaces
physicalcharacteristics,temperature,oravailabilityofresources,
someorganismssurviveandreproduce,othersmovetonew
locations,yetothersmoveintothetransformedenvironment,and
somedie.
CrosscuttingConcepts:S ystemsandSystemModels
Asystemcanbedescribedintermsofitscomponentsandtheir
interactions.

Grade3.InheritanceandVariationofTraits

3LS32:Heredity:InheritanceandVariationofTraits
Useevidencetosupporttheexplanationthattraitscanbeinfluencedbythe
environment
ScienceandEngineeringPractices:C onstructingExplanationsand
DesigningSolutions
Constructingexplanationsanddesigningsolutionsin35buildson
K2experiencesandprogressestotheuseofevidencein
constructingexplanationsthatspecifyvariablesthatdescribeand
predictphenomenaandindesigningmultiplesolutionstodesign
problems
DisciplinaryCoreIdeas:L S3.A:InheritanceofTraits
Othercharacteristicsresultfromindividualsinteractionswiththe
environment,whichcanrangefromdiettolearning.Many
characteristicsinvolvebothinheritanceandenvironment.
CrosscuttingConcepts:C auseandEffect


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Causeandeffectrelationshipsareroutinelyidentifiedandusedto
explainchange.

Grade4.EarthsSystems:ProcessThatShapetheEarth

4ESS21:EarthsSystems
Makeobservationsand/ormeasurementstoprovideevidenceoftheeffectsof
weatheringortherateoferosionbywater,ice,wind,orvegetation.
ScienceandEngineeringPractices:P lanningandCarryingOut
Investigations
Planningandcarryingoutinvestigationstoanswerquestionsor
testsolutionstoproblemsin35buildsonK2experiencesand
progressestoincludeinvestigationsthatcontrolvariablesand
provideevidencetosupportexplanationsordesignsolutions.
DisciplinaryCoreIdeas:E SS2.A:EarthMaterialsandSystems
Rainfallhelpstoshapethelandandaffectsthetypesofliving
thingsfoundinaregion.Water,ice,wind,livingorganisms,and
gravitybreakrocks,soils,andsedimentsintosmallerparticlesand
movethemaround.
CrosscuttingConcepts:C auseandEffect
Causeandeffectrelationshipsareroutinelyidentified,tested,and
usedtoexplainchange.

NBElementarySc.Curricula:
Grade2(Review/Introduction)
GCO:LifeScience:PlantGrowthandChanges
SCO:InvestigatingGerminationandGrowingConditionsforPlants
Outcomes:studentswillbeexpectedto:
Identifyanddescribepartsofplantsandtheirgeneralfunction(10028)
Identifyandinvestigatelifeneedsofplantsanddescribehowplantsare
affectedbytheconditionsinwhichtheygrow(10029)
Placeseedsingroupsaccordingtooneormoreattributes.(2022)
Askquestionstoinvestigaterelatedtogrowingconditionsforplants.
(2001)
Makepredictionsaboutwhichconditionwillbebestforplantgrowth.
(2003)


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Drawinferencesthatidentifyandinvestigatelifeneedsofplantsand
describehowplantsareaffectedbytheconditionsinwhichtheygrow.
(10029)
Identifyandsuggestexplanationsforpatternsanddiscrepanciesinthe
growthrateofsimilarplantsgrowninvaryingconditions.(2025)
Grade3(MainLessonFocus)
GCO:LifeScience:PlantGrowthandChanges
SCO:InvestigatingGerminationandGrowingConditionsforPlants
Outcomes:studentswillbeexpectedto:
Placeseedsingroupsaccordingtooneormoreattributes(2022)
Askquestionstoinvestigaterelatedtogrowingconditionsforplants
(2001)
Makepredictionsaboutwhichconditionswillbethebestforplantgrowth
(2003)
Makeandrecordrelevantobservationsandmeasurementsofplantgrowth
duringtheirinvestigations(2015)
Constructandlabelbargraphsthatshowplantgrowthunderdifferent
conditions(2024)
Drawinferencesthatidentifyandinvestigatelifeneedsofplantsand
describehowplantsareaffectedbytheconditionsinwhichtheygrow
(10029)
Identifyandsuggestexplanationsforpatternsanddiscrepanciesinthe
growthrateofsimilarplantsgrowninvaryingconditions(2025)
Identifyanddescribepartsofplantsandtheirgeneralfunction(10028,
2032)
Observeanddescribechanges,usingwrittenlanguage,pictures,and
charts,thatoccurthroughthelifecycleofafloweringplant(10030,
2015)
Estimatemeasurementsoftheplantasitgrows(2016)
Describewaysinwhichplantsareimportanttolivingthingsandthe
environment(10212)
Identifypartsofdifferentplantsthatprovidehumanswithusefulproducts,
anddescribethepreparationthatisrequiredtoobtaintheseproductsand
howoursupplyofusefulplantsisreplenished(10213)
Identifypartsofdifferentplantsthatprovidehumanswithusefulproducts,
anddescribethepreparationthatisrequiredtoobtaintheseproductsand
howoursupplyofusefulplantsisreplenished(10213)
Respondtotheideasandactionsofothersandacknowledgetheirideas
abouttheusesandreplenishingofplants(2035)


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Grade4(EnrichmentLesson)
GCO:LifeScience:Habitats
SCO:HabitatsandPopulations
Outcomes:studentswillbeexpectedto:
Usethetermshabitat,population,andcommunityinappropriatecontexts
(1046)
Identifyquestionstoinvestigateaboutthetypesofplantsand/oranimalsat
alocalhabitat,andtheconditionsunderwhichtheylive(2041)
Identifyvariousmethodsforfindinganswerstoquestionsrelatedtothe
localhabitat,andselectoneapproachthatisappropriate(2046)
Makeobservationsandcollectinformationrelatedtolocalhabitatsand
theirassociatedpopulationsofplantsandanimals(2055,3021)
Identifytheirownandtheirfamiliesimpactonhabitats,anddescribehow
personalactionshelpconservehabitats(1086,1063)
Compileanddisplaythedatacollectedduringthehabitatstudyusing
tallies,tables,and/orbargraphs(2062)
Presenttheproceduresusedduringthehabitatstudyandtheresults
obtained,comparetheseresultswiththoseofotherclassmembers,
recognizingthatresultsmayvary,andsuggestexplanationsforthese
discrepancies(1044,2063)
Constructand/ormaintainamodelofanaturalhabitat,anduseittomake
observationsandcollectinformationaboutorganismsinthehabitat
(20510,2055)
Suggestimprovementstothemodelofthenaturalhabitattomakeitmore
realisticandhabitablefororganisms(2066)
Usingappropriateterminologytocomparethestructuralfeaturesofplants
thatenablethemtothriveindifferentkindsofplaces(3002,1046)
Describehowscientistsknowledgeofplantgrowthhasledtoagricultural
innovationsandtechniques(1064)
Describecurrentinvestigationsoflocalorregionalhabitatissues(1051)
Classifyorganismsaccordingtotheirroleinafoodchainanddrawa
diagramtoillustratethefoodchain(3023,1046,2061)
Predicthowtheremovalofaplantoranimalpopulationaffectstherestof
thecommunity(3011)
Relatehabitatlosstotheendangermentorextinctionofplantsandanimals
(3012)
Identifyexamplesofpositiveandnegativeeffectsoftechnological
developmentsonnaturalhabitats(1081)


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IntegratedNBCurriculaOutcomes:
GCO:Studentswillspeakandlistentoexplore,extend,clarify,andreflectontheir
thoughts,ideas,feelings,andexperiences
SCO:studentswillbeexpectedto
Describe,share,anddiscussthought,feelingsandexperienceandconsiderothers
ideas
Askandrespondtoquestionstoclarifyinformationandtoexplorepossibilitiesor
solutionstoproblems
Expressandexplainopinionsandrespondtothequestionsandreactionsofothers
Listencriticallytoothersideasandopinions
GCO:Studentswillbeabletocommunicateinformationandideaseffectivelyand
clearly,andtorespondpersonallyandcritically
SCO:studentswillbeexpectedto
Participateinconversation,smallgroupandwholegroupdiscussion,
understandingwhentospeakandwhentolisten
Giveandfollowinstructionsandrespondtoquestionsanddirections
GCO:Studentswillbeexpectedtousewritingandotherformsofrepresentationto
explore,clarify,andreflectontheirthoughts,feelings,experiences,andlearningsandto
usetheirimaginations.
SCO:Studentswillbeexpectedto
usestrategiesinwritingandotherwaysofrepresentingtoformulatequestions
andorganizeideas
discoverandexpresspersonalattitudes,feelings,andopinions
comparetheirownthoughtsandbeliefstothoseofothers
recordexperiences

StudentsLearning:
Studentsshouldalreadyhaveageneralunderstandingaboutplantsandanimals.
StudentshavealreadylearntabouttheFundyBiosphereandHopewellRocks.Thisunitis
toexpandtheirlearninginregardstoplantlife.
StudentswilllearnaboutFundyBiosphereReserve,HopewellRockasauniquehabitat
andecosystem.Specificallylookingatthespecies(plantsandanimals)withinthe
habitat/ecosystemtoexpandtheirlearning.
Studentswilllearnaboutthespecificpartsofplantsandtheirgeneralfunctions.
Studentswilllearntomakeobservationsandinvestigatebasedonevidencefromthe
habitats/ecosystem.

PartB:AssessmentandEvaluation


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OutcomesorExpectations AssessmentStrategy AssessmentTool
ADDINTHECROSS
CURRICULARFROM
ABOVEINTHIS
SECTION

Identifyanddescribepartsof Groupdiscussionand Anecdotalrecord

plantsandtheirgeneral handouts
function.(10028)

Identifyandinvestigatelife
needsofplantsanddescribe
howplantsareaffectedbythe
conditionsinwhichthey
grow.(10029)

CrossCurricular:English
LanguageArts:

GCO:Studentswillspeakand

listentoexplore,extend,
clarify,andreflectontheir
thoughts,ideas,feelings,and
experiences.

GCO:Studentswillbeableto

communicateinformationand
ideaseffectivelyandclearly,
andtorespondpersonallyand
critically.

Placeseedsingroups Project Checklistandasking

accordingtooneormore questions
attributes.(2022)

Askquestionstoinvestigate
relatedtogrowingconditions
forplants.(2001)

Makepredictionsabout
whichconditionwillbebest
forplantgrowth.(2003)



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CrossCurricular:English
LanguageArts:

GCO:Studentswillspeakand

listentoexplore,extend,
clarify,andreflectontheir
thoughts,ideas,feelings,and
experiences.

GCO:Studentswillbeableto

communicateinformationand
ideaseffectivelyandclearly,
andtorespondpersonallyand
critically.

Drawinferencesthatidentify Classdiscussionandjournal Ratingscale

andinvestigatelifeneedsof
plantsanddescribehow
plantsareaffectedbythe
conditionsinwhichthey
grow.(10029)

Identifyandsuggest
explanationsforpatternsand
discrepanciesinthegrowth
rateofsimilarplantsgrownin
varyingconditions.(2025)

CrossCurricular:English
LanguageArts:

GCO:Studentswillspeakand

listentoexplore,extend,
clarify,andreflectontheir
thoughts,ideas,feelings,and
experiences.

GCO:Studentswillbeableto

communicateinformationand
ideaseffectivelyandclearly,
andtorespondpersonallyand
critically.

Usethetermshabitat, Journalorlearninglog MarketingScheme

population,andcommunityin


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appropriatecontexts(1046)

Identifyquestionsto
investigateaboutthetypesof
plantsand/oranimalsata
localhabitat,andthe
conditionsunderwhichthey
live(2041)

Identifytheirownandtheir Scienceinvestigation Rubric/Checklist

familiesimpactonhabitats,
anddescribehowpersonal
actionshelpconservehabitats
(1086,1063)

Constructand/ormaintaina
modelofanaturalhabitat,
anduseittomake
observationsandcollect
informationaboutorganisms
inthehabitat(20510,2055)

Predictthestructuraland/or Questionandanswer Rubric/Checklist

behavioraladaptationsneeded
forananimaltoliveina
particularhabitat,eitherreal
orimagined(2043)

Relatehabitatlosstothe
endangermentorextinctionof
plantsandanimals(3012)

Constructand/ormaintaina Learninglog AnecdotalNotes

modelofanaturalhabitat,
anduseittomake
observationsandcollect
informationaboutorganisms
inthehabitat(20510,2055)

CrossCurricular:English
LanguageArts:



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GCO:Studentswillbe
expectedtousewritingand
otherformsofrepresentation
toexplore,clarify,andreflect
ontheirthoughts,feelings,
experiences,andlearnings
andtousetheirimaginations.

GCO:Studentswillspeakand
listentoexplore,extend,
clarify,andreflectontheir
thoughts,ideas,feelings,and
experiences.

GCO:Studentswillbeableto

communicateinformationand
ideaseffectivelyandclearly,
andtorespondpersonallyand
critically.

3LS32:Heredity: Learninglog AnecdotalNotes

InheritanceandVariationof
Traits:Useevidenceto
supporttheexplanationthat
traitscanbeinfluencedbythe
environment
CrossCurricular:English
LanguageArts:

GCO:Studentswillbe
expectedtousewritingand
otherformsofrepresentation
toexplore,clarify,andreflect
ontheirthoughts,feelings,
experiences,andlearnings
andtousetheirimaginations.

GCO:Studentswillspeakand

listentoexplore,extend,
clarify,andreflectontheir
thoughts,ideas,feelings,and
experiences.

GCO:Studentswillbeableto


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communicateinformationand
ideaseffectivelyandclearly,
andtorespondpersonallyand
critically.

ESS2.A:EarthMaterialsand Learninglog AnecdotalNotes

Systems:R ainfallhelpsto
shapethelandandaffectsthe
typesoflivingthingsfoundin
aregion.Water,ice,wind,
livingorganisms,andgravity
breakrocks,soils,and
sedimentsintosmaller
particlesandmovethem
around.

CrossCurricular:English
LanguageArts:

GCO:Studentswillbe

expectedtousewritingand
otherformsofrepresentation
toexplore,clarify,andreflect
ontheirthoughts,feelings,
experiences,andlearnings
andtousetheirimaginations.

GCO:Studentswillspeakand
listentoexplore,extend,
clarify,andreflectontheir
thoughts,ideas,feelings,and
experiences.

GCO:Studentswillbeableto

communicateinformationand
ideaseffectivelyandclearly,
andtorespondpersonallyand
critically.

PartC:PlanningtheSequencesofLessons
SequenceofLessons

Lesson Outcomesor Assessmentor Whatwillthe Whatwillthe


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Title/Topic Expectations Evaluation teacherdo? studentsdo?

1.Introduction Identifyand Group Theteacherwill Thestudents

toPlants describepartsof Discussionand facilitategroup willberequired
plantsandtheir Handouts. discussionby toparticipatein
generalfunction. usingaKWL groupdiscussion
(10028) chartand andputthe
describepartsof informationthey
Identifyand plantsandtheir learntin
investigatelife generalfunction discussiononto
needsofplants sostudentscan aworksheetfor
anddescribe completea future
howplantsare worksheet. references.
affectedbythe
conditionsin
whichthey
grow.(10029)

2.Germination: Placeseedsin Project. Theteacherwill Thestudents

PlantGrowth groups facilitategroup willobservethe
andChanges accordingtoone discussionatthe differencein
ormore beginningof typesofseeds.
attributes. class.He/she Theywillalso
(2022) willalsobe plantaseedof
responsibleto theirchoosingto
Askquestionsto handout observeand
investigate materialsforthe makeprediction
relatedto projectand about.
growing providehelpif
conditionsfor needed.The
plants.(2001) teacherwillalso
havetoplant
Make theirownseed
predictions forthenext
aboutwhich lesson.
conditionwillbe
bestforplant
growth.(2003)

3.PlantGrowth Drawinferences ClassDiscussion Theteacherwill Studentswillbe

andChanges thatidentifyand andObservation beresponsible involvedin


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investigatelife Assignment forfacilitating talkingabout

needsofplants group previous
anddescribe discussions. knowledgeina
howplantsare He/shewillalso classdiscussion.
affectedbythe aidstudentsin Studentswill
conditionsin making alsohaveto
whichthey predictions makepredictions
grow.(10029) aboutthe andobserve
conditionsthat theirplants/the
Identifyand plantshaveto teachersplant.
suggest face.
explanationsfor
patternsand
discrepanciesin
thegrowthrate
ofsimilarplants
grownin
varying
conditions.
(2025)

4.Introduction Usetheterms Studentswill Asaclasswe Theclasswould

toHabitats habitat, passintheir wouldreview beparticipating
population,and drawings/explan definitionsinthe inthegroup
communityin ationafterclass appropriate discussionand
appropriate intheirhabitat sentencesand givegood
contexts(1046) journal.The haveagroup examplesof
teacherwillbe discussion. differentanimals
Identify abletoaccess Following,we intheir
questionsto their wouldgoover appropriate
investigateabout comprehension differenttypesof habitat.
thetypesof basedontheir animalsthatthey Following,they
plantsand/or animalsand thinkwouldlive willdrawand
animalsata habitatschosen. nearHopewell describean
localhabitat,and Ex:youwillnot Rocks,howthey animalintheir
theconditions seealionat wouldsurvive habitatthatthey
underwhich Hopewell andwheretheir wouldfindat
theylive(2041) Rocks,however, dens,huts,etc. Hopewell
youcouldseea werelocated. Rocks.
birdflyingora Timewouldbe
whaleinthe giveninclassfor
water. thestudentsto
drawananimal
oftheirchoosing


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thatwas
discussed,in
theirnatural
habitat.

5.Traitsofa Identifytheir Studentswillbe Theteacherwill Usingprovided

Habitat ownandtheir evaluatedbased collectvarious materials,
familiesimpact oncreativityand itemsfrom studentswill
onhabitats,and theirattentionto outsidethat bringinasome
describehow detail.Itseasy childrencan sortofdishto
personalactions togetadishand makeintotheir makeahabitat
helpconserve fillitwithwater ownhabitat forananimalof
habitats(1086, forawhales (mud,dirt, theirchoosing.
1063) habitat,butit rocks,grass, Studentsare
requiresalittle flowers,etc.). welcometo
Constructand/or moreworkto Thepointofthis bringinexternal
maintaina createabears activityistoget resourcestohelp
modelofa denorbirds thestudentsto thembuildtheir
naturalhabitat, nest.Wewill maketheirown habitat.They
anduseitto investigate habitatforan willbe
make variousanimals animaloftheir respectfulofthe
observationsand andhabitats.We choice(many classroomand
collect willmatch willchoosethe teacher(ex:use
information differentanimals drawingtheydid smallamounts
aboutorganisms withtheir fromthe ofmudand
inthehabitat appropriate previouslesson makelittle
(20510,2055) habitat. activity) mess).

6.Animalsin Predictthe Group Haveagroup Studentswill

theirHabitats structuraland/or discussionwill discussionofthe participateinall
behavioral beheavilytaken importanceof group
adaptations forevaluationto animal discussions
neededforan seehowmuch extinction. revolvingaround
animaltolivein studentsare Includevarious extinctanimals
aparticular educatedon extinctanimals andtheir
habitat,either extinctanimals fromthe adaptationsto
realorimagined ingeneralandin Maritimesso theirliving
(2043) theirownarea. thatstudentscan environments.
Theywill relatetothe Thisisachance
Relatehabitat discussthe issue.Students forstudentsto
losstothe importanceof willlearn learnnewthings
endangermentor therolesanimals behavioral thatarerelevant
extinctionof playinour adaptations intheirlivesand
plantsand ecosystem.We withindifferent theyalsohave
animals(3012) willgoover habitats. theopportunity


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whatthey toaskand
alreadyknow questionsthey
andwhatthe mayhave
studentspredict concerningthis
willhappen topic.
withinthenext
fewyears(with
animalsthatare
atriskof
becoming
extinct)

7.Introduction Construct Project: Theteacherwill Studentswillbe

toEarthSystems and/ormaintain Constructmodel reflectonthe askedtocreatea
amodelofa ofFundy FundyBiosphere habitatoutof
naturalhabitat, Biosphere Reserve materials
anduseitto Reserve HopewellRocks providedbythe
make HopewellRocks andEarth teacher.Students
observationsand systems. willusetheir
collect Theteacherwill learninglogsto
information bringmaterials reflectontheir
aboutorganisms forstudentsto habitatandhow
inthehabitat constructtheir EarthSystems
(20510,2055) habitat. relatetotheir
habitat.

8.Effectsof 3LS32: Classdiscussion Theteacherwill Thestudents

Weathering Heredity: Handouts giveinformation willlearnabout
Inheritanceand Observations ontheeffectsof theeffectsof
Variationof weathering.The weatheringon
Traits:Use teacherwill theenvironment.
evidenceto createahabitat Studentswill
supportthe onschool thenbe
explanationthat propertyfor introducedto
traitscanbe studentsto theirhabitatand
influencedby observe. aretoexamine
theenvironment andobservethe
changesoftraits
ofthehabitat.
Reflectingin
theirlearning
logs.

9.Erosion ESS2.A:Earth Classdiscussion Theteacherwill Thestudents

Materialsand CreateTimeline buildonthe willbe


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Systems: ofHopewell previouslesson introducedto

Rainfallhelpsto Rocks andintroduce erosion.In
shapetheland erosion.The groups,students
andaffectsthe teacherwillgive willcreatea
typesofliving aminilessonon timelineofthe
thingsfoundina erosion.After HopewellRocks
region.Water, thediscussion, inthefuture
ice,wind,living theteacherwill showingsignsof
organisms,and introducethe erosion.
gravitybreak assignment.The Studentswill
rocks,soils,and teacherwillask reflectonthe
sedimentsinto studentsto similaritiesand
smallerparticles createatimeline differencesof
andmovethem ofpicturesofthe therocks
around. Hopewell throughoutthe
Rocks. yearsintheir
learninglogs.

PartD:UDL,DifferentiatedInstruction,BloomsTaxonomy,Tier13,orPLP

UDL:ThepurposeoftheUniversalDesignissoeachstudentsneedsaremetinthelessons
throughdifferentformsofactivityandassessment.Studentsneedaremeetinavarietyof
formsthroughoutthisunitplan.InthelessontitleIntroductiontoPlantsstudentsareableto
participateinsmallorclassgroupdiscussionandareabletoshowtheirknowledgeina
handoutform.Studentsarealsopresentedwithachoiceinhowtheywanttocompletethe
assignedactivity.Allowingstudentstohavechoiceinthewaytheyrepresenttheirwork
ensuresallstudentsneedsaremet.InthelessontitledG
erminations tudentsareableto
demonstratewhattheyknowagainthoughsmallorclassdiscussion,whichevertheyfeelmore
comfortableindoing.Theprojectinthislessonalsoallowsstudentstoexperimentwithplants
andunderstandthoughaprojectbasedinquiry.Bothoftheselessonsalsoprovidestudentswith
visualaidsthroughvideoandchartsinwhichtheycanrefertowhendoingtherequired
activities.Inthesetwolessonstheclosingsongrelatedtoplantsallowstudentstorelaxand
havesomefuninclass!InthelastlessonregardingplantsPlantGrowthandChangesalso
reachadiversesetofneedsthoughchoice.Studentsareableexpressthewayplantsgrowand
changethroughadrawingactivity.Anactivitylikethisallowsstudentstoexpresstheir
thoughtsinadifferentway.

DifferentiatedInstruction:Withinthisunitdifferentiatedinstructionisusedfrequently.Inthe
lessonsregardingplants,studentsareprovidedwithchoiceofactivityandmultipleformsof
assessmentisusedtoensurestudentslearningstylesareevaluated.Anecdotalnotesareused
throughoutthelessons,aswellasteacherstudentinteractionthroughconversation.These
lessonalsoleadtoaprojectthatstudentsaretoparticipatein,theteacherwillusetheresultsof
thisprojecttodetermineunderstandingaswell.Ifastudentintheclassneedfurtherinstruction


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orhandoutsthatfittheircertainneeds,alltheselessoncanbemodified.

BloomsTaxonomy:W ithinthisunitBloomstaxonomyistouchedonineachlesson.Inthe
lessonsregardingplants,previousknowledgeregardingplantsisretouchedonandstudents
receiveadditionalinformationthattheyhaveyettolearn.Studentshavealsohadminilessons
regardingtheFundyBiosphereandHopewellRocksprecedingthisunit,therefore,
understandinghowtheenvironmentaffectsplantlifeiseasiertocomprehendwhentalked
about.Studentsreceivednewknowledge,bybuildingonpastknowledgeandstudentswere
abletofullycomprehendthematerialbecausestudentswillapplythatknowledgethrough
analysis,synthesisandevaluationineachlesson.

Tiers13:Eachlessonthroughoutthislessonplancanbemodifiedtofiteachtier.

PLP:A
PersonalLearningPlan,isaneducationplanthatiscreatedwiththestudentandtheir
parents,aswellastheteacherandtheinschoolExceptionalInterventionTeam.Basedonthe
individualstudentsneeds,thelessonswillneedtobeadaptedforwhatisbestforthe
individualstudent.Thisunitplanisflexibleintermsthatitcanbechangedtofitindividual
needs.

Reflection:W ebelieveasagroupthattheintendedoutcomeswillbesupportedbythelessons
thatwewillhaveinourunitplan.Weplannedeachlessontomeeteachoutcomespecifically.
Throughouteachlessonstudentswillgainmanyskills,someincluding:communication,
discussionskills,aswellasobservationskills.Onechallengethatweareabitconcernedaboutis
thatouroutcomesmaychangingdependingoncompletionofeachlessonthatwecomeupwith.
WearealsoconcernedthatstudentsmayhaveahardtimetorelatetheselessonswiththeFundy
BiosphereandHopewellRocks.WewishwecouldhavebeenabletogotoHopewellRocksto
gatheradditionalmaterialsandgaininformation.