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(Take as much space as you need. This document expands as you type) Levi Johnson
Unit or Theme title/ unit or theme overview TITLE ___________________________Science Biomes Grade 4__________________________
In previous science units students have investigated the seasons and changing climates on Earth. This unit builds on this by having students explore and learn about the
different animals, climates, locations and features of biomes. Following this unit, students will be studying plants and their importance to the environment.
For this unit students will be creating a biomes book. The biomes book will contain five biomes that they have learned about throughout the unit.
STAGE 1: Desired Results (what will students be able to understand? know? do? ( write ,say, do)
Connect and engage with others (to share and Creative Positive Personal & Social Identity Well-being
develop ideas) Social Responsibility
Novelty and value Relationships and cultural contexts
Acquire, interpret, and present information
Generating ideas Personal values and choices Contributing to community and caring for
(includes inquiries)
Developing ideas Personal strengths and abilities the environment
Collaborate to plan, carry out, and review
Critical Personal Awareness & Responsibility Solving problems in peaceful ways
constructions and activities
Analyze and critique Valuing diversity
Explain/recount and reflect on experiences and Self-determination
Building relationships
accomplishments Question and investigate Self-regulation
Develop and design
Big Ideas(curriculum) important/essential questions (create)
All living things sense and respond to their environment. What is a biome?
What plants and animals live in a forest biome? Where is it located?
What is the climate like?
What plants and animals live in a tundra biome? Where is it located?
UNDERSTAND
Questioning and predicting: demonstrate curiosity about the natural world, make predictions based on prior knowledge.
Planning and conducting: make observations about living and non-living things in the local environment, suggest ways to plan and conduct an inquiry to find
answers to their questions.
Processing and analyzing data and information: sort and classify data and information using drawings or provided tables, compare results with predictions.
Communicating: represent and communicate ideas and findings in a variety of ways, such as diagrams and simple reports, using digital technologies as
DO
appropriate.
Content (learning standards):
Biomes are regions grouped by similar temperature and precipitation (e.g., climate: long term weather patterns)
Terrestrial biomes
Aquatic/marine biomes
Students will be creating their own biome books and handing them in. These biome books will be the tool used for summative assessment.
Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit lesson connections and general lesson
descriptions that connect to assessment for and of learning
Instructional Activities
Assessment
Learning Intentions/Curriculum Connections (scope and sequence, titles with brief lesson
( method /instrument and criteria/ standards)
description )